classes ::: subject, the_School,
children ::: programs (Education)
branches ::: Education, On Education

Instances, Classes, See Also, Object in Names
Definitions, . Quotes . - . Chapters .


object:Education
object:EDU
class:subject
class:the School
wiki:https://en.wikipedia.org/wiki/Education
link:https://en.wikipedia.org/wiki/Pedagogy

storytelling rap
childrens books

educational media

--- BOOKS
  On Education

--- AUTHORS
  The Mother
  Rudolf Steiner

--- TYPES (MOTHER)
  Vital Education, Psychic Education, Mental Education, Physical Education

--- FOOTER
see also ::: study, the Student, programs, courses, the Library, the School
see also ::: the Science of Living, the Science of Knowing, training
see also ::: the Teacher, the Curriculum





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--- OBJECT INSTANCES [30]


1.01_-_The_Science_of_Living
1.03_-_Physical_Education
1.04_-_Vital_Education
1.05_-_Mental_Education
1.06_-_Psychic_Education
64_Arts
An_Outline_of_Occult_Science
courses
Education_As_a_Force_for_Social_Change
era
exam
Horace_Mann
Intuitive_Thinking
Knowledge_of_the_Higher_Worlds
Library
Mysticism_at_the_Dawn_of_the_Modern_Age
Practical_Advice_to_Teachers
programs_(Education)
Quadrivium
read
Rudolf_Steiner
School
test
The_Essentials_of_Education
The_Genius_of_Language
The_Mother_on_Education
The_Science_of_Knowing
the_Student
training
Trivium

--- PRIMARY CLASS


book
Education
subject
the_School

--- SEE ALSO


courses
programs
study
the_Curriculum
the_Library
the_School
the_Science_of_Knowing
the_Science_of_Living
the_Student
the_Teacher
training

--- SIMILAR TITLES [2]


1.03 - Physical Education
1.04 - Vital Education
1.05 - Mental Education
1.06 - Psychic Education
1.72 - Education
Education
Education As a Force for Social Change
On Education
Philosophy of Education
programs (Education)
The Essentials of Education
The Mother on Education
select ::: Being, God, injunctions, media, place, powers, subjects,
favorite ::: cwsa, everyday, grade, mcw, memcards (table), project, project 0001, Savitri, Savitri (extended toc), the Temple of Sages, three js, whiteboard,
temp ::: consecration, experiments, knowledge, meditation, psychometrics, remember, responsibility, temp, the Bad, the God object, the Good, the most important, the Ring, the source of inspirations, the Stack, the Tarot, the Word, top priority, whiteboard,

--- DICTIONARIES (in Dictionaries, in Quotes, in Chapters)


educational ::: a. --> Of or pertaining to education.

education ::: n. --> The act or process of educating; the result of educating, as determined by the knowledge skill, or discipline of character, acquired; also, the act or process of training by a prescribed or customary course of study or discipline; as, an education for the bar or the pulpit; he has finished his education.

educationist ::: n. --> One who is versed in the theories of, or who advocates and promotes, education.

education contact
The person at a company who should receive educational
material.
(2004-03-11)

educational ::: a. --> Of or pertaining to education.

education ::: n. --> The act or process of educating; the result of educating, as determined by the knowledge skill, or discipline of character, acquired; also, the act or process of training by a prescribed or customary course of study or discipline; as, an education for the bar or the pulpit; he has finished his education.

educationist ::: n. --> One who is versed in the theories of, or who advocates and promotes, education.

education contact ::: (job) The person at a company who should receive educational material.(2004-03-11)


--- QUOTES [96 / 96 - 500 / 10957] (in Dictionaries, in Quotes, in Chapters)



KEYS (10k)

   38 The Mother
   10 Sri Aurobindo
   6 Howard Gardner
   3 Claudio Naranjo
   2 R Buckminster Fuller
   2 Noam Chomsky
   2 Jiddu Krishnamurti
   2 Isaac Asimov
   2 Aristotle
   2 Alfred Korzybski
   2 Aleister Crowley
   2 Abraham Maslow
   1 William Butler Yeats
   1 Victor Hugo
   1 T S Eliot
   1 Stratford Caldecott
   1 Socrates
   1 Sidney Hook
   1 Shams Tabrizi
   1 Rudolf Steiner
   1 Robert Heinlein
   1 Plato
   1 M P Pandit
   1 Mortimer J Adler
   1 Miriam
   1 Mark Twain
   1 Margaret Drabble
   1 Joseph Campbell
   1 Jim Rohn
   1 Georg Wilhelm Friedrich Hegel
   1 George Carlin
   1 Dr Robert A Hatch
   1 Confucius
   1 Aldous Huxley
   1 Alan Turing

NEW FULL DB (2.4M)

   15 Mark Twain
   12 Aristotle
   9 Plato
   8 Sai Baba
   7 Ralph Waldo Emerson
   7 Malala Yousafzai
   6 John Dewey
   4 Mahatma Gandhi
   4 Isaac Asimov
   4 Frank Herbert
   4 Donald Trump
   4 Bill Gates
   4 Benjamin Franklin
   3 Will Durant
   3 Victor Hugo
   3 Robert T Kiyosaki
   3 Robert Kiyosaki
   3 Noam Chomsky
   3 Malcolm X
   3 Kofi Annan
   3 Herbert Spencer
   3 Helen Keller
   3 Eleanor Roosevelt
   3 C S Lewis
   3 Benjamin Disraeli
   3 Albert Einstein
   2 Zhuangzi
   2 Winston S Churchill
   2 Winston Churchill
   2 W E B Du Bois
   2 Tony Blair
   2 Toba Beta
   2 Socrates
   2 Sathya Sai Baba
   2 Roy Wilkins
   2 Robert Henri
   2 Robert Frost
   2 Robert E Lee
   2 Richard Dawkins
   2 Ralph Ellison
   2 Peter Drucker
   2 Paulo Freire
   2 Maria Montessori
   2 Loretta Lynn
   2 Leo Tolstoy
   2 Joycelyn Elders
   2 Jim Rohn
   2 Jean Paul
   2 Jane Austen
   2 Howard Gardner
   2 Henry Ford
   2 Friedrich Schiller
   2 Edmund Burke
   2 Derek Bok
   2 Calvin Coolidge
   2 Arne Duncan
   2 Anonymous
   2 Andy Hargreaves
   2 Anatole France
   2 Adolf Hitler

1:Education is at a turning point ~ Howard Gardner,
2:The roots of education are bitter, but the fruit is sweet. ~ Aristotle,
3:The future is a race between education and catastrophe. ~ Claudio Naranjo,
4:Education serves to keep people idiotic and manipulable. ~ Claudio Naranjo,
5:Education is the kindling of a flame, not the filling of a vessel. ~ Socrates,
6:Education: the path from cocky ignorance to miserable uncertainty. ~ Mark Twain,
7:Educating the mind without educating the heart is no education at all. ~ Aristotle,
8:Education breeds confidence. Confidence breeds hope. Hope breeds peace. ~ Confucius,
9:If you do not study, the inertia will go on increasing. ~ The Mother, On Education ,
10:One of the goals of education should be to teach that life is precious. ~ Abraham Maslow,
11:Self-education is, I firmly believe, the only kind of education there is. ~ Isaac Asimov,
12:Education is not the filling of a pail but the lighting of a fire. ~ William Butler Yeats,
13:Formal education will make you a living. Self education will make you a fortune. ~ Jim Rohn,
14:Replace the eagerness for fame by the aspiration for perfection. ~ The Mother, On Education ,
15:A hundred years of education is nothing compared with one moment spent with God! ~ Shams Tabrizi,
16:The measure of the sincerity is the measure of the success.23 April 1968 ~ The Mother, On Education ,
17:Nothing but a radical change of consciousness can deliver the world from its present obscurity. ~ The Mother, On Education ,
18:Never get excited, nervous or agitated. Remain perfectly calm in the face of all circumstances. ~ The Mother, On Education ,
19:His business is to suggest and not to impose. ~ Sri Aurobindo, Early Cultural Writings A System of National Education,
20:Religion has to be lived, not learned as a creed. ~ Sri Aurobindo, Early Cultural Writings A System of National Education,
21:An education that seeks competition rather than collaboration is the reflection of a society that is deeply ill. ~ Claudio Naranjo,
22:Teachers must be encouraged - I almost said 'freed', to pursue an education that strives for depth of understanding. ~ Howard Gardner,
23:Sometimes it seems the only accomplishment my education ever bestowed on me was the ability to think in quotations. ~ Margaret Drabble,
24:Yes, this is the true love, which is a force; it is the union that enables new possibilities to be realised... ~ The Mother, On Education ,
25:All experience lies within us as passive or potential memory. ~ Sri Aurobindo, Early Cultural Writings A System of National Education,
26:Which of Sri Aurobindo's books should I start with?The Life Divine.My blessings.11 March 1941 ~ The Mother, On Education ,
27:The Riddle of the WorldIf you can solve it, you will be immortal, but if you fail you will perish. ~ The Mother, On Education ,
28:Whatever is mechanical and artificial is inoperative for good. ~ Sri Aurobindo, Early Cultural Writings A System of National Education,
29:All education is the art of making men ethical (sittlich), of transforming the old Adam into the new Adam. ~ Georg Wilhelm Friedrich Hegel,
30:Only what the man admires and accepts, becomes part of himself; ~ Sri Aurobindo, Early Cultural Writings A System of National Education,
31:I have realized why corrupt politicians do nothing to improve the quality of public school education. They are terrified of educated voters. ~ Miriam,
32:The cause of mediocre work is neither the variety nor the number of activities, but lack of the power of concentration. ~ The Mother, On Education ,
33:The past is our foundation, the present our material, the future our aim and summit. ~ Sri Aurobindo, Early Cultural Writings A System of National Education,
34:When one is incapable of comforming to a discipline, one is also incapable of doing anything of lasting value in life. 16 Februrary 1967. ~ The Mother, On Education ,
35:By studying carefully what Sri Aurobindo has said on all subjects one can easily reach a complete knowledge of the things of this world. ~ The Mother, On Education ,
36:In the ideal college, intrinsic education would be available to anyone who wanted it...The college would be life-long, for learning can take place all through life. ~ Abraham Maslow,
37:Let us unite our will in a great aspiration; let us pray for an intervention of the Grace. A miracle can always happen. Faith has a sovereign power. ~ The Mother, On Education ,
38:The future is for those who have the soul of a hero. The stronger and more sincere our faith, the more powerful and effective will be the help received. ~ The Mother, On Education ,
39:Why do you believe in what the astrologers say? It is the belief that brings the trouble. Sri Aurobindo says that a man becomes what he thinks he is. ~ The Mother, On Education ,
40:For Sri Aurobindo's centenary, what is the best offering that I can personally make to Sri Aurobindo? Offer him your mind in all sincerity. 13 November 1970 ~ The Mother, On Education ,
41:Everyone who remembers his own educational experience remembers teachers, not methods and techniques. The teacher is the kingpin of the educational situation. ~ Sidney Hook, Education for Modern Man ,
42:An aimless life is always a miserable life. Every one of you should have an aim. But do not forget that on the quality of your aim will depend the quality of your life. ~ The Mother, On Education p.3,
43:We as economic society are going to have to pay our whole population to go to school and pay it to stay at school. ~ R Buckminster Fuller, Education Automation: Freeing the Scholar to Return to His Studie ,
44:It is not by mental activity that you can quiet your miind, it is from a higher or deeper level that you can receive the help you need. And both can be reached in silence only. ~ The Mother, On Education ,
45:True knowledge takes its base on things, arthas, and only when it has mastered the thing, proceeds to formalise its information. ~ Sri Aurobindo, Early Cultural Writings A System of National Education,
46:No one can become really educated without having pursued some study in which he took no interest--for it is a part of education to learn to interest ourselves in subjects for which we have no aptitude. ~ T S Eliot,
47:I would say, then, that you are faced with a future in which education is going to be number one amongst the great world industries. ~ R Buckminster Fuller, Education Automation: Freeing the Scholar to Return to His Studies ,
48:We would like to be able to show the children pictorial representations of what life should be, but we still have not reached that stage, very far from it. Those films are yet to be made... ~ The Mother, On Education 1968,
49:Knowledge which is acquired under compulsion has no hold on the mind. Therefore do not use compulsion, but let early education be a sort of amusement; you will then be better able to discover the child's natural bent. ~ Plato,
50:Sweet Mother, Can you hear me whenever I call you?My dear child, Be sure that I hear you each time you call and my help and force go straight to you. With my blessings. 1 June 1960 ~ The Mother, On Education ,
51:It is not by books that Sri Aurobindo ought to be studied but by subjects - what he has said on the Divine, on Unity, on religion, on evolution, on education, on self-perfection, on supermind, etc., etc. ~ The Mother, On Education 205,
52:Yogic or occult powers are no more supernatural or incredible than is supernatural or incredible the power to write a great poem or compose great music. ~ Sri Aurobindo, Letters on Himself and the Ashram Education,
53:Instead of trying to produce a programme to simulate the adult mind, why not rather try to produce one which simulates the child's? If this were then subjected to an appropriate course of education one would obtain the adult brain. ~ Alan Turing,
54:Make of us the hero warriors we aspire to become. May we fight successfully the great battle of the future that is to be born, against the past that seeks to endure, so that the new things may manifest and we be ready to receive them. ~ The Mother, On Education ,
55:What is true love and how to find it?‡Do you know what is true love?There is only one true love, the love from the Divine, which, in human beings, turns into love for the Divine. Shall we say that the nature of the Divine is Love. ~ The Mother, On Education ,
56:Studies strengthen the mind and turn its concentration away from the impulses and desires of the vital. Concentrating on study is one of the most powerful ways of controlling the mind and the vital; that is why it is so important to study. ~ The Mother, On Education ,
57:Children are nowhere taught, in any systematic way, to distinguish true from false, or meaningful from meaningless, statements. Why is this so? Because their elders, even in the democratic countries, do not want them to be given this kind of education. ~ Aldous Huxley,
58:Our highest endeavor must be to develop free human beings who are able of themselves to impart purpose and direction to their lives. The need for imagination, a sense of truth, and a feeling of responsibility-these three forces are the very nerve of education. ~ Rudolf Steiner,
59:Sri Aurobindo does not belong to the past nor to history. Sri Aurobindo is the Future advancing towards its realisation. Thus we must shelter the eternal youth required for a speedy advance, in order not to become laggards on the way. 2 April 1967 ~ The Mother, On Education 210,
60:What is the way of making the consciousness of human unity grow in man? Spiritual education, that is to say an education which gives more importance to the growth of the spirit than to any religious or moral teaching or to the material so-called knowledge. ~ The Mother, Words Of The Mother III ,
61:When Einstein had thought through a problem, he always found it necessary to formulate this subject in as many different ways as possible and to present it so that it would be comprehensible to people accustomed to different modes of thought and with different educational preparations. ~ Howard Gardner,
62:My dear child, I carry you always in my arms, pressed close to my heart, and I have no doubt that you will become aware of it if you forget the world and concentrate on me. By turning your thoughts towards me you will feel closer and closer to me and peace will come to dwell in your heart. Love. 25 May 1934 ~ The Mother, On Education ,
63:It is a truism that almost any sect, cult, or religion will legislate its creed into law if it acquires the political power to do so, and will follow it by suppressing opposition, subverting all education to seize early the minds of the young, and by killing, locking up, or driving underground all heretics. ~ Robert Heinlein, Postscript to Revolt in 2100. ,
64:In roughly the last century, important experiments have been launched by such charismatic educators as Maria Montessori, Rudolf Steiner, Shinichi Suzuki, John Dewey, and A. S. Neil. These approaches have enjoyed considerable success[...] Yet they have had relatively little impact on the mainstream of education throughout the contemporary world. ~ Howard Gardner,
65:True strength and protection come from the Divine Presence in the heart. If you want to keep this Presence constantly in you, avoid carefully all vulgarity in speech, behaviour and acts. Do not mistake liberty for license and freedom for bad manners: the thoughts must be pure and the aspiration ardent.26 February 1965 ~ The Mother, On Education 154,
66:But once we realize that people have very different kinds of minds, different kinds of strengths -- some people are good in thinking spatially, some in thinking language, others are very logical, other people need to be hands on and explore actively and try things out -- then education, which treats everybody the same way, is actually the most unfair education. ~ Howard Gardner,
67:Every man has in him something divine, something his own, a chance of strength and perfection in however small a sphere, which God offers him to take or refuse. The task is to find it, develop it, use it. The chief aim of education should be to help the growing soul to draw out that in itself which is best and make it perfect for a noble use. ~ Sri Aurobindo, Early Cultural Writings ,
68:The best way to understand is always to rise high enough in the consciousness to be able to unite all contradictory ideas in a harmonious synthesis. And for the correct attitude, to know how to pass flexibly from one position to another without ever losing sight even for a moment of the one goal of self-consecration to the Divine and identification with Him. 29 April 1964 ~ The Mother, On Education ,
69:It is an invaluable possession for every living being to have learnt to know himself and to master himself. To know oneself means to know the motives of one's actions and reactions, the why and the how of all that happens in oneself. To master oneself means to do what one has decided to do, to do nothing but that, not to listen to or follow impulses, desires or fancies. ~ The Mother, On Education Practical Advice to Teachers,
70:When you find a writer who really is saying something to you, read everything that writer has written and you will get more education and depth of understanding out of that than reading a scrap here and a scrap there and elsewhere. Then go to people who influenced that writer, or those who were related to him, and your world builds together in an organic way that is really marvelous. ~ Joseph Campbell, The Hero's Journey: Joseph Campbell on His Life & Works ,
71:If Confucius can serve as the Patron Saint of Chinese education, let me propose Socrates as his equivalent in a Western educational context - a Socrates who is never content with the initial superficial response, but is always probing for finer distinctions, clearer examples, a more profound form of knowing. Our concept of knowledge has changed since classical times, but Socrates has provided us with a timeless educational goal - ever deeper understanding. ~ Howard Gardner,
72:Mother, Some people criticise the fact that we have too many rules in our physical education and that we impose too much discipline on the children. There can be no physical education without discipline. The body itself could not function without a strict discipline. Actually, the failure to recognise this fact is the principal cause of illness. Digestion, growth, blood-circulation, everything, everything is a discipline. Thought, movement, gestures, everything is a discipline, and if there is no discipline people immediately fall ill. ~ The Mother, On Education ,
73:Student debt is structured to be a burden for life. The indebted cannot declare bankruptcy, unlike Donald Trump. Current student debt is estimated to be over $1.45 trillion. There are ample resources for that simply from waste, including the bloated military and the enormous concentrated private wealth that has accumulated in the financial and general corporate sector under neoliberal policies. There is no economic reason why free education cannot flourish from schools through colleges and university. The barriers are not economic but rather political decisions. ~ Noam Chomsky,
74:To take symbolism seriously is to accept the 'analogy of being' between different levels of reality... More than the sum of its parts, the figure is the appearing-to-us of an infinite depth that cannot be fully revealed in time. Every symbol is a kind of gestalt, in which a universal meaning can be glimpsed. Eventually, every created thing can be seen as a manifestation of its own interior essence, and the world is transformed into a radiant book to be read with eyes sensitive to spiritual light. ~ Stratford Caldecott, Beauty for Truth's Sake: On the Re-enchantment of Education ,
75:The other day I happened to be reading a careful, interesting account of the state of British higher education. The government is a kind of market-oriented government and they came out with an official paper, a 'White Paper' saying that it is not the responsibility of the state to support any institution that can't survive in the market. So, if Oxford is teaching philosophy, the arts, Greek history, medieval history, and so on, and they can't sell it on the market, why should they be supported? Because life consists only of what you can sell in the market and get back, nothing else. That is a real pathology. ~ Noam Chomsky,
76:The real human division is this: the luminous and the shady. To diminish the number of the shady, to augment the number of the luminous,-that is the object. That is why we cry: Education! science! To teach reading, means to light the fire; every syllable spelled out sparkles. However, he who says light does not, necessarily, say joy. People suffer in the light; excess burns. The flame is the enemy of the wing. To burn without ceasing to fly,-therein lies the marvel of genius. When you shall have learned to know, and to love, you will still suffer. The day is born in tears. The luminous weep, if only over those in darkness. ~ Victor Hugo,
77:Why do we go through the struggle to be educated? Is it merely in order to pass some examinations and get a job? Or is it the function of education to prepare us while we are young to understand the whole process of life?And what does life mean? Is not life an extraordinary thing? The birds, the flowers, the flourishing trees, the heavens, the stars, the rivers and the fish therein-all this is life. Life is the poor and the rich; life is the constant battle between groups, races and nations; life is meditation; life is what we call religion, and it is also the subtle, hidden things of the mind-the envies, the ambitions, the passions, the fears, fulfilments and anxieties. All this and much more is life. ~ Jiddu Krishnamurti,
78:So, it is a basic function of education to help you to find out what you really love to do, so that you can give your whole mind and heart to it, because that creates human dignity, that sweeps away mediocrity, the petty bourgeois mentality. That is why it is very important to have the right teachers, the right atmosphere, so that you will grow up with the love which expresses itself in what you are doing. Without this love your examinations, your knowledge, your capacities, your position and possessions are just ashes, they have no meaning; without this love your actions are going to bring more wars, more hatred, more mischief and destruction. All this may mean nothing to you, because outwardly you are still very young, but I hope it will mean something to your teachers-and also to you, somewhere inside. ~ Jiddu Krishnamurti,
79:5. When in Doubt ::: Read the Syllabus - Read Ahead - Ask Questions: Read the correlated readings (designed to mesh with that lecture) before you come to class. The whole point of correlated readings is to prepare you for the lecture. If the readings are completed at the appropriate time you will have a 'Big Picture' framed by a general narrative and suspended by an ongoing line of argument. These readings should help you establish a set of expectations as well as some unsettling questions. The lectures should help you connect ideas you have read about and, with any luck, they should help you call key issues into question. Your job is to arrive at an understanding you call your own and can defend to a critical audience. Beginning to end, you are the center of your education. You know where to begin. ~ Dr Robert A Hatch, How to Study ,
80:Often, when I read Sri Aurobindo's works or listen to His words, I am wonderstruck: how can this eternal truth, this beauty of expression escape people? It is really strange that He is not yet recognised, at least as a supreme creator, a pure artist, a poet par excellence! So I tell myself that my judgments, my appreciations are influenced by my devotion for the Master - and everyone is not devoted. I do not think this is true. But then why are hearts not yet enchanted by His words?Who can understand Sri Aurobindo? He is as vast as the universe and his teaching is infinite... The only way to come a little close to him is to love him sincerely and give oneself unreservedly to his work. Thus, each one does his best and contributes as much as he can to that transformation of the world which Sri Aurobindo has predicted. 2 December 1964 ~ The Mother, On Education 396,
81:I have said that from a young age children should be taught to respect good health, physical strength and balance. The great importance of beauty must also be emphasised. A young child should aspire for beauty, not for the sake of pleasing others or winning their admiration, but for the love of beauty itself; for beauty is the ideal which all physical life must realise. Every human being has the possibility of establishing harmony among the different parts of his body and in the various movements of the body in action. Every human body that undergoes a rational method of culture from the very beginning of its existence can realise its own harmony and thus become fit to manifest beauty. When we speak of the other aspects of an integral education, we shall see what inner conditions are to be fulfilled so that this beauty can one day be manifested. ~ The Mother, On Education 1.03 - Physical Education,
82:The fourth condition is study. One must cultivate the mind, know what others have thought, open the mental being to this impact of the higher vibrations of knowledge. A mental knowledge is not tantamount to realization, it is true, but still one must know mentally where one is going, what has happened to others, how they have achieved, what are the hindrances and the helping points. This education of oneself by study, study of spiritual writings, suddhydya as it is called, a disciplined reading and incorporation of the knowledge contained in scriptures and authentic texts - that is a very important part. Even when you don't understand a text, still if you persist at it, the force that is in that book creates certain new grooves in your brain and the second or the third time when you read it, it begins to make some meaning. This is the meaning of studying, of exposing your mind to the constant vibrations of higher levels of knowledge. Incidentally, the mind gets developed, a mental climate is created, a climate of spiritual culture. ~ M P Pandit, The Advent 1981 2020-08-30,
83:Sweet Mother, Just as there is a methodical progression of exercises for mental and physical education, isn't there a similar method to progress towards Sri Aurobindo's yoga? It should vary with each individual. Could you make a step-by-step programme for me to follow daily?The mechanical regularity of a fixed programme is indispensable for physical, mental and vital development; but this mechanical rigidity has little or no effect on spiritual development where the spontaneity of an absolute sincerity is indispensable. Sri Aurobindo has written very clearly on this subject. And what he has written on it has appeared in The Synthesis Of Yoga. However, as an initial help to set you on the path, I can tell you: (1) that on getting up, before starting the day, it is good to make an offering of this day to the Divine, an offering of all that one thinks, all that one is, all that one will do; (2) and at night, before going to sleep, it is good to review the day, taking note of all the times one has forgotten or neglected to make an offering of one's self or one's action, and to aspire or pray that these lapses do not recur. This is a minimum, a very small beginning - and it should increase with the sincerity of your consecration. 31 March 1965 ~ The Mother, Some Answers From The Mother ,
84:All advance in thought is made by collecting the greatest possible number of facts, classifying them, and grouping them. The philologist, though perhaps he only speaks one language, has a much higher type of mind than the linguist who speaks twenty. This Tree of Thought is exactly paralleled by the tree of nervous structure. Very many people go about nowadays who are exceedingly "well-informed," but who have not the slightest idea of the meaning of the facts they know. They have not developed the necessary higher part of the brain. Induction is impossible to them. This capacity for storing away facts is compatible with actual imbecility. Some imbeciles have been able to store their memories with more knowledge than perhaps any sane man could hope to acquire. This is the great fault of modern education - a child is stuffed with facts, and no attempt is made to explain their connection and bearing. The result is that even the facts themselves are soon forgotten. Any first-rate mind is insulted and irritated by such treatment, and any first-rate memory is in danger of being spoilt by it. No two ideas have any real meaning until they are harmonized in a third, and the operation is only perfect when these ideas are contradictory. This is the essence of the Hegelian logic. ~ Aleister Crowley, Liber ABA Book 4,
85:The scientists, all of them, have their duties no doubt, but they do not fully use their education if they do not try to broaden their sense of responsibility toward all mankind instead of closing themselves up in a narrow specialization where they find their pleasure. Neither engineers nor other scientific men have any right to prefer their own personal peace to the happiness of mankind; their place and their duty are in the front line of struggling humanity, not in the unperturbed ranks of those who keep themselves aloof from life. If they are indifferent, or discouraged because they feel or think that they know that the situation is hopeless, it may be proved that undue pessimism is as dangerous a "religion" as any other blind creed. Indeed there is very little difference in kind between the medieval fanaticism of the "holy inquisition," and modern intolerance toward new ideas. All kinds of intellect must get together, for as long as we presuppose the situation to be hopeless, the situation will indeed be hopeless. The spirit of Human Engineering does not know the word "hopeless"; for engineers know that wrong methods are alone responsible for disastrous results, and that every situation can be successfully handled by the use of proper means. The task of engineering science is not only to know but to know how. Most of the scientists and engineers do not yet realize that their united judgment would be invincible; no system or class would care to disregard it. ~ Alfred Korzybski, Manhood of Humanity ,
86:People think of education as something that they can finish. And what's more, when they finish, it's a rite of passage. You're finished with school. You're no more a child, and therefore anything that reminds you of school - reading books, having ideas, asking questions - that's kid's stuff. Now you're an adult, you don't do that sort of thing any more.You have everybody looking forward to no longer learning, and you make them ashamed afterward of going back to learning. If you have a system of education using computers, then anyone, any age, can learn by himself, can continue to be interested. If you enjoy learning, there's no reason why you should stop at a given age. People don't stop things they enjoy doing just because they reach a certain age.What's exciting is the actual process of broadening yourself, of knowing there's now a little extra facet of the universe you know about and can think about and can understand. It seems to me that when it's time to die, there would be a certain pleasure in thinking that you had utilized your life well, learned as much as you could, gathered in as much as possible of the universe, and enjoyed it. There's only this one universe and only this one lifetime to try to grasp it. And while it is inconceivable that anyone can grasp more than a tiny portion of it, at least you can do that much. What a tragedy just to pass through and get nothing out of it. ~ Isaac Asimov, Carl Freedman - Conversations with Isaac Asimov-University Press of Mississippi (2005).pdf ,
87:the aim of our yoga ::: The aim set before our Yoga is nothing less than to hasten this supreme object of our existence here. Its process leaves behind the ordinary tardy method of slow and confused growth through the evolution of Nature. For the natural evolution is at its best an uncertain growth under cover, partly by the pressure of the environment, partly by a groping education and an ill-lighted purposeful effort, an only partially illumined and half-automatic use of opportunities with many blunders and lapses and relapses; a great portion of it is made up of apparent accidents and circumstances and vicissitudes, - though veiling a secret divine intervention and guidance. In Yoga we replace this confused crooked crab-motion by a rapid, conscious and self-directed evolution which is planned to carry us, as far as can be, in a straight line towards the goal set before us. In a certain sense it may be an error to speak of a goal anywhere in a progression which may well be infinite. Still we can conceive of an immediate goal, an ulterior objective beyond our present achievement towards which the soul in man can aspire. There lies before him the possibility of a new birth; there can be an ascent into a higher and wider plane of being and its descent to transform his members. An enlarged and illumined consciousness is possible that shall make of him a liberated spirit and a perfected force - and, if spread beyond the individual, it might even constitute a divine humanity or else a new, a supramental and therefore a superhuman race. It is this new birth that we make our aim: a growth into a divine consciousness is the whole meaning of our Yoga, an integral conversion to divinity not only of the soul but of all the parts of our nature. ~ Sri Aurobindo, The Synthesis Of Yoga Self-Surrender in Works - The Way of the Gita,
88:Are there no false visions?There are what in appearance are false visions. There are, for instance, hundreds or thousands of people who say that they have seen the Christ. Of that number those who have actually seen Him are perhaps less than a dozen, and even with them there is much to say about what they have seen. What the others saw may be an emanation; or it may be a thought or even an image remembered by the mind. There are, too, those who are strong believers in the Christ and have had a vision of some Force or Being or some remembered image that is very luminous and makes upon them a strong impression. They have seen something which they feel belongs to another world, to a supernatural order, and it has created in them an emotion of fear, awe or joy; and as they believe in the Christ, they can think of nothing else and say it is He. But the same vision or experience if it comes to one who believes in the Hindu, the Mohammedan or some other religion, will take a different name and form. The thing seen or experienced may be fundamentally the same, but it is formulated differently according to the different make-up of the apprehending mind. It is only those that can go beyond beliefs and faiths and myths and traditions who are able to say what it really is; but these are few, very few. You must be free from every mental construction, you must divest yourself of all that is merely local or temporal, before you can know what you have seen. Spiritual experience means the contact with the Divine in oneself (or without, which comes to the same thing in that domain). And it is an experience identical everywhere in all countries, among all peoples and even in all ages. If you meet the Divine, you meet it always and everywhere in the same way. Difference comes in because between the experience and its formulation there is almost an abyss. Directly you have spiritual experience, which takes place always in the inner consciousness, it is translated into your external consciousness and defined there in one way or another according to your education, your faith, your mental predisposition. There is only one truth, one reality; but the forms through which it may be expressed are many. 21 April 1929 ~ The Mother, Questions And Answers 1929-1931 ,
89:the process of unification, the perfecting our one's instrumental being, the help one needs to reach the goal ::: If we truly want to progress and acquire the capacity of knowing the truth of our being, that is to say, what we are truly created for, what we can call our mission upon earth, then we must, in a very regular and constant manner, reject from us or eliminate in us whatever contradicts the truth of our existence, whatever is opposed to it. In this way, little by little, all the parts, all the elements of our being can be organised into a homogeneous whole around our psychic centre. This work of unification requires much time to be brought to some degree of perfection. Therefore, in order to accomplish it, we must arm ourselves with patience and endurance, with a determination to prolong our life as long as necessary for the success of our endeavor. As you pursue this labor of purification and unification, you must at the same time take great care to perfect the external and instrumental part of your being. When the higher truth manifests, it must find in you a mind that is supple and rich enough to be able to give the idea that seeks to express itself a form of thought which preserves its force and clarity. This thought, again, when it seeks to clothe itself in words, must find in you a sufficient power of expression so that the words reveal the thought and do not deform it. And the formula in which you embody the truth should be manifested in all your feelings, all your acts of will, all your actions, in all movements of your being. Finally, these movements themselves should, by constant effort, attain their highest perfection. ... It is therefore of capital importance to become conscious of its presence in us [the psychic being], to concentrate on this presence until it becomes a living fact for us and we can identify ourselves with it. In various times and places many methods have been prescribed for attaining this perfection and ultimately achieving this identification. Some methods are psychological, some religious, some even mechanical. In reality, everyone has to find the one which suits him best, and if one has an ardent and steadfast aspiration, a persistent and dynamic will, one is sure to meet, in one way or another - outwardly through reading and study, inwardly through concentration, meditation, revelation and experience - the help one needs to reach the goal. Only one thing is absolutely indispensable: the will to discover and to realize. This discovery and realization should be the primary preoccupation of our being, the pearl of great price which we must acquire at any cost. Whatever you do, whatever your occupations and activities, the will to find the truth of your being and to unite with it must be always living and present behind all that you do, all that you feel, all that you think. ~ The Mother, On Education ,
90:(Novum Organum by Francis Bacon.) 34. "Four species of idols beset the human mind, to which (for distinction's sake) we have assigned names, calling the first Idols of the Tribe, the second Idols of the Den, the third Idols of the Market, the fourth Idols of the Theatre. 40. "The information of notions and axioms on the foundation of true induction is the only fitting remedy by which we can ward off and expel these idols. It is, however, of great service to point them out; for the doctrine of idols bears the same relation to the interpretation of nature as that of the confutation of sophisms does to common logic. 41. "The idols of the tribe are inherent in human nature and the very tribe or race of man; for man's sense is falsely asserted to be the standard of things; on the contrary, all the perceptions both of the senses and the mind bear reference to man and not to the Universe, and the human mind resembles these uneven mirrors which impart their own properties to different objects, from which rays are emitted and distort and disfigure them. 42. "The idols of the den are those of each individual; for everybody (in addition to the errors common to the race of man) has his own individual den or cavern, which intercepts and corrupts the light of nature, either from his own peculiar and singular disposition, or from his education and intercourse with others, or from his reading, and the authority acquired by those whom he reverences and admires, or from the different impressions produced on the mind, as it happens to be preoccupied and predisposed, or equable and tranquil, and the like; so that the spirit of man (according to its several dispositions), is variable, confused, and, as it were, actuated by chance; and Heraclitus said well that men search for knowledge in lesser worlds, and not in the greater or common world. 43. "There are also idols formed by the reciprocal intercourse and society of man with man, which we call idols of the market, from the commerce and association of men with each other; for men converse by means of language, but words are formed at the will of the generality, and there arises from a bad and unapt formation of words a wonderful obstruction to the mind. Nor can the definitions and explanations with which learned men are wont to guard and protect themselves in some instances afford a complete remedy-words still manifestly force the understanding, throw everything into confusion, and lead mankind into vain and innumerable controversies and fallacies. 44. "Lastly, there are idols which have crept into men's minds from the various dogmas of peculiar systems of philosophy, and also from the perverted rules of demonstration, and these we denominate idols of the theatre: for we regard all the systems of philosophy hitherto received or imagined, as so many plays brought out and performed, creating fictitious and theatrical worlds. Nor do we speak only of the present systems, or of the philosophy and sects of the ancients, since numerous other plays of a similar nature can be still composed and made to agree with each other, the causes of the most opposite errors being generally the same. Nor, again, do we allude merely to general systems, but also to many elements and axioms of sciences which have become inveterate by tradition, implicit credence, and neglect. ~ Alfred Korzybski, Manhood of Humanity ,
91:But there's a reason. There's a reason. There's a reason for this, there's a reason education sucks, and it's the same reason that it will never, ever, ever be fixed. It's never gonna get any better. Don't look for it. Be happy with what you got. Because the owners of this country don't want that. I'm talking about the real owners now, the real owners, the big wealthy business interests that control things and make all the important decisions. Forget the politicians. The politicians are put there to give you the idea that you have freedom of choice. You don't. You have no choice. You have owners. They own you. They own everything. They own all the important land. They own and control the corporations. They've long since bought and paid for the senate, the congress, the state houses, the city halls, they got the judges in their back pockets and they own all the big media companies so they control just about all of the news and information you get to hear. They got you by the balls. They spend billions of dollars every year lobbying, lobbying, to get what they want. Well, we know what they want. They want more for themselves and less for everybody else, but I'll tell you what they don't want: They don't want a population of citizens capable of critical thinking. They don't want well informed, well educated people capable of critical thinking. They're not interested in that. That doesn't help them. Thats against their interests. Thats right. They don't want people who are smart enough to sit around a kitchen table to figure out how badly they're getting fucked by a system that threw them overboard 30 fucking years ago. They don't want that. You know what they want? They want obedient workers. Obedient workers. People who are just smart enough to run the machines and do the paperwork, and just dumb enough to passively accept all these increasingly shittier jobs with the lower pay, the longer hours, the reduced benefits, the end of overtime and the vanishing pension that disappears the minute you go to collect it, and now they're coming for your Social Security money. They want your retirement money. They want it back so they can give it to their criminal friends on Wall Street, and you know something? They'll get it. They'll get it all from you, sooner or later, 'cause they own this fucking place. It's a big club, and you ain't in it. You and I are not in the big club. And by the way, it's the same big club they use to beat you over the head with all day long when they tell you what to believe. All day long beating you over the head in their media telling you what to believe, what to think and what to buy. The table is tilted folks. The game is rigged, and nobody seems to notice, nobody seems to care. Good honest hard-working people -- white collar, blue collar, it doesn't matter what color shirt you have on -- good honest hard-working people continue -- these are people of modest means -- continue to elect these rich cocksuckers who don't give a fuck about them. They don't give a fuck about you. They don't give a fuck about you. They don't care about you at all -- at all -- at all. And nobody seems to notice, nobody seems to care. That's what the owners count on; the fact that Americans will probably remain willfully ignorant of the big red, white and blue dick that's being jammed up their assholes everyday. Because the owners of this country know the truth: it's called the American Dream, because you have to be asleep to believe it. ~ George Carlin,
92:Reading list (1972 edition)[edit]1. Homer - Iliad, Odyssey2. The Old Testament3. Aeschylus - Tragedies4. Sophocles - Tragedies5. Herodotus - Histories6. Euripides - Tragedies7. Thucydides - History of the Peloponnesian War8. Hippocrates - Medical Writings9. Aristophanes - Comedies10. Plato - Dialogues11. Aristotle - Works12. Epicurus - Letter to Herodotus; Letter to Menoecus13. Euclid - Elements14.Archimedes - Works15. Apollonius of Perga - Conic Sections16. Cicero - Works17. Lucretius - On the Nature of Things18. Virgil - Works19. Horace - Works20. Livy - History of Rome21. Ovid - Works22. Plutarch - Parallel Lives; Moralia23. Tacitus - Histories; Annals; Agricola Germania24. Nicomachus of Gerasa - Introduction to Arithmetic25. Epictetus - Discourses; Encheiridion26. Ptolemy - Almagest27. Lucian - Works28. Marcus Aurelius - Meditations29. Galen - On the Natural Faculties30. The New Testament31. Plotinus - The Enneads32. St. Augustine - On the Teacher; Confessions; City of God; On Christian Doctrine33. The Song of Roland34. The Nibelungenlied35. The Saga of Burnt Njal36. St. Thomas Aquinas - Summa Theologica37. Dante Alighieri - The Divine Comedy;The New Life; On Monarchy38. Geoffrey Chaucer - Troilus and Criseyde; The Canterbury Tales39. Leonardo da Vinci - Notebooks40. Niccolò Machiavelli - The Prince; Discourses on the First Ten Books of Livy41. Desiderius Erasmus - The Praise of Folly42. Nicolaus Copernicus - On the Revolutions of the Heavenly Spheres43. Thomas More - Utopia44. Martin Luther - Table Talk; Three Treatises45. François Rabelais - Gargantua and Pantagruel46. John Calvin - Institutes of the Christian Religion47. Michel de Montaigne - Essays48. William Gilbert - On the Loadstone and Magnetic Bodies49. Miguel de Cervantes - Don Quixote50. Edmund Spenser - Prothalamion; The Faerie Queene51. Francis Bacon - Essays; Advancement of Learning; Novum Organum, New Atlantis52. William Shakespeare - Poetry and Plays53. Galileo Galilei - Starry Messenger; Dialogues Concerning Two New Sciences54. Johannes Kepler - Epitome of Copernican Astronomy; Concerning the Harmonies of the World55. William Harvey - On the Motion of the Heart and Blood in Animals; On the Circulation of the Blood; On the Generation of Animals56. Thomas Hobbes - Leviathan57. René Descartes - Rules for the Direction of the Mind; Discourse on the Method; Geometry; Meditations on First Philosophy58. John Milton - Works59. Molière - Comedies60. Blaise Pascal - The Provincial Letters; Pensees; Scientific Treatises61. Christiaan Huygens - Treatise on Light62. Benedict de Spinoza - Ethics63. John Locke - Letter Concerning Toleration; Of Civil Government; Essay Concerning Human Understanding;Thoughts Concerning Education64. Jean Baptiste Racine - Tragedies65. Isaac Newton - Mathematical Principles of Natural Philosophy; Optics66. Gottfried Wilhelm Leibniz - Discourse on Metaphysics; New Essays Concerning Human Understanding;Monadology67.Daniel Defoe - Robinson Crusoe68. Jonathan Swift - A Tale of a Tub; Journal to Stella; Gulliver's Travels; A Modest Proposal69. William Congreve - The Way of the World70. George Berkeley - Principles of Human Knowledge71. Alexander Pope - Essay on Criticism; Rape of the Lock; Essay on Man72. Charles de Secondat, baron de Montesquieu - Persian Letters; Spirit of Laws73. Voltaire - Letters on the English; Candide; Philosophical Dictionary74. Henry Fielding - Joseph Andrews; Tom Jones75. Samuel Johnson - The Vanity of Human Wishes; Dictionary; Rasselas; The Lives of the Poets ~ Mortimer J Adler,
93:Education THE EDUCATION of a human being should begin at birth and continue throughout his life. Indeed, if we want this education to have its maximum result, it should begin even before birth; in this case it is the mother herself who proceeds with this education by means of a twofold action: first, upon herself for her own improvement, and secondly, upon the child whom she is forming physically. For it is certain that the nature of the child to be born depends very much upon the mother who forms it, upon her aspiration and will as well as upon the material surroundings in which she lives. To see that her thoughts are always beautiful and pure, her feelings always noble and fine, her material surroundings as harmonious as possible and full of a great simplicity - this is the part of education which should apply to the mother herself. And if she has in addition a conscious and definite will to form the child according to the highest ideal she can conceive, then the very best conditions will be realised so that the child can come into the world with his utmost potentialities. How many difficult efforts and useless complications would be avoided in this way! Education to be complete must have five principal aspects corresponding to the five principal activities of the human being: the physical, the vital, the mental, the psychic and the spiritual. Usually, these phases of education follow chronologically the growth of the individual; this, however, does not mean that one of them should replace another, but that all must continue, completing one another until the end of his life. We propose to study these five aspects of education one by one and also their interrelationships. But before we enter into the details of the subject, I wish to make a recommendation to parents. Most parents, for various reasons, give very little thought to the true education which should be imparted to children. When they have brought a child into the world, provided him with food, satisfied his various material needs and looked after his health more or less carefully, they think they have fully discharged their duty. Later on, they will send him to school and hand over to the teachers the responsibility for his education. There are other parents who know that their children must be educated and who try to do what they can. But very few, even among those who are most serious and sincere, know that the first thing to do, in order to be able to educate a child, is to educate oneself, to become conscious and master of oneself so that one never sets a bad example to one's child. For it is above all through example that education becomes effective. To speak good words and to give wise advice to a child has very little effect if one does not oneself give him an example of what one teaches. Sincerity, honesty, straightforwardness, courage, disinterestedness, unselfishness, patience, endurance, perseverance, peace, calm, self-control are all things that are taught infinitely better by example than by beautiful speeches. Parents, have a high ideal and always act in accordance with it and you will see that little by little your child will reflect this ideal in himself and spontaneously manifest the qualities you would like to see expressed in his nature. Quite naturally a child has respect and admiration for his parents; unless they are quite unworthy, they will always appear to their child as demigods whom he will try to imitate as best he can. With very few exceptions, parents are not aware of the disastrous influence that their own defects, impulses, weaknesses and lack of self-control have on their children. If you wish to be respected by a child, have respect for yourself and be worthy of respect at every moment. Never be authoritarian, despotic, impatient or ill-tempered. When your child asks you a question, do not give him a stupid or silly answer under the pretext that he cannot understand you. You can always make yourself understood if you take enough trouble; and in spite of the popular saying that it is not always good to tell the truth, I affirm that it is always good to tell the truth, but that the art consists in telling it in such a way as to make it accessible to the mind of the hearer. In early life, until he is twelve or fourteen, the child's mind is hardly open to abstract notions and general ideas. And yet you can train it to understand these things by using concrete images, symbols or parables. Up to quite an advanced age and for some who mentally always remain children, a narrative, a story, a tale well told teach much more than any number of theoretical explanations. Another pitfall to avoid: do not scold your child without good reason and only when it is quite indispensable. A child who is too often scolded gets hardened to rebuke and no longer attaches much importance to words or severity of tone. And above all, take good care never to scold him for a fault which you yourself commit. Children are very keen and clear-sighted observers; they soon find out your weaknesses and note them without pity. When a child has done something wrong, see that he confesses it to you spontaneously and frankly; and when he has confessed, with kindness and affection make him understand what was wrong in his movement so that he will not repeat it, but never scold him; a fault confessed must always be forgiven. You should not allow any fear to come between you and your child; fear is a pernicious means of education: it invariably gives birth to deceit and lying. Only a discerning affection that is firm yet gentle and an adequate practical knowledge will create the bonds of trust that are indispensable for you to be able to educate your child effectively. And do not forget that you have to control yourself constantly in order to be equal to your task and truly fulfil the duty which you owe your child by the mere fact of having brought him into the world. Bulletin, February 1951 ~ The Mother, On Education ,
94:SECTION 1. Books for Serious Study Liber CCXX. (Liber AL vel Legis.) The Book of the Law. This book is the foundation of the New Æon, and thus of the whole of our work. The Equinox. The standard Work of Reference in all occult matters. The Encyclopaedia of Initiation. Liber ABA (Book 4). A general account in elementary terms of magical and mystical powers. In four parts: (1) Mysticism (2) Magical (Elementary Theory) (3) Magick in Theory and Practice (this book) (4) The Law. Liber II. The Message of the Master Therion. Explains the essence of the new Law in a very simple manner. Liber DCCCXXXVIII. The Law of Liberty. A further explanation of The Book of the Law in reference to certain ethical problems. Collected Works of A. Crowley. These works contain many mystical and magical secrets, both stated clearly in prose, and woven into the Robe of sublimest poesy. The Yi King. (S. B. E. Series [vol. XVI], Oxford University Press.) The "Classic of Changes"; give the initiated Chinese system of Magick. The Tao Teh King. (S. B. E. Series [vol. XXXIX].) Gives the initiated Chinese system of Mysticism. Tannhäuser, by A. Crowley. An allegorical drama concerning the Progress of the Soul; the Tannhäuser story slightly remodelled. The Upanishads. (S. B. E. Series [vols. I & XV.) The Classical Basis of Vedantism, the best-known form of Hindu Mysticism. The Bhagavad-gita. A dialogue in which Krishna, the Hindu "Christ", expounds a system of Attainment. The Voice of the Silence, by H.P. Blavatsky, with an elaborate commentary by Frater O.M. Frater O.M., 7°=48, is the most learned of all the Brethren of the Order; he has given eighteen years to the study of this masterpiece. Raja-Yoga, by Swami Vivekananda. An excellent elementary study of Hindu mysticism. His Bhakti-Yoga is also good. The Shiva Samhita. An account of various physical means of assisting the discipline of initiation. A famous Hindu treatise on certain physical practices. The Hathayoga Pradipika. Similar to the Shiva Samhita. The Aphorisms of Patanjali. A valuable collection of precepts pertaining to mystical attainment. The Sword of Song. A study of Christian theology and ethics, with a statement and solution of the deepest philosophical problems. Also contains the best account extant of Buddhism, compared with modern science. The Book of the Dead. A collection of Egyptian magical rituals. Dogme et Rituel de la Haute Magie, by Eliphas Levi. The best general textbook of magical theory and practice for beginners. Written in an easy popular style. The Book of the Sacred Magic of Abramelin the Mage. The best exoteric account of the Great Work, with careful instructions in procedure. This Book influenced and helped the Master Therion more than any other. The Goetia. The most intelligible of all the mediæval rituals of Evocation. Contains also the favourite Invocation of the Master Therion. Erdmann's History of Philosophy. A compendious account of philosophy from the earliest times. Most valuable as a general education of the mind. The Spiritual Guide of [Miguel de] Molinos. A simple manual of Christian Mysticism. The Star in the West. (Captain Fuller). An introduction to the study of the Works of Aleister Crowley. The Dhammapada. (S. B. E. Series [vol. X], Oxford University Press). The best of the Buddhist classics. The Questions of King Milinda. (S. B. E. Series [vols. XXXV & XXXVI].) Technical points of Buddhist dogma, illustrated bydialogues. Liber 777 vel Prolegomena Symbolica Ad Systemam Sceptico-Mysticæ Viæ Explicandæ, Fundamentum Hieroglyphicam Sanctissimorum Scientiæ Summæ. A complete Dictionary of the Correspondences of all magical elements, reprinted with extensive additions, making it the only standard comprehensive book of reference ever published. It is to the language of Occultism what Webster or Murray is to the English language. Varieties of Religious Experience (William James). Valuable as showing the uniformity of mystical attainment. Kabbala Denudata, von Rosenroth: also The Kabbalah Unveiled, by S.L. Mathers. The text of the Qabalah, with commentary. A good elementary introduction to the subject. Konx Om Pax [by Aleister Crowley]. Four invaluable treatises and a preface on Mysticism and Magick. The Pistis Sophia [translated by G.R.S. Mead or Violet McDermot]. An admirable introduction to the study of Gnosticism. The Oracles of Zoroaster [Chaldæan Oracles]. An invaluable collection of precepts mystical and magical. The Dream of Scipio, by Cicero. Excellent for its Vision and its Philosophy. The Golden Verses of Pythagoras, by Fabre d'Olivet. An interesting study of the exoteric doctrines of this Master. The Divine Pymander, by Hermes Trismegistus. Invaluable as bearing on the Gnostic Philosophy. The Secret Symbols of the Rosicrucians, reprint of Franz Hartmann. An invaluable compendium. Scrutinium Chymicum [Atalanta Fugiens]¸ by Michael Maier. One of the best treatises on alchemy. Science and the Infinite, by Sidney Klein. One of the best essays written in recent years. Two Essays on the Worship of Priapus [A Discourse on the Worship of Priapus &c. &c. &c.], by Richard Payne Knight [and Thomas Wright]. Invaluable to all students. The Golden Bough, by J.G. Frazer. The textbook of Folk Lore. Invaluable to all students. The Age of Reason, by Thomas Paine. Excellent, though elementary, as a corrective to superstition. Rivers of Life, by General Forlong. An invaluable textbook of old systems of initiation. Three Dialogues, by Bishop Berkeley. The Classic of Subjective Idealism. Essays of David Hume. The Classic of Academic Scepticism. First Principles by Herbert Spencer. The Classic of Agnosticism. Prolegomena [to any future Metaphysics], by Immanuel Kant. The best introduction to Metaphysics. The Canon [by William Stirling]. The best textbook of Applied Qabalah. The Fourth Dimension, by [Charles] H. Hinton. The best essay on the subject. The Essays of Thomas Henry Huxley. Masterpieces of philosophy, as of prose. ~ Aleister Crowley, Liber ABA Appendix I: Literature Recommended to Aspirants,
95:The Science of Living To know oneself and to control oneself AN AIMLESS life is always a miserable life. Every one of you should have an aim. But do not forget that on the quality of your aim will depend the quality of your life. Your aim should be high and wide, generous and disinterested; this will make your life precious to yourself and to others. But whatever your ideal, it cannot be perfectly realised unless you have realised perfection in yourself. To work for your perfection, the first step is to become conscious of yourself, of the different parts of your being and their respective activities. You must learn to distinguish these different parts one from another, so that you may become clearly aware of the origin of the movements that occur in you, the many impulses, reactions and conflicting wills that drive you to action. It is an assiduous study which demands much perseverance and sincerity. For man's nature, especially his mental nature, has a spontaneous tendency to give a favourable explanation for everything he thinks, feels, says and does. It is only by observing these movements with great care, by bringing them, as it were, before the tribunal of our highest ideal, with a sincere will to submit to its judgment, that we can hope to form in ourselves a discernment that never errs. For if we truly want to progress and acquire the capacity of knowing the truth of our being, that is to say, what we are truly created for, what we can call our mission upon earth, then we must, in a very regular and constant manner, reject from us or eliminate in us whatever contradicts the truth of our existence, whatever is opposed to it. In this way, little by little, all the parts, all the elements of our being can be organised into a homogeneous whole around our psychic centre. This work of unification requires much time to be brought to some degree of perfection. Therefore, in order to accomplish it, we must arm ourselves with patience and endurance, with a determination to prolong our life as long as necessary for the success of our endeavour. As you pursue this labour of purification and unification, you must at the same time take great care to perfect the external and instrumental part of your being. When the higher truth manifests, it must find in you a mind that is supple and rich enough to be able to give the idea that seeks to express itself a form of thought which preserves its force and clarity. This thought, again, when it seeks to clothe itself in words, must find in you a sufficient power of expression so that the words reveal the thought and do not deform it. And the formula in which you embody the truth should be manifested in all your feelings, all your acts of will, all your actions, in all the movements of your being. Finally, these movements themselves should, by constant effort, attain their highest perfection. All this can be realised by means of a fourfold discipline, the general outline of which is given here. The four aspects of the discipline do not exclude each other, and can be followed at the same time; indeed, this is preferable. The starting-point is what can be called the psychic discipline. We give the name "psychic" to the psychological centre of our being, the seat within us of the highest truth of our existence, that which can know this truth and set it in movement. It is therefore of capital importance to become conscious of its presence in us, to concentrate on this presence until it becomes a living fact for us and we can identify ourselves with it. In various times and places many methods have been prescribed for attaining this perception and ultimately achieving this identification. Some methods are psychological, some religious, some even mechanical. In reality, everyone has to find the one which suits him best, and if one has an ardent and steadfast aspiration, a persistent and dynamic will, one is sure to meet, in one way or another - outwardly through reading and study, inwardly through concentration, meditation, revelation and experience - the help one needs to reach the goal. Only one thing is absolutely indispensable: the will to discover and to realise. This discovery and realisation should be the primary preoccupation of our being, the pearl of great price which we must acquire at any cost. Whatever you do, whatever your occupations and activities, the will to find the truth of your being and to unite with it must be always living and present behind all that you do, all that you feel, all that you think. To complement this movement of inner discovery, it would be good not to neglect the development of the mind. For the mental instrument can equally be a great help or a great hindrance. In its natural state the human mind is always limited in its vision, narrow in its understanding, rigid in its conceptions, and a constant effort is therefore needed to widen it, to make it more supple and profound. So it is very necessary to consider everything from as many points of view as possible. Towards this end, there is an exercise which gives great suppleness and elevation to the thought. It is as follows: a clearly formulated thesis is set; against it is opposed its antithesis, formulated with the same precision. Then by careful reflection the problem must be widened or transcended until a synthesis is found which unites the two contraries in a larger, higher and more comprehensive idea. Many other exercises of the same kind can be undertaken; some have a beneficial effect on the character and so possess a double advantage: that of educating the mind and that of establishing control over the feelings and their consequences. For example, you must never allow your mind to judge things and people, for the mind is not an instrument of knowledge; it is incapable of finding knowledge, but it must be moved by knowledge. Knowledge belongs to a much higher domain than that of the human mind, far above the region of pure ideas. The mind has to be silent and attentive to receive knowledge from above and manifest it. For it is an instrument of formation, of organisation and action, and it is in these functions that it attains its full value and real usefulness. There is another practice which can be very helpful to the progress of the consciousness. Whenever there is a disagreement on any matter, such as a decision to be taken, or an action to be carried out, one must never remain closed up in one's own conception or point of view. On the contrary, one must make an effort to understand the other's point of view, to put oneself in his place and, instead of quarrelling or even fighting, find the solution which can reasonably satisfy both parties; there always is one for men of goodwill. Here we must mention the discipline of the vital. The vital being in us is the seat of impulses and desires, of enthusiasm and violence, of dynamic energy and desperate depressions, of passions and revolts. It can set everything in motion, build and realise; but it can also destroy and mar everything. Thus it may be the most difficult part to discipline in the human being. It is a long and exacting labour requiring great patience and perfect sincerity, for without sincerity you will deceive yourself from the very outset, and all endeavour for progress will be in vain. With the collaboration of the vital no realisation seems impossible, no transformation impracticable. But the difficulty lies in securing this constant collaboration. The vital is a good worker, but most often it seeks its own satisfaction. If that is refused, totally or even partially, the vital gets vexed, sulks and goes on strike. Its energy disappears more or less completely and in its place leaves disgust for people and things, discouragement or revolt, depression and dissatisfaction. At such moments it is good to remain quiet and refuse to act; for these are the times when one does stupid things and in a few moments one can destroy or spoil the progress that has been made during months of regular effort. These crises are shorter and less dangerous for those who have established a contact with their psychic being which is sufficient to keep alive in them the flame of aspiration and the consciousness of the ideal to be realised. They can, with the help of this consciousness, deal with their vital as one deals with a rebellious child, with patience and perseverance, showing it the truth and light, endeavouring to convince it and awaken in it the goodwill which has been veiled for a time. By means of such patient intervention each crisis can be turned into a new progress, into one more step towards the goal. Progress may be slow, relapses may be frequent, but if a courageous will is maintained, one is sure to triumph one day and see all difficulties melt and vanish before the radiance of the truth-consciousness. Lastly, by means of a rational and discerning physical education, we must make our body strong and supple enough to become a fit instrument in the material world for the truth-force which wants to manifest through us. In fact, the body must not rule, it must obey. By its very nature it is a docile and faithful servant. Unfortunately, it rarely has the capacity of discernment it ought to have with regard to its masters, the mind and the vital. It obeys them blindly, at the cost of its own well-being. The mind with its dogmas, its rigid and arbitrary principles, the vital with its passions, its excesses and dissipations soon destroy the natural balance of the body and create in it fatigue, exhaustion and disease. It must be freed from this tyranny and this can be done only through a constant union with the psychic centre of the being. The body has a wonderful capacity of adaptation and endurance. It is able to do so many more things than one usually imagines. If, instead of the ignorant and despotic masters that now govern it, it is ruled by the central truth of the being, you will be amazed at what it is capable of doing. Calm and quiet, strong and poised, at every minute it will be able to put forth the effort that is demanded of it, for it will have learnt to find rest in action and to recuperate, through contact with the universal forces, the energies it expends consciously and usefully. In this sound and balanced life a new harmony will manifest in the body, reflecting the harmony of the higher regions, which will give it perfect proportions and ideal beauty of form. And this harmony will be progressive, for the truth of the being is never static; it is a perpetual unfolding of a growing perfection that is more and more total and comprehensive. As soon as the body has learnt to follow this movement of progressive harmony, it will be possible for it to escape, through a continuous process of transformation, from the necessity of disintegration and destruction. Thus the irrevocable law of death will no longer have any reason to exist. When we reach this degree of perfection which is our goal, we shall perceive that the truth we seek is made up of four major aspects: Love, Knowledge, Power and Beauty. These four attributes of the Truth will express themselves spontaneously in our being. The psychic will be the vehicle of true and pure love, the mind will be the vehicle of infallible knowledge, the vital will manifest an invincible power and strength and the body will be the expression of a perfect beauty and harmony. Bulletin, November 1950 ~ The Mother, On Education ,
96:Mental EducationOF ALL lines of education, mental education is the most widely known and practised, yet except in a few rare cases there are gaps which make it something very incomplete and in the end quite insufficient. Generally speaking, schooling is considered to be all the mental education that is necessary. And when a child has been made to undergo, for a number of years, a methodical training which is more like cramming than true schooling, it is considered that whatever is necessary for his mental development has been done. Nothing of the kind. Even conceding that the training is given with due measure and discrimination and does not permanently damage the brain, it cannot impart to the human mind the faculties it needs to become a good and useful instrument. The schooling that is usually given can, at the most, serve as a system of gymnastics to increase the suppleness of the brain. From this standpoint, each branch of human learning represents a special kind of mental gymnastics, and the verbal formulations given to these various branches each constitute a special and well-defined language. A true mental education, which will prepare man for a higher life, has five principal phases. Normally these phases follow one after another, but in exceptional individuals they may alternate or even proceed simultaneously. These five phases, in brief, are: (1) Development of the power of concentration, the capacity of attention. (2) Development of the capacities of expansion, widening, complexity and richness. (3) Organisation of one's ideas around a central idea, a higher ideal or a supremely luminous idea that will serve as a guide in life. (4) Thought-control, rejection of undesirable thoughts, to become able to think only what one wants and when one wants. (5) Development of mental silence, perfect calm and a more and more total receptivity to inspirations coming from the higher regions of the being. It is not possible to give here all the details concerning the methods to be employed in the application of these five phases of education to different individuals. Still, a few explanations on points of detail can be given. Undeniably, what most impedes mental progress in children is the constant dispersion of their thoughts. Their thoughts flutter hither and thither like butterflies and they have to make a great effort to fix them. Yet this capacity is latent in them, for when you succeed in arousing their interest, they are capable of a good deal of attention. By his ingenuity, therefore, the educator will gradually help the child to become capable of a sustained effort of attention and a faculty of more and more complete absorption in the work in hand. All methods that can develop this faculty of attention from games to rewards are good and can all be utilised according to the need and the circumstances. But it is the psychological action that is most important and the sovereign method is to arouse in the child an interest in what you want to teach him, a liking for work, a will to progress. To love to learn is the most precious gift that one can give to a child: to love to learn always and everywhere, so that all circumstances, all happenings in life may be constantly renewed opportunities for learning more and always more. For that, to attention and concentration should be added observation, precise recording and faithfulness of memory. This faculty of observation can be developed by varied and spontaneous exercises, making use of every opportunity that presents itself to keep the child's thought wakeful, alert and prompt. The growth of the understanding should be stressed much more than that of memory. One knows well only what one has understood. Things learnt by heart, mechanically, fade away little by little and finally disappear; what is understood is never forgotten. Moreover, you must never refuse to explain to a child the how and the why of things. If you cannot do it yourself, you must direct the child to those who are qualified to answer or point out to him some books that deal with the question. In this way you will progressively awaken in the child the taste for true study and the habit of making a persistent effort to know. This will bring us quite naturally to the second phase of development in which the mind should be widened and enriched. You will gradually show the child that everything can become an interesting subject for study if it is approached in the right way. The life of every day, of every moment, is the best school of all, varied, complex, full of unexpected experiences, problems to be solved, clear and striking examples and obvious consequences. It is so easy to arouse healthy curiosity in children, if you answer with intelligence and clarity the numerous questions they ask. An interesting reply to one readily brings others in its train and so the attentive child learns without effort much more than he usually does in the classroom. By a choice made with care and insight, you should also teach him to enjoy good reading-matter which is both instructive and attractive. Do not be afraid of anything that awakens and pleases his imagination; imagination develops the creative mental faculty and through it study becomes living and the mind develops in joy. In order to increase the suppleness and comprehensiveness of his mind, one should see not only that he studies many varied topics, but above all that a single subject is approached in various ways, so that the child understands in a practical manner that there are many ways of facing the same intellectual problem, of considering it and solving it. This will remove all rigidity from his brain and at the same time it will make his thinking richer and more supple and prepare it for a more complex and comprehensive synthesis. In this way also the child will be imbued with the sense of the extreme relativity of mental learning and, little by little, an aspiration for a truer source of knowledge will awaken in him. Indeed, as the child grows older and progresses in his studies, his mind too ripens and becomes more and more capable of forming general ideas, and with them almost always comes a need for certitude, for a knowledge that is stable enough to form the basis of a mental construction which will permit all the diverse and scattered and often contradictory ideas accumulated in his brain to be organised and put in order. This ordering is indeed very necessary if one is to avoid chaos in one's thoughts. All contradictions can be transformed into complements, but for that one must discover the higher idea that will have the power to bring them harmoniously together. It is always good to consider every problem from all possible standpoints so as to avoid partiality and exclusiveness; but if the thought is to be active and creative, it must, in every case, be the natural and logical synthesis of all the points of view adopted. And if you want to make the totality of your thoughts into a dynamic and constructive force, you must also take great care as to the choice of the central idea of your mental synthesis; for upon that will depend the value of this synthesis. The higher and larger the central idea and the more universal it is, rising above time and space, the more numerous and the more complex will be the ideas, notions and thoughts which it will be able to organise and harmonise. It goes without saying that this work of organisation cannot be done once and for all. The mind, if it is to keep its vigour and youth, must progress constantly, revise its notions in the light of new knowledge, enlarge its frame-work to include fresh notions and constantly reclassify and reorganise its thoughts, so that each of them may find its true place in relation to the others and the whole remain harmonious and orderly. All that has just been said concerns the speculative mind, the mind that learns. But learning is only one aspect of mental activity; the other, which is at least equally important, is the constructive faculty, the capacity to form and thus prepare action. This very important part of mental activity has rarely been the subject of any special study or discipline. Only those who want, for some reason, to exercise a strict control over their mental activities think of observing and disciplining this faculty of formation; and as soon as they try it, they have to face difficulties so great that they appear almost insurmountable. And yet control over this formative activity of the mind is one of the most important aspects of self-education; one can say that without it no mental mastery is possible. As far as study is concerned, all ideas are acceptable and should be included in the synthesis, whose very function is to become more and more rich and complex; but where action is concerned, it is just the opposite. The ideas that are accepted for translation into action should be strictly controlled and only those that agree with the general trend of the central idea forming the basis of the mental synthesis should be permitted to express themselves in action. This means that every thought entering the mental consciousness should be set before the central idea; if it finds a logical place among the thoughts already grouped, it will be admitted into the synthesis; if not, it will be rejected so that it can have no influence on the action. This work of mental purification should be done very regularly in order to secure a complete control over one's actions. For this purpose, it is good to set apart some time every day when one can quietly go over one's thoughts and put one's synthesis in order. Once the habit is acquired, you can maintain control over your thoughts even during work and action, allowing only those which are useful for what you are doing to come to the surface. Particularly, if you have continued to cultivate the power of concentration and attention, only the thoughts that are needed will be allowed to enter the active external consciousness and they then become all the more dynamic and effective. And if, in the intensity of concentration, it becomes necessary not to think at all, all mental vibration can be stilled and an almost total silence secured. In this silence one can gradually open to the higher regions of the mind and learn to record the inspirations that come from there. But even before reaching this point, silence in itself is supremely useful, because in most people who have a somewhat developed and active mind, the mind is never at rest. During the day, its activity is kept under a certain control, but at night, during the sleep of the body, the control of the waking state is almost completely removed and the mind indulges in activities which are sometimes excessive and often incoherent. This creates a great stress which leads to fatigue and the diminution of the intellectual faculties. The fact is that like all the other parts of the human being, the mind too needs rest and it will not have this rest unless we know how to provide it. The art of resting one's mind is something to be acquired. Changing one's mental activity is certainly one way of resting; but the greatest possible rest is silence. And as far as the mental faculties are concerned a few minutes passed in the calm of silence are a more effective rest than hours of sleep. When one has learned to silence the mind at will and to concentrate it in receptive silence, then there will be no problem that cannot be solved, no mental difficulty whose solution cannot be found. When it is agitated, thought becomes confused and impotent; in an attentive tranquillity, the light can manifest itself and open up new horizons to man's capacity. Bulletin, November 1951 ~ The Mother, On Education ,

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1:Education is life itself. ~ John Dewey,
2:Education is soul crafting. ~ Cornel West,
3:Bee stings are very educational ~ Garth Nix,
4:Education, education, education ~ Tony Blair,
5:Prayer is an education. ~ Fyodor Dostoyevsky,
6:Education must precede motivation. ~ Jim Rohn,
7:Education is an admirable thing. ~ Oscar Wilde,
8:Education is imposed ignorance. ~ Noam Chomsky,
9:Fear is priceless education. ~ Lance Armstrong,
10:In education, parody is obsolete. ~ Alfie Kohn,
11:True beauty lies in true education. ~ Sai Baba,
12:All education is self-discovery. ~ Ray Bradbury,
13:Education is not filling ~ William Butler Yeats,
14:Labor is God's education. ~ Ralph Waldo Emerson,
15:The effect of education I suppose ~ Jane Austen,
16:There is an education of the mind ~ Edgar Guest,
17:Education is at a turning point ~ Howard Gardner,
18:Empathy before education. ~ Marshall B Rosenberg,
19:The best marketing is education. ~ Regis McKenna,
20:We are here for an education. ~ W Edwards Deming,
21:By education most have been misled. ~ John Dryden,
22:Education forms the common mind. ~ Alexander Pope,
23:EDUCATION IS THE PREMISE OF PROGRESS ~ Kofi Annan,
24:Philippine education is in crisis ~ Florencio Abad,
25:Repetition is the mother of education. ~ Jean Paul,
26:The problem with education is school. ~ Mark Twain,
27:There is no future without education. ~ Rosa Parks,
28:Education is a thing to be proud of. ~ L Frank Baum,
29:Education must start from birth. ~ Maria Montessori,
30:Real education is about revolution. ~ Bryant McGill,
31:The end of education is character ~ Sathya Sai Baba,
32:All education must be self-education. ~ Robert Henri,
33:Common Core is a big win for education. ~ Bill Gates,
34:Education beats the beauty and the youth. ~ Chanakya,
35:Education is our passport to the future. ~ Malcolm X,
36:Education is the ticket to success ~ Jaime Escalante,
37:Education liberates a woman. ~ Sharmeen Obaid Chinoy,
38:Education makes all the difference. ~ John C Maxwell,
39:Literacy in itself is no education. ~ Mahatma Gandhi,
40:My theory on education is... get one. ~ Mary Matalin,
41:Every relationship is an education. ~ Brian K Vaughan,
42:Health and education are always issues. ~ Helen Clark,
43:I did get a degree in special education. ~ Clay Aiken,
44:I like the concept of local education. ~ Donald Trump,
45:I'm a big believer in education, period. ~ Jon Secada,
46:It doesn`t hurt to get more education. ~ Donald Trump,
47:The greatest of all riches is education ~ Jean Sasson,
48:Character is a wish for a perfect education. ~ Novalis,
49:Education brightens a darkened world. ~ Neal A Maxwell,
50:Education can, and should be, dangerous. ~ Howard Zinn,
51:Having an education is invaluable. ~ Maggie Gyllenhaal,
52:Marriage can wait, education cannot. ~ Khaled Hosseini,
53:Nature is stronger than education. ~ Benjamin Disraeli,
54:Regarding sex education: no secrets! ~ Albert Einstein,
55:Education is a nation's cheapest defence ~ Edmund Burke,
56:Education isn't something you can finish ~ Isaac Asimov,
57:Education is the best provision for old age ~ Aristotle,
58:I definitely had a top-notch education. ~ Paul Giamatti,
59:I didn't completed my University Education ~ Bill Gates,
60:It doesn`t hurt to get more education. ~ Donald J Trump,
61:A good book is an education of the heart. ~ Susan Sontag,
62:All of life is a constant education. ~ Eleanor Roosevelt,
63:Education isn't something you can finish. ~ Isaac Asimov,
64:Education is the best provision for old age. ~ Aristotle,
65:Education is the motor-force of revolution. ~ Bill Ayers,
66:I got an early education from television. ~ Debra Wilson,
67:My education was an education by movies. ~ Robert Benton,
68:Traveling is my form of self-education. ~ Yvon Chouinard,
69:An important lesson in Integral Education by ~ The Mother,
70:Education and water should be a human right. ~ Asher Roth,
71:Education begins at the level of the learner. ~ Aristotle,
72:Education is the cheap defense of nations. ~ Edmund Burke,
73:education was about the practice of freedom. ~ bell hooks,
74:SUNY gives you a world-class education. ~ William Baldwin,
75:There is no education like adversity. ~ Benjamin Disraeli,
76:This isn't higher education studying itself. ~ James Hunt,
77:Character is the main object for education, ~ David Brooks,
78:Education is an asset no man can take away. ~ George Eliot,
79:Education is a system of imposed ignorance. ~ Noam Chomsky,
80:Education isn't a result. It's a process. ~ Pierce Brosnan,
81:education is the best provision for
old age ~ Aristotle,
82:Education is the number one priority. ~ Vincent Kartheiser,
83:Education should be as broad as man. ~ Ralph Waldo Emerson,
84:Experience is the opposite of education. ~ Ashly Lorenzana,
85:Mundane education is regrettably prosaic ~ Cassandra Clare,
86:Philosophy is the education of grown-ups. ~ Stanley Cavell,
87:There is no depth to education without art. ~ Amiri Baraka,
88:Without Greek studies there is no education. ~ Leo Tolstoy,
89:A good education is another name for happiness. ~ Ann Plato,
90:Education is inoculation against disruption. ~ Robin Sharma,
91:Education is the antidote to many poisons. ~ Steve Maraboli,
92:I believe education is the great equalizer. ~ Dave Heineman,
93:I didn't even complete my University Education ~ Bill Gates,
94:I don't know if I'm a national education figure. ~ Jeb Bush,
95:Mastery begins when formal education ends. ~ James Altucher,
96:My work has been the education I avoided. ~ William Zinsser,
97:Nature has always had more force than education. ~ Voltaire,
98:Nine tenths of education is encouragement. ~ Anatole France,
99:Thank goodness my education was neglected. ~ Beatrix Potter,
100:The best education in film is to make one ~ Stanley Kubrick,
101:The highest result of education is tolerance ~ Helen Keller,
102:Character is the most precious gift of education. ~ Sai Baba,
103:Don't let school interfere with your education. ~ Mark Twain,
104:Education doesn't make you smarter. ~ Aleksandr Solzhenitsyn,
105:Education is meaningless without manners ~ Benny Bellamacina,
106:Education is no substitute for intelligence. ~ Frank Herbert,
107:Education is not received. It is achieved. ~ Albert Einstein,
108:Education is the best economic policy there is. ~ Tony Blair,
109:Education is the cornerstone of liberty. ~ Eleanor Roosevelt,
110:Education is the miracle; I'm just the worker. ~ Taylor Mali,
111:Education is the transmission of civilization. ~ Will Durant,
112:Few things are as essential as education. ~ Walter Annenberg,
113:If jobs are important, education is important. ~ Amartya Sen,
114:Knowledge without education is but armed injustice. ~ Horace,
115:The highest result of education is tolerance. ~ Helen Keller,
116:Without education, confidence does not come. ~ B K S Iyengar,
117:Education Is All A Matter Of Building Bridges ~ Ralph Ellison,
118:Education is education, be it verbal or written. ~ Aamir Khan,
119:Education is really aimed at helping students ~ Noam Chomsky,
120:Education is the transformation of civilisation ~ Will Durant,
121:Fate of empires depends on the education of youth ~ Aristotle,
122:Home is really where education does begin. ~ David McCullough,
123:I love to read. My education is self-inflicted ~ Groucho Marx,
124:My father had very little formal education. ~ Daniel Berrigan,
125:Public education is an investment in our future. ~ Matt Blunt,
126:Pure love is the chief manifestation of education. ~ Sai Baba,
127:A good education is a stepping-stone to wealth. ~ Helen Keller,
128:Education is all a matter of building bridges. ~ Ralph Ellison,
129:Education is cheap; experience is expensive. ~ Robert Kiyosaki,
130:Education is preparation to live completely. ~ Herbert Spencer,
131:Education is suffering from narration sickness. ~ Paulo Freire,
132:Freedom can occur only through education. ~ Friedrich Schiller,
133:If little else, the brain is an educational toy. ~ Tom Robbins,
134:If the poor boy cannot come to education, ~ Swami Vivekananda,
135:Ninety percent of education is encouragement. ~ Anatole France,
136:Nothing is more important than a good education. ~ Roy Wilkins,
137:Sometimes, the way around prejudice is education. ~ Liza Mundy,
138:Without an education, you won't have a future. ~ Henry Rollins,
139:Almost all education has a political motive. ~ Bertrand Russell,
140:Bible reading is an education in itself. ~ Alfred Lord Tennyson,
141:Don't let school get in the way of your education. ~ Mark Twain,
142:Don't let schooling interfere with your education. ~ Mark Twain,
143:Education does not necessarily make one wise? ~ Benjamin Carson,
144:Education is the power terrorists fear most. ~ Malala Yousafzai,
145:Getting your education is an advantage you have. ~ Daddy Yankee,
146:If you think education is expensive, try ignorance. ~ Derek Bok,
147:I'm forming a charitable institution for education. ~ Amar Bose,
148:I never let school get in the way of my education! ~ Mark Twain,
149:I've never been a big believer in formal education. ~ Megan Fox,
150:Men of polite learning and a liberal education. ~ Matthew Henry,
151:NEWS: Nothing Educational or Worth Seeing. It ~ Gavin de Becker,
152:Your college education is a key moment in life. ~ Robert Greene,
153:Books allow everyone a traveler’s education, ~ Erin Michelle Sky,
154:Education has always been very important to me. ~ Freddie Stroma,
155:Education is not a privilege, it is a right! ~ William J Clinton,
156:Education is not so important as people think. ~ Elizabeth Bowen,
157:Education must promote peace, security and happiness. ~ Sai Baba,
158:I ain't got much education, but I got some sense. ~ Loretta Lynn,
159:If children have interest, then Education happens ~ Sugata Mitra,
160:It is only the ignorant who despise education. ~ Publilius Syrus,
161:No man is complete until his education is complete. ~ Khizr Khan,
162:Reading and the Democratic Ideal of Education ~ Mortimer J Adler,
163:Religion is a distraction from true education. ~ Richard Dawkins,
164:Self-education only produces expressions of self. ~ Robert Henri,
165:There is no true substitute for good education. ~ Jeffrey Archer,
166:Education can change the scope of an entire family ~ Nitin Nohria,
167:Education consists mainly of what we have unlearned. ~ Mark Twain,
168:Education is an organic necessity of a human being. ~ Horace Mann,
169:Education is... doing anything that changes you. ~ George Leonard,
170:Education isn't part of my agenda, it is my agenda. ~ Kenny Guinn,
171:Education reveals the potential of people and market. ~ Toba Beta,
172:The giving of love is an education in itself. ~ Eleanor Roosevelt,
173:The highest priority you can have is education. ~ Charles Schumer,
174:Very few can be trusted with an education. ~ Louise Imogen Guiney,
175:All genuine education comes about through experience. ~ John Dewey,
176:Civilization is a race between disaster and education. ~ H G Wells,
177:Compassion is a college education. It's a doctorate. ~ Krishna Das,
178:Education gives you neither experience nor wisdom. ~ Peter Drucker,
179:Education is hanging around until you've caught on. ~ Robert Frost,
180:Education is the most important thing you can have. ~ Torrey Smith,
181:Education should be the handmaid of citizenship. ~ Calvin Coolidge,
182:education than most coloured folks. When she squinted ~ Harper Lee,
183:For good nurture and education implant good constitutions. ~ Plato,
184:Getting an education is an awfully wearing process! ~ Jean Webster,
185:I believe in education and wish I had a better one. ~ Loretta Lynn,
186:If education is beaten by training, civilization dies. ~ C S Lewis,
187:I think I can straighten out our mess in education. ~ Donald Trump,
188:It's hard to improve public education - that's clear. ~ Bill Gates,
189:I've never let my school interfere with my education. ~ Mark Twain,
190:"Reward and punishmentis the lowest form of education." ~ Zhuangzi,
191:Rewards and punishment is the lowest form of education. ~ Zhuangzi,
192:The only way to be totally free is through education. ~ Jose Marti,
193:Think, for a moment, about our educational ladder. ~ Melinda Gates,
194:An education not founded on Art will never succeed. ~ Margaret Mead,
195:Animal protection is education to the humanity. ~ Albert Schweitzer,
196:Being broke is a very efficient educational agency. ~ Edwin Lefevre,
197:Education is a slow moving but powerful force ~ J William Fulbright,
198:Education is not success but it is to help us succeed. ~ T B Joshua,
199:Education is the only solution. Education first. ~ Malala Yousafzai,
200:Education is very important to my parents and to me. ~ Rumer Willis,
201:Education plays a key role in preventing genocide. ~ David Eagleman,
202:Financial education is more powerful than money ~ Robert T Kiyosaki,
203:I never had much education in English poetry as such. ~ Anne Carson,
204:Money cannot eradicate poverty, only education can. ~ M F Moonzajer,
205:My family gave me the best in education. ~ William Standish Knowles,
206:Never let your education interfere with your learning. ~ Mark Twain,
207:Segregation has no place in the education system. ~ Richard Dawkins,
208:True education consists in the cultivation of the heart. ~ Sai Baba,
209:What we suffer from today is an excess of education. ~ Adolf Hitler,
210:Creativity stands at the center of all education. ~ Bruno Bettelheim,
211:Education. Experience. Or are they the same thing? ~ Julian Fellowes,
212:Education has become a prisoner of contemporaneity. ~ Camille Paglia,
213:Education is civil defence against media fallout. ~ Marshall McLuhan,
214:Education is the civil rights issue of our generation. ~ Arne Duncan,
215:Education is the one thing that no one can take from you. ~ B B King,
216:Education is understanding relationships. ~ George Washington Carver,
217:I very much support financial education in schools. ~ George Osborne,
218:Love affairs are the real only education in life. ~ Marlene Dietrich,
219:Never begrudge the money you spend on your own education. ~ Jim Rohn,
220:Prince, a brother of Education Secretary Betsy DeVos, ~ Bob Woodward,
221:The education of the will is the end of human life. ~ Anthony Powell,
222:The real safeguard of democracy is education. ~ Franklin D Roosevelt,
223:The value of a good education has never left me. ~ Michelle Pfeiffer,
224:True education is a kind of never-ending story . . . ~ J R R Tolkien,
225:An education without a Bible education is no education. ~ Clive James,
226:an investment in education gives the best returns ~ Benjamin Franklin,
227:By spiritual training I mean education of the heart. ~ Mahatma Gandhi,
228:Education has to endow you with an eagerness to surrender. ~ Sai Baba,
229:...for the object of education is to teach us to love beauty. ~ Plato,
230:If children have interests, then education happens. ~ Arthur C Clarke,
231:Learning and seeing are more important than education. ~ Sten Nadolny,
232:My education and background thoroughly inform my writing ~ David Brin,
233:The cultivation of Human Values alone is Education. ~ Sathya Sai Baba,
234:There are no new ideas about female education. ~ Gilbert K Chesterton,
235:The world exists for the education of each man. ~ Ralph Waldo Emerson,
236:Without education, you really can't dream as a child. ~ Naomie Harris,
237:educational technology, in itself, is not ‘evil’. As ~ Scott Thornbury,
238:Education is an act of love, and thus an act of courage ~ Paulo Freire,
239:Education is directly proportional to anxiety . . . ~ Ottessa Moshfegh,
240:Education is teaching our children to desire the right things. ~ Plato,
241:Education is the Jewel casting brilliance into the future ~ Mari Evans,
242:Education is the process of selling someone on books. ~ Douglas Wilson,
243:Experience, travel - these are an education in themselves. ~ Euripides,
244:Good education has got to be good entertainment. ~ Nicholas Negroponte,
245:I dream of a country where education would prevail. ~ Malala Yousafzai,
246:Information may be free, but an education is priceless. ~ Marie Forleo,
247:Let people have an education and you can't stop them. ~ La Monte Young,
248:My education was interrupted only by my schooling. ~ Winston Churchill,
249:People think of education as something they can finish. ~ Isaac Asimov,
250:Storytelling is the oldest form of education. ~ Terry Tempest Williams,
251:The key to education is the experience of beauty. ~ Friedrich Schiller,
252:The only person who can fix education is the student. ~ Oliver DeMille,
253:The roots of education are bitter, but the fruit is sweet. ~ Aristotle,
254:You can't be pro-business unless you're pro education. ~ Julian Castro,
255:Doctor, I have more education than most white people. ~ Joycelyn Elders,
256:EDUCATION IS A HUMAN RIGHT WITH IMMENSE POWER TO TRANSFORM ~ Kofi Annan,
257:Education is a human right with immense power to transform ~ Kofi Annan,
258:Education is a state-controlled manufactory of echoes. ~ Norman Douglas,
259:Education is not a luxury, it is a basic human right. ~ Madonna Ciccone,
260:Education is preeminently a matter of quality, not amount. ~ Henry Ford,
261:Education is the ability to meet life's situations. ~ John Grier Hibben,
262:Education is what you learn after you leave school. ~ Robert T Kiyosaki,
263:I do not allow my schooling to interfere with my education ~ Mark Twain,
264:I dreamt of a country where education would prevail. ~ Malala Yousafzai,
265:I have never let my schooling interfere with my education. ~ Mark Twain,
266:Lack of education turns soldiers into killing machines. ~ Jacque Fresco,
267:Music is a more potent instrument than any other for education. ~ Plato,
268:The education of a man is never completed until he dies. ~ Robert E Lee,
269:The foundation of every state is the education of its youth. ~ Diogenes,
270:The line between education and brainwashing is paper thin ~ Yana Toboso,
271:The objective of education is learning, not teaching ~ Russell L Ackoff,
272:There is no liberal education for the under-languaged. ~ Agnes Repplier,
273:To be successful in life what you need is education. ~ Jawaharlal Nehru,
274:Two things reduce prejudice: education and laughter. ~ Laurence J Peter,
275:Why were there so few who really sought an education? ~ L E Modesitt Jr,
276:After bread, education is the first need of the people. ~ Georges Danton,
277:A good education consists in knowing how to sing and dance well. ~ Plato,
278:An attack on public education is an attack on democracy. ~ Diane Ravitch,
279:As Regis Mckenna once said, the best marketing is education ~ Steve Jobs,
280:Close Dept. of Education, but don't dismantle public schools. ~ Ron Paul,
281:Common sense is in spite of, not the result of, education. ~ Victor Hugo,
282:Education is a progressive discovery of our own ignorance. ~ Will Durant,
283:Education is helping the child realise his potentialities. ~ Erich Fromm,
284:education is most fundamentally a matter of formation, ~ James K A Smith,
285:Education is the great engine to personal development. ~ Nelson Mandela,
286:Education must not simply teach work-it must teach life. ~ W E B Du Bois,
287:Education should be gentle and stern, not cold and lax. ~ Joseph Joubert,
288:Education should bring to light the ideal of the individual. ~ Jean Paul,
289:Even to see her walk across the room is a liberal education. ~ C S Lewis,
290:Genius without education is like silver in the mine. ~ Benjamin Franklin,
291:My education was interrupted only by my schooling. ~ Winston S Churchill,
292:Never let formal education get in the way of your learning. ~ Mark Twain,
293:Only a Scotsman can really survive a Scottish education. ~ Prince Philip,
294:The best anti-poverty program is a world-class education. ~ Barack Obama,
295:The only solution is education, education, education. ~ Malala Yousafzai,
296:The only way to resist colonialism is through education. ~ Tariq Ramadan,
297:the routine of education in the schools of ~ Mary Wollstonecraft Shelley,
298:To have a sense of education and ethics is important. ~ Soleil Moon Frye,
299:We need to fight for free education and defund the prisons ~ Chris Crass,
300:Without education, you are not going anywhere in this world. ~ Malcolm X,
301:A father gives his child nothing better than a good education ~ Anonymous,
302:A Good Education Removes the Barriers Between Rich and Poor ~ Orhan Pamuk,
303:All art, all education, can be merely a supplement to nature. ~ Aristotle,
304:All I want is an education, and I am afraid of no one. ~ Malala Yousafzai,
305:Cauliflower is nothing but cabbage with a college education. ~ Mark Twain,
306:Education brings about opportunity, and in turn inspiration. ~ Bill Frist,
307:Education is more valuable than money, in the long run. ~ Robert Kiyosaki,
308:Education is neither Eastern nor Western, it is human. ~ Malala Yousafzai,
309:Education is the best provision for old age. — ARISTOTLE ~ Michael J Gelb,
310:Education is the greatest weapon we have against ignorance ~ Kelly Meding,
311:Education must not simply teach work - it much teach life ~ W E B Du Bois,
312:IF A MAN NEGLECTS EDUCATION, HE WALKS LAME TO THE END OF HIS LIFE ~ Plato,
313:I may not have a degree, but I certainly got an education. ~ Jodi Picoult,
314:I spent my life trying to cure myself of my education. ~ Federico Fellini,
315:The great aim of education is not knowledge but action. ~ Herbert Spencer,
316:The most important thing about education is appetite. ~ Winston Churchill,
317:The object of education is to teach us to love what is beautiful. ~ Plato,
318:The only real education comes from what goes counter to you. ~ Andre Gide,
319:The sign of a person who has had an education is good manners. ~ Sai Baba,
320:We are the transition from one education to the other. ~ Alfred Rosenberg,
321:Yet internally, poverty, the proletariat, wages, education, ~ Victor Hugo,
322:You can't legislate good will - that comes through education. ~ Malcolm X,
323:An effeminate education weakens both the mind and the body. ~ Edgar Quinet,
324:Common sense is in spite of, not as the result of education. ~ Victor Hugo,
325:Education can no longer be the sole property of the state. ~ Peter Drucker,
326:Education has for its object the formation of character. ~ Herbert Spencer,
327:Education is the art of making man ethical ~ Georg Wilhelm Friedrich Hegel,
328:Education is very important to me, as is helping children. ~ Mark Teixeira,
329:EDUCATION IS VITAL TO DISCERN BETWEEN KNOWLEDGE AND LEARNING ~ Bulleh Shah,
330:If a man neglects education, he walks lame to the end of his life. ~ Plato,
331:I loved education, and, yes, I did want to go on learning. ~ Arthur Hailey,
332:The best contraceptive in the world is a good education. ~ Joycelyn Elders,
333:The best education I've had in my life is to travel. ~ Matthew McConaughey,
334:The essence of education is the education of the body. ~ Benjamin Disraeli,
335:Very likely education does not make very much difference. ~ Gertrude Stein,
336:All true education begins in wonder and ends in wisdom—as ~ Sarah Mackenzie,
337:Collectors are paying for our education by purchasing our art. ~ Jack White,
338:Education does not mean the imparting of verbal knowledge alone. ~ Sai Baba,
339:Education had been easy. Learning things had been harder. ~ Terry Pratchett,
340:Education is not a problem. Education is an opportunity. ~ Lyndon B Johnson,
341:Education is very important. I think I understand education. ~ Donald Trump,
342:Education is what most receive, many pass on, and few possess. ~ Karl Kraus,
343:Education sows not seeds in you, but makes your seeds grow. ~ Khalil Gibran,
344:Emmett and I met at a tantric sex education class a year ago, ~ Mary Calmes,
345:For all education is outside, not inside, the schoolroom. ~ Christina Stead,
346:Frivolity is inborn, conceit acquired by education. ~ Marcus Tullius Cicero,
347:If you've had a freakish education, at least use it, use it. ~ J D Salinger,
348:Ignorance is more costly to any State than education. ~ Booker T Washington,
349:It is a miracle that curiosity survives formal education. ~ Albert Einstein,
350:It’s money not education that’s the holy grail in America. ~ A S A Harrison,
351:Native ability without education is like a tree without fruit. ~ Aristippus,
352:People think of education as something that they can finish. ~ Isaac Asimov,
353:Reformation, like education, is a journey, not a destination ~ Mother Jones,
354:The idea that education can ever be value-neutral is absurd. ~ Mal Fletcher,
355:The most important thing about education is appetite. ~ Winston S Churchill,
356:The secret of education lies in respecting the pupil. ~ Ralph Waldo Emerson,
357:The true purpose of education is to make minds, not careers. ~ Chris Hedges,
358:Time was when education moved toward soil, not away from it. ~ Aldo Leopold,
359:True education is gained through the discipline of life. There ~ Henry Ford,
360:City Year is taking on some of the toughest work in education. ~ Arne Duncan,
361:education is more precious than that which we call so. ~ Ralph Waldo Emerson,
362:Education is the single most important job of the human race. ~ George Lucas,
363:Employment was invented to make education seem useful. ~ Mokokoma Mokhonoana,
364:Fatherhood is the greatest education a man can ever receive. ~ Asa Don Brown,
365:inequality was a “race between education and technology, ~ Erik Brynjolfsson,
366:I try never to let my schooling get in the way of my education. ~ Mark Twain,
367:I've had no sexual education, but I have six children. ~ Janusz Korwin Mikke,
368:Nothing should be overlooked in fighting for better education. ~ Roy Wilkins,
369:The education of women is the best way to save the environment. ~ E O Wilson,
370:the French educational system is a vast insider-trading crime. ~ Jean Tirole,
371:We're asking schools to look at kids as partners in education. ~ Jill Vialet,
372:An education is the investment with the greatest returns. ~ Benjamin Franklin,
373:Education is a lifetime assignment & terminates when you do. ~ Orrin Woodward,
374:Education is an ornament in prosperity and a refuge in adversity. ~ Aristotle,
375:Education is not preparation for life; education is life itself. ~ John Dewey,
376:Education isn't everything, for a start it isn't an elephant ~ Spike Milligan,
377:Education is the investment our generation makes in the future. ~ Mitt Romney,
378:Education is the kindling of a flame, not the filling of a vessel. ~ Socrates,
379:I believe that a child going without an education is a crime. ~ Kamala Harris,
380:I consider my education to be the first 10 years of my career. ~ Olivia Wilde,
381:I'd like to work with kids in special education - younger kids. ~ John Madden,
382:I'm a product of an East Coast liberal arts educational system. ~ Matt Taibbi,
383:I'm bilingual. I speak English and I speak educationese. ~ Shirley Hufstedler,
384:Leadership is often the afterthought of educational change. ~ Andy Hargreaves,
385:Literacy is not the end of education nor even the beginning. ~ Mahatma Gandhi,
386:Real education consists in drawing the best out of yourself. ~ Mahatma Gandhi,
387:The aim of education is growth: the aim of growth is more growth ~ John Dewey,
388:The main hope of a nation lies in the proper education of its youth ~ Erasmus,
389:There's a very close tie between good health and good education. ~ Laura Bush,
390:The school as a means of education to me was simply a blank. ~ Charles Darwin,
391:The secret in education lies in respecting the student. ~ Ralph Waldo Emerson,
392:True education reveals self-potential, more than just sows ideas. ~ Toba Beta,
393:An education is not a thing one gets, but a lifelong process. ~ Gloria Steinem,
394:An education obtained with money is worse than no education at all. ~ Socrates,
395:Early childhood education begins early, even before birth. ~ Madeleine M Kunin,
396:Educational bureaucracies dull a child's questing sensitivity. ~ Frank Herbert,
397:Educational bureaucracies dull a child’s questing sensitivity. ~ Frank Herbert,
398:Education is beautification of the inner world and the outer world. ~ Amit Ray,
399:Education makes you humble, it doesn't make you proud. ~ Elisabeth K bler Ross,
400:For the mass prevention of disease, mass education is a key weapon. ~ T R Reid,
401:If you have four years to complete your college education, do it. ~ Bo Jackson,
402:If you think the cost of education is high, think about ignorance. ~ Derek Bok,
403:Journalism's been a continuing course in adult education for me. ~ Bill Moyers,
404:Life isn't a race to win, it's a school for our higher education. ~ Guy Finley,
405:Listening carefully to the teacher, one acquires an education. ~ Frank Herbert,
406:Not all schooling is education nor all education, schooling. ~ Milton Friedman,
407:Schooling deprived of religious insights is wretched education. ~ Russell Kirk,
408:The biggest mistake of my life was taking a military education. ~ Robert E Lee,
409:The failures that we have are sometimes expensive educations. ~ Ashton Kutcher,
410:The for-profit education industry has proven equal to the task. ~ Steve Eisman,
411:TO OVERLOOK ONE’S OWN FAULTS IS TO MISS A VALUABLE FREE EDUCATION. ~ Anonymous,
412:An investment in education always pays the highest returns. ~ Benjamin Franklin,
413:As a society, we can and should invest more money in education. ~ Daphne Koller,
414:A sense of curiosity is nature's original school of education. ~ Smiley Blanton,
415:Classrooms and educations need to be places of infectious passion ~ Adam Bellow,
416:Education as growth or maturity should be an ever-present process. ~ John Dewey,
417:Education is an ornament in prosperity & a refuge in adversity. ~ Aristotle,
418:Education is not the filling of a pail, but the lighting of a fire. ~ W B Yeats,
419:Education is to learning as tour groups are to adventure. ~ Richard Saul Wurman,
420:Education is what you get from reading the small print; experience is ~ Common,
421:Education of both men and women is a wonderful contraceptive. ~ Henry W Kendall,
422:education that stops with school stops where it is beginning. ~ Stephen Leacock,
423:Education: the path from cocky ignorance to miserable uncertainty. ~ Mark Twain,
424:Humanities education is the worst thing for an industrialist. ~ Andrew Carnegie,
425:I am opposed to the use of public funds for private education. ~ Jonathan Kozol,
426:Inspired intellect must endure all kinds of ghastly education. ~ Paul Delaroche,
427:I still say the only education worth anything is self-education. ~ Robert Frost,
428:School is not the end but only the beginning of an education. ~ Calvin Coolidge,
429:Sharing education, sharing a book…that’s what changes the world. ~ Brad Meltzer,
430:The education of attention would be an education par excellence ~ William James,
431:The education of the will is the object of our existence. ~ Ralph Waldo Emerson,
432:The Goal of Education is to Help People Use Their Minds Better ~ Howard Gardner,
433:The most important part of education is proper training in the nursery. ~ Plato,
434:The National Education Association is the al-Qaida of education. ~ Ilana Mercer,
435:The world has changed, but education has not changed with it. ~ Robert Kiyosaki,
436:Today education has become a training ground for competition. ~ Parker J Palmer,
437:When I go back into education, I'm going to do business studies. ~ Jourdan Dunn,
438:Wisdom.... comes not from age, but from education and learning. ~ Anton Chekhov,
439:Admission of ignorance is often the first step in our education. ~ Stephen Covey,
440:As if a woman of education bought things because she wanted 'em. ~ John Vanbrugh,
441:Awe is the beginning of wisdom. Awe is the beginning of education. ~ Matthew Fox,
442:Education, done properly, is an emergent, evolutionary phenomenon. ~ Matt Ridley,
443:Education is important! That piece of paper is your key to success ~ Queen Brown,
444:Education is the foundation upon which we build our future. ~ Christine Gregoire,
445:Education is what remains when what is learned has been taken away. ~ Mark Twain,
446:Education should reduce the gap between appearance and reality. ~ Dalai Lama XIV,
447:Get an education because no one can take that away from you. ~ Nomar Garciaparra,
448:Give a girl an education and introduce her properly into the world ~ Jane Austen,
449:It is no longer higher education, it is higher 'indoctrination ' ~ Dennis Prager,
450:One's work may be finished someday, but one's education never. ~ Alexandre Dumas,
451:Our youth should also be educated with music and physical education. ~ Aristotle,
452:Quality in education is what makes learning a pleasure and a joy. ~ Myron Tribus,
453:The deeper education consists in unlearning one's first education. ~ Paul Val ry,
454:The object of all education is to make folks fit to live. ~ Laura Ingalls Wilder,
455:The pathway to educational excellence lies within each school. ~ Terrence E Deal,
456:The problem with studying is that it gets in the way of education. ~ Neel Burton,
457:The very spring and root of honesty and virtue lie in good education. ~ Plutarch,
458:What have I got? No looks, no money, no education. Just talent. ~ Sammy Davis Jr,
459:You cannot measure what counts in education—the human qualities, ~ Amanda Ripley,
460:Educating the head without educating the heart is no education at all ~ Aristotle,
461:Education and all sorts of horrible things are going to happen to me. ~ C S Lewis,
462:Education doesn't need to be reformed- it needs to be transformed. ~ Ken Robinson,
463:Education is a better safeguard of liberty than a standing army. ~ Edward Everett,
464:Education is a precondition to survival in America today. ~ Marian Wright Edelman,
465:Education is fundamental to any success. That's your baseboard. ~ Richard Sherman,
466:Higher education is not necessarily a guarantee of higher virtue. ~ Aldous Huxley,
467:I majored in elementary education, and I have a passion for kids. ~ Allyson Felix,
468:In all education the main cause of failure is staleness. ~ Alfred North Whitehead,
469:In education, once more, the chief things are equality and freedom. ~ Leo Tolstoy,
470:Interest and attention will insure to you an education. ~ Robert Andrews Millikan,
471:I say further that our system of education should be unsectarian. ~ Edmund Barton,
472:There is no education like adversity.
--Benjamin Disraeli ~ Bear Grylls,
473:Maybe one day there will finally be an education for electronic music. ~ Afrojack,
474:Plants are shaped by cultivation , and men by education . ~ Jean Jacques Rousseau,
475:The aim of education is to guide young persons in the process ~ Jacques Maritain,
476:The beauty of a Jewish education is that you learn how to argue. ~ Andrea Dworkin,
477:The educational process has no end beyond itself; it is its own end. ~ John Dewey,
478:The foundation of every state is the education of its youth. ~ Diogenes of Sinope,
479:The goal of female education must invariably be the future mother. ~ Adolf Hitler,
480:The great secret of education is to direct vanity to proper objects. ~ Adam Smith,
481:The real preparation for education is the study of one's self. ~ Maria Montessori,
482:There is no greater education than one that is self-driven. ~ Neil deGrasse Tyson,
483:The secret of life is not enjoyment but education through experience. ~ Sivananda,
484:The whole purpose of education is to turn mirrors into windows. ~ Sydney J Harris,
485:Admission of ignorance is often the first step in our education. ~ Stephen R Covey,
486:Compensatory education has been tried and it apparently has failed ~ Arthur Jensen,
487:Economic necessity should be the mother of educational invention ~ Andy Hargreaves,
488:Educating the mind without educating the heart is no education at all. ~ Aristotle,
489:Education gives us the power to turn information into meaning. ~ Robert T Kiyosaki,
490:Education is key. I graduated from high school; everyone needs to. ~ Tracy McGrady,
491:Education is still, in spite of private education, a state matter. ~ Kenneth Arrow,
492:Education is such a noble profession, its a wonderful way to serve. ~ Erin Gruwell,
493:Education is teaching children to find pleasure in the right things. ~ Mary Pipher,
494:Education makes a straight ditch of a free meandering brook. ~ Henry David Thoreau,
495:Equality should be the chief basis of the education of youth. ~ Napoleon Bonaparte,
496:Going to school- picking an apple Getting an education- eating it ~ E L Konigsburg,
497:If there is anything education does not lack today it is critics. ~ Nathan M Pusey,
498:In a word I claim that our city as a whole is an education to Greece. ~ Thucydides,
499:In so many ways, segregation shaped me, and education liberated me. ~ Maya Angelou,
500:The best education for the best is the best education for all. ~ Robert M Hutchins,

--- IN CHAPTERS (in Dictionaries, in Quotes, in Chapters)



100

   19 Occultism
   13 Philosophy
   9 Integral Yoga
   6 Yoga
   2 Christianity
   1 Kabbalah
   1 Hinduism
   1 Buddhism


   19 Aleister Crowley
   15 The Mother
   10 Sri Aurobindo
   8 Sri Ramakrishna
   7 Satprem
   7 Aldous Huxley
   5 Swami Krishnananda
   5 Friedrich Nietzsche
   2 Sri Ramana Maharshi
   2 Saint Augustine of Hippo
   2 Nolini Kanta Gupta
   2 Carl Jung


   14 Magick Without Tears
   11 The Mothers Agenda
   11 The Gospel of Sri Ramakrishna
   7 The Perennial Philosophy
   7 Sri Aurobindo or the Adventure of Consciousness
   7 On Education
   7 Knowledge of the Higher Worlds
   6 The Life Divine
   6 Liber ABA
   5 The Study and Practice of Yoga
   4 Twilight of the Idols
   4 The Synthesis Of Yoga
   3 Walden
   3 The Secret Doctrine
   3 The Bible
   3 Talks
   2 Words Of Long Ago
   2 Theosophy
   2 The Confessions of Saint Augustine
   2 The 7 Habits of Highly Effective People
   2 Talks With Sri Aurobindo
   2 Letters On Yoga II
   2 Letters On Yoga I
   2 Isha Upanishad
   2 Essays In Philosophy And Yoga
   2 Aion


0.02_-_The_Three_Steps_of_Nature, #The Synthesis Of Yoga, #Sri Aurobindo, #Integral Yoga
  
  Moreover the whole trend of modern thought and modern endeavour reveals itself to the observant eye as a large conscious effort of Nature in man to effect a general level of intellectual equipment, capacity and farther possibility by universalising the opportunities which modern civilisation affords for the mental life. Even the preoccupation of the European intellect, the protagonist of this tendency, with material Nature and the externalities of existence is a necessary part of the effort. It seeks to prepare a sufficient basis in man's physical being and vital energies and in his material environment for his full mental possibilities. By the spread of Education, by the advance of the backward races, by the elevation of depressed classes, by the multiplication of labour-saving appliances, by the movement
  

0.05_-_1955, #Agenda Vol 1, #The Mother, #Integral Yoga
  Mother, this is not a vital desire seeking to divert me from the sadhana, for my life has no other meaning than to seek the divine, but it seems to be the only solution that could bring about some
  16For a long time, Satprem took care of the correspondence with the outside, along with Pavitra not to mention editing the Ashram Bulletin as well as Mother's writings and talks translating Sri Aurobindo's works Unto French, and conducting classes at the Ashram's 'International Centre of Education.'
  17Every evening at the Playground, the disciples passed before Mother one by one to receive symbolically some food.

1.001_-_The_Aim_of_Yoga, #The Study and Practice of Yoga, #Swami Krishnananda, #Yoga
  
  This is a defect not only in the modern systems of Education, but also in spiritual practices in every walk of life, in every blessed thing. When the individual who is living life has cut himself or herself off from the significance of life, then life becomes a contradiction and a meaningless pursuit of the will-o'-the-wisp. Why do we cut ourselves off from the meaning of life and then suffer like this? This is the inherent weakness of the sensory functions of the individual. The senses are our enemies. Why do we call them enemies? Because they tell us that we are isolated from everything else. This is the essence of sensory activity. There is no connection between ourselves and others, and we can go on fighting with everybody. This is what the senses tell us. But yet, they are double-edged swords; they tell us two things at the same time. On one side they tell us that everything is outside us, and we are disconnected from everybody else and everything in this world. But on the other side they say that we are bound to grab things, connect ourselves with things, obtain things, and maintain relationship with things. Now, these two things cannot be done simultaneously. We cannot disconnect ourselves from things and also try to connect ourselves with them for the purpose of exploiting them, with an intention to utilise them for our individual purposes. Here again is an instance of contradiction. On one side we disconnect ourselves from persons and things; on the other side we want to connect ourselves with persons and things for our own purpose.
  
  --
  
  Knowing has been generally regarded as a process of understanding and accumulation of information, gathering intellectual or scientific definitive descriptions in respect of things. These days, this is what we call Education. We gather definitions of things and try to understand the modes of their apparent functions in temporal life. This is what we call knowing, ordinarily speaking. I know that the sun is rising. This is a kind of knowledge. What do I mean by this knowledge? I have only a functional perception of a phenomenon that is taking place which I regard as the rise of the sun. This is not real knowledge. When I say, "I know that the sun is rising", I cannot say that I have a real knowledge of the sun, because, first of all, the sun is not rising it is a mistake of my senses. Secondly, the very idea of rising itself is a misconception in the mind. Unless I am static and immovable, I cannot know that something is moving. So when I say, "The sun is moving", I mean that I am not moving; it is understood there. But it is not true that I am not moving. I am also in a state of motion for other reasons which are not easily understandable. So it is not possible for a moving body to say that something else is moving. Nothing that is in a state of motion can say that something else is in motion. There is a relative motion of things, and so perception of the condition of any object ultimately would be impossible. This is a reason why scientific knowledge fails.
  
  --
  
  What are problems? A problem is a situation that has arisen on account of the irreconcilability of one person, or one thing, with the status and condition of another person, or another thing. I cannot reconcile my position with your position; this is a problem. You cannot reconcile your position with mine; this is a problem. Why should there be such a condition? How is it that it is not possible for me to reconcile myself with you? It is not possible because there is no clear perception of my relationship with you. I have a misconceived idea of my relationship with you and, therefore, there is a misconceived adjustment of my personality with yours, and a misconception cannot solve a problem. The problem is nothing but this misconception nothing else. The irreconcilability of one thing with another arises on account of the basic difficulty I mentioned, that the person who wishes to bring about this reconciliation, or establish a proper relationship, misses the point of one's own vital connection underline the word 'vital' with the object or the person with which, or with whom, this reconciliation is to be effected. Inasmuch as this kind of knowledge is beyond the purview or capacity of the ordinary human intellect, the knowledge of the Veda is regarded as supernormal, superhuman: apaurusheya not created or manufactured by an individual. This is not knowledge that has come out of reading books. This is not ordinary Educational knowledge. It is a knowledge which is vitally and organically related to the fact of life. I am as much connected with the fact of life as you are, and so in my observation and study and understanding of you, in my relationship with you, I cannot forget this fact. The moment I disconnect myself from this fact of life which is unanimously present in you as well as in me, I miss the point, and my effort becomes purposeless.
  

1.007_-_Initial_Steps_in_Yoga_Practice, #The Study and Practice of Yoga, #Swami Krishnananda, #Yoga
  
  Yoga scriptures tell us that we must also choose a particular place, as far as possible not that today we meditate in Haridwar, tomorrow in Delhi and the day after tomorrow in Benares. That is not all right if we want real success. We must be in one place. As a matter of fact, people who practise mantra purascharana, or disciplinary chanting of mantras for a chosen period, do this and what can be a greater purascharana than meditation? So when we take to exclusive spiritual practice as a very serious affair and not merely as a hobby, it would be necessary, I would say for beginners, that a period of at least five years is called for. If we are very serious and in dead earnest about it not taking it only as a kind of Educational procedure for informative purposes and not being very earnest about achieving anything substantially we may have to stick to one place for five years continuously, and not less than that. If our point is to achieve something substantial, concrete and definite, then this amount of discipline is called for, which is a definite place, a definite time, and a chosen method of meditation a definite system, arranged in one's own mind, which should not be changed continuously.
  

1.00a_-_Introduction, #Magick Without Tears, #Aleister Crowley, #Philosophy
  
  Still, it would be kind of you to go through a page or so with me, and tell me where the shoe pinches. Of course I have realized the difficulty long ago; but I don't know the solution or if there is a solution. I did think of calling Magick "Magick Without Tears"; and I did try having my work cross-examined as I went on by minds of very inferior Education or capacity. In fact, Parts I and II of Book 4 were thus tested.
  

1.00b_-_INTRODUCTION, #The Perennial Philosophy, #Aldous Huxley, #Philosophy
  there is a corresponding change in the nature and amount of knowing. For example,
  the being of a child is transformed by growth and Education into that of a man;
  among the results of this transformation is a revolutionary change in the way of

1.00_-_Gospel, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  
  At the age of sixteen Gaddhar was summoned to Calcutta by his elder brother Rmkumr, who wished assistance in his priestly duties. Rmkumr had opened a Sanskrit academy to supplement his income, and it was his intention gradually to turn his younger brother's mind to Education. Gaddhar applied himself heart and soul to his new duty as family priest to a number of Calcutta families. His worship was very different from that of the professional priests. He spent hours decorating the images and singing hymns and devotional songs; he performed with love the other duties of his office. People were impressed with his ardour. But to his studies he paid scant attention.
  
  --
  
  He gently admonished Gaddhar and asked him to pay more attention to his studies. But the boy replied spiritedly: "Brother, what shall I do with a mere bread-winning Education? I would rather acquire that wisdom which will illumine my heart and give me satisfaction for ever."
  
  Bread-winning Education
  
  --
  
  When Rmkumr reprimanded Gaddhar for neglecting a "bread-winning Education", the inner voice of the boy reminded him that the legacy of his ancestors - the legacy of Rm, Krishna, Buddha, Sankara, Rmnuja, Chaitanya - was not worldly security but the Knowledge of God. And these noble sages were the true representatives of Hindu society. Each of them was seated, as it were, on the crest of the wave that followed each successive trough in the tumultuous course of Indian national life. All demonstrated that the life current of India is spirituality. This truth was revealed to Gaddhar through that inner vision which scans past and future in one sweep, unobstructed by the barriers of time and space. But he was unaware of the history of the profound change that had taken place in the land of his birth during the previous one hundred years.
  
  --
  
  In 1757 English traders laid the foundation of British rule in India. Gradually the Government was systematized and lawlessness suppressed. The Hindus were much impressed by the military power and political acumen of the new rulers. In the wake of the merchants came the English educators, and social reformers, and Christian missionaries - all bearing a culture completely alien to the Hindu mind. In different parts of the country Educational institutions were set up and Christian churches established.
  
  --
  
  The first effect of the draught on the educated Hindus was a complete effacement from their minds of the time-honoured beliefs and traditions of Hindu society. They came to believe that there was no transcendental Truth. The world perceived by the senses was all that existed. God and religion were illusions of the untutored mind. True knowledge could be derived only from the analysis of nature. So atheism and agnosticism became the fashion of the day. The youth of India, taught in English schools, took malicious delight in openly breaking the customs and traditions of their society. They would do away with the caste-system and remove the discriminatory laws about food. Social reform, the spread of secular Education, widow remarriage, abolition of early marriage -
  
  --
  
  But the soul of India was to be resuscitated through a spiritual awakening. We hear the first call of this renascence in the spirited retort of the young Gaddhar: "Brother, what shall I do with a mere bread-winning Education?"
  
  --
  
  In 1878 a schism divided Keshab's Samj. Some of his influential followers accused him of infringing the Brhmo principles by marrying his daughter to a wealthy man before she had attained the marriageable age approved by the Samj. This group seceded and established the Sdhran Brhmo Samj, Keshab remaining the leader of the Navavidhn. Keshab now began to be drawn more and more toward the Christ ideal, though under the influence of Sri Ramakrishna his devotion to the Divine Mother also deepened. His mental oscillation between Christ and the Divine Mother of Hinduism found no position of rest. In Bengl and some other parts of India the Brhmo movement took the form of Unitarian Christianity, scoffed at Hindu rituals, and preached a crusade against image worship. Influenced by Western culture, it declared the supremacy of reason, advocated the ideals of the French Revolution, abolished the caste-system among, its own members, stood for the emancipation of women, agitate for the abolition of early marriage, sanctioned the remarriage of widows, and encouraged various Educational and social-reform movements. The immediate effect of the Brhmo movement in Bengl was the checking of the proselytising activities of the Christian missionaries. It also raised Indian culture in the estimation of its English masters. But it was an intellectual and eclectic religious ferment born of the necessity of the time. Unlike Hinduism, it was not founded on the deep inner experiences of sages and prophets. Its influence was confined to a comparatively few educated men and women of the country, and the vast masses of the Hindus remained outside it. It sounded monotonously only one of the notes in the rich gamut of the Eternal Religion of the Hindus.
  
  --
  
  Swmi Daynanda (1824-1883) launched this movement in Bombay in 1875, and soon its influence was felt throughout western India. The Swmi was a great scholar of the Vedas, which he explained as being strictly monotheistic. He preached against the worship of images and re-established the ancient Vedic sacrificial rites. According to him the Vedas were the ultimate authority on religion, and he accepted every word of them as literally true. The rya Samj became a bulwark against the encroachments of Islam and Christianity, and its orthodox flavour appealed to many Hindu minds. It also assumed leadership in many movements of social reform. The caste-system became a target of its attack. Women it liberated from many of their social disabilities. The cause of Education received from it a great impetus. It started agitation against early marriage and advocated the remarriage of Hindu widows. Its influence was strongest in the Punjab, the battle-ground of the Hindu and Islamic cultures. A new fighting attitude was introduced into the slumbering Hindu society. Unlike the Brhmo Samj, the influence of the rya Samj was not confined to the intellectuals. It was a force that spread to the masses. It was a dogmatic movement intolerant of those disagreed with its views, and it emphasized only one way, the rya Samj way, to the realization of Truth. Sri Ramakrishna met Swmi Daynanda when the latter visited Bengl.
  
  --
  
  No one took notice of the unostentatious visitor. Finally the Master said to Keshab, "People tell me you have seen God; so I have come to hear from you about God." A magnificent conversation followed. The Master sang a thrilling song about Kli and forthwith went into Samdhi. When Hriday uttered the sacred "Om" in his ears, he gradually came back to consciousness of the world, his face still radiating a divine brilliance. Keshab and his followers were amazed. The contrast between Sri Ramakrishna and the Brhmo devotees was very interesting. There sat this small man, thin and extremely delicate. His eyes were illumined with an inner light. Good humour gleamed in his eyes and lurked in the corners of his mouth. His speech was Bengli of a homely kind with a slight, delightful stammer, and his words held men enthralled by their wealth of spiritual experience, their inexhaustible store of simile and metaphor, their power of observation, their bright and subtle humour, their wonderful catholicity, their ceaseless flow of wisdom. And around him now were the sophisticated men of Bengl, the best products of Western Education, with Keshab, the idol of young Bengl, as their leader.
  
  --
  
  He writes: "Ramakrishna was practically separated from his wife, who lived in her village home. One day when I was complaining to some friends about the virtual widowhood of his wife, he drew me to one side and whispered in my ear: 'Why do you complain? It is no longer possible; it is all dead and gone.' Another day as I was inveighing against this part of his teaching, and also declaring that our program of work in the Brhmo Samj includes women, that ours is a social and domestic religion, and that we want to give Education and social liberty to women, the saint became very much excited, as was his way when anything against his settled conviction was asserted - a trait we so much liked in him - and exclaimed, 'Go, thou fool, go and perish in the pit that your women will dig for you.' Then he glared at me and said: 'What does a gardener do with a young plant?
  
  --
  
  This contact with the educated and progressive Benglis opened Sri Ramakrishna's eyes to a new realm of thought. Born and brought up in a simple village, without any formal Education, and taught by the orthodox holy men of India in religious life, he had had no opportunity to study the influence of modernism on the thoughts and lives of the Hindus.
  
  He could not properly estimate the result of the impact of Western Education on Indian culture. He was a Hindu of the Hindus, renunciation being to him the only means to the realization of God in life. From the Brahmos he learnt that the new generation of India made a compromise between God and the world. Educated young men were influenced more by the Western philosophers than by their own prophets. But Sri Ramakrishna was not dismayed, for he saw in this, too, the hand of God. And though he expounded to the Brahmos all his ideas about God and austere religious disciplines, yet he bade them accept from his teachings only as much as suited their tastes and temperaments.
  
  --
  
  Suresh Mitra, a beloved disciple whom the Master often addressed as Surendra, had received an English Education and held an important post in an English firm. Like many other educated young men of the time, he prided himself on his atheism and led a Bohemian life. He was addicted to drinking. He cherished an exaggerated notion about man's free will. A victim of mental depression, he was brought to Sri Ramakrishna by Rmchandra Dutta. When he heard the Master asking a disciple to practise the virtue of self-surrender to God, he was impressed. But though he tried thenceforth to do so, he was unable to give up his old associates and his drinking. One day the Master said in his presence, "Well, when a man goes to an undesirable place, why doesn't he take the Divine Mother with him?" And to Surendra himself Sri Ramakrishna said: "Why should you drink wine as wine? Offer it to Kli, and then take it as Her Prasd, as consecrated drink. But see that you don't, become intoxicated; you must not reel and your thoughts must not wander. At first you will feel ordinary excitement, but soon you will experience spiritual exaltation." Gradually Surendra's entire life was changed. The Master designated him as one of those commissioned by the Divine Mother to defray a great part of his expenses. Surendra's purse was always open for the Master's comfort.
  
  --
  
  The Europeanized Kristods Pl did not approve of the Master's emphasis on renunciation and said: "Sir, this cant of renunciation has almost ruined the country. It is for this reason that the Indians are a subject nation today. Doing good to others, bringing Education to the door of the ignorant, and above all, improving the material conditions of the country - these should be our duty now. The cry of religion and renunciation would, on the contrary, only weaken us. You should advise the young men of Bengl to resort only to such acts as will uplift the country." Sri Ramakrishna gave him a searching look and found no divine light within. "You man of poor understanding!"
  
  --
  
  The first of these young men to come to the Master was Ltu. Born of obscure parents, in Behar, he came to Calcutta in search of work and was engaged by Rmchandra Dutta as house-boy. Learning of the saintly Sri Ramakrishna, he visited the Master at Dakshinewar and was deeply touched by his cordiality. When he was about to leave, the Master asked him to take some money and return home in a boat or carriage. But Ltu declared he had a few pennies and jingled the coins in his pocket. Sri Ramakrishna later requested Rm to allow Ltu to stay with him permanently. Under Sri Ramakrishna's guidance Ltu made great progress in meditation and was blessed with ecstatic visions, but all the efforts of the Master to give him a smattering of Education failed. Ltu was very fond of kirtan and other devotional songs but remained all his life illiterate.
  

1.00_-_Gospel_Preface, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  
  "M", as the author modestly styles himself, was peculiarly qualified for his task. To a reverent love for his master, to a deep and experiential knowledge of that master's teaching, he added a prodigious memory for the small happenings of each day and a happy gift for recording them in an interesting and realistic way. Making good use of his natural gifts and of the circumstances in which he found himself, "M" produced a book unique, so far as my knowledge goes, in the literature of hagiography. No other saint has had so able and indefatigable a Boswell. Never have the small events of a contemplative's daily life been described with such a wealth of intimate detail. Never have the casual and unstudied utterances of a great religious teacher been set down with so minute a fidelity. To Western readers, it is true, this fidelity and this wealth of detail are sometimes a trifle disconcerting; for the social, religious and intellectual frames of reference within which Sri Ramakrishna did his thinking and expressed his feelings were entirely Indian. But after the first few surprises and bewilderments, we begin to find something peculiarly stimulating and instructive about the very strangeness and, to our eyes, the eccentricity of the man revealed to us in "M's" narrative. What a scholastic philosopher would call the "accidents" of Ramakrishna's life were intensely Hindu and therefore, so far as we in the West are concerned, unfamiliar and hard to understand; its "essence", however, was intensely mystical and therefore universal. To read through these conversations in which mystical doctrine alternates with an unfamiliar kind of humour, and where discussions of the oddest aspects of Hindu mythology give place to the most profound and subtle utterances about the nature of Ultimate Reality, is in itself a liberal, Education in humility, tolerance and suspense of judgment. We must be grateful to the translator for his excellent version of a book so curious and delightful as a biographical document, so precious, at the same time, for what it teaches us of the life of the spirit.
  
  --
  
  He was an Educationist all his life both in a spiritual and in a secular sense. After he passed out of College, he took up work as headmaster in a number of schools in succession Narail High School, City School, Ripon College School, Metropolitan School, Aryan School, Oriental School, Oriental Seminary and Model School. The causes of his migration from school to school were that he could not get on with some of the managements on grounds of principles and that often his spiritual mood drew him away to places of pilgrimage for long periods. He worked with some of the most noted public men of the time like Iswar Chandra Vidysgar and Surendranath Banerjee. The latter appointed him as a professor in the City and Ripon Colleges where he taught subjects like English, philosophy, history and economics. In his later days he took over the Morton School, and he spent his time in the staircase room of the third floor of it, administering the school and preaching the message of the Master. He was much respected in Educational circles where he was usually referred to as Rector Mahashay. A teacher who had worked under him writes thus in warm appreciation of his teaching methods: "Only when I worked with him in school could I appreciate what a great Educationist he was. He would come down to the level of his students when teaching, though he himself was so learned, so talented. Ordinarily teachers confine their instruction to what is given in books without much thought as to whether the student can accept it or not. But M., would first of all gauge how much the student could take in and by what means. He would employ aids to teaching like maps, pictures and diagrams, so that his students could learn by seeing. Thirty years ago (from 1953) when the question of imparting Education through the medium of the mother tongue was being discussed, M. had already employed Bengali as the medium of instruction in the Morton School." (M The Apostle and the Evangelist by Swami Nityatmananda Part I. P. 15.)
  
  Imparting secular Education was, however, only his profession ; his main concern was with the spiritual regeneration of man a calling for which Destiny seems to have chosen him. From his childhood he was deeply pious, and he used to be moved very much by Sdhus, temples and Durga Puja celebrations. The piety and eloquence of the great Brahmo leader of the times, Keshab Chander Sen, elicited a powerful response from the impressionable mind of Mahendra Nath, as it did in the case of many an idealistic young man of Calcutta, and prepared him to receive the great Light that was to dawn on him with the coming of Sri Ramakrishna into his life.
  
  
  This epoch-making event of his life came about in a very strange way. M. belonged to a joint family with several collateral members. Some ten years after he began his career as an Educationist, bitter quarrels broke out among the members of the family, driving the sensitive M. to despair and utter despondency. He lost all interest in life and left home one night to go into the wide world with the idea of ending his life. At dead of night he took rest in his sister's house at Baranagar, and in the morning, accompanied by a nephew Siddheswar, he wandered from one garden to another in Calcutta until Siddheswar brought him to the Temple Garden of Dakshineswar where Sri Ramakrishna was then living. After spending some time in the beautiful rose gardens there, he was directed to the room of the Paramahamsa, where the eventful meeting of the Master and the disciple took place on a blessed evening (the exact date is not on record) on a Sunday in March 1882. As regards what took place on the occasion, the reader is referred to the opening section of the first chapter of the Gospel.
  
  --
  
  After this re-settlement, M's life revolved around the Master, though he continued his professional work as an Educationist. During all holidays, including Sundays, he spent his time at Dakshineswar in the Master's company, and at times extended his stay to several days.
  
  --
  
  Sri Ramakrishna was a teacher for both the Orders of mankind, Sannysins and householders. His own life offered an ideal example for both, and he left behind disciples who followed the highest traditions he had set in respect of both these ways of life. M., along with Nag Mahashay, exemplified how a householder can rise to the highest level of sagehood. M. was married to Nikunja Devi, a distant relative of Keshab Chander Sen, even when he was reading at College, and he had four children, two sons and two daughters. The responsibility of the family, no doubt, made him dependent on his professional income, but the great devotee that he was, he never compromised with ideals and principles for this reason. Once when he was working as the headmaster in a school managed by the great Vidysgar, the results of the school at the public examination happened to be rather poor, and Vidysgar attributed it to M's preoccupation with the Master and his consequent failure to attend adequately to the school work. M. at once resigned his post without any thought of the morrow. Within a fortnight the family was in poverty, and M. was one day pacing up and down the verandah of his house, musing how he would feed his children the next day. Just then a man came with a letter addressed to 'Mahendra Babu', and on opening it, M. found that it was a letter from his friend Sri Surendra Nath Banerjee, asking whether he would like to take up a professorship in the Ripon College. In this way three or four times he gave up the job that gave him the wherewithal to support the family, either for upholding principles or for practising spiritual Sadhanas in holy places, without any consideration of the possible dire worldly consequences; but he was always able to get over these difficulties somehow, and the interests of his family never suffered. In spite of his disregard for worldly goods, he was, towards the latter part of his life, in a fairly flourishing condition as the proprietor of the Morton School which he developed into a noted Educational institution in the city. The Lord has said in the Bhagavad Git that in the case of those who think of nothing except Him, He Himself would take up all their material and spiritual responsibilities. M. was an example of the truth of the Lord's promise.
  
  --
  
  In 1905 he retired from the active life of a Professor and devoted his remaining twenty-seven years exclusively to the preaching of the life and message of the Great Master. He bought the Morton Institution from its original proprietors and shifted it to a commodious four-storeyed house at 50 Amherst Street, where it flourished under his management as one of the most efficient Educational institutions in Calcutta. He generally occupied a staircase room at the top of it, cooking his own meal which consisted only of milk and rice without variation, and attended to all his personal needs himself. His dress also was the simplest possible. It was his conviction that limitation of personal wants to the minimum is an important aid to holy living. About one hour in the morning he would spend in inspecting the classes of the school, and then retire to his staircase room to pour over his diary and live in the divine atmosphere of the earthly days of the Great Master, unless devotees and admirers had already gathered in his room seeking his holy company.
  
  --
  
  Though a much-sought-after spiritual guide, an Educationist of repute, and a contemporary and close associate of illustrious personages like Sri Ramakrishna, Swami Vivekananda, Keshab Chander Sen and Iswar Chander Vidysgar, he was always moved by the noble humanity of a lover of God, which consists in respecting the personalities of all as receptacles of the Divine Spirit. So he taught without the consciousness of a teacher, and no bar of superiority stood in the way of his doing the humblest service to his students and devotees. "He was a commission of love," writes his close devotee, Swami Raghavananda, "and yet his soft and sweet words would pierce the stoniest heart, make the worldly-minded weep and repent and turn Godwards."
  

1.00_-_Preliminary_Remarks, #Liber ABA, #Aleister Crowley, #Philosophy
  
  Now this woman, though handicapped by a brain that was a mass of putrid pulp, and a complete lack of social status, Education, and moral character, did more in the religious world than any other person had done for generations. She, and she alone, made Theosophy possible, and without Theosophy the world-wide interest in similar matters could never have been aroused. This interest is to the Law of Thelema what the preaching of John the Baptist was to Christianity.
  

1.012_-_Sublimation_-_A_Way_to_Reshuffle_Thought, #The Study and Practice of Yoga, #Swami Krishnananda, #Yoga
  
  The culture of yoga does not tell us to reject, abandon, or to cut off anything if it is real, because the whole question is an assessment of values, and reality is, of course, the background of every value. What is achieved in spiritual Education is a rise of consciousness from a lower degree of reality to a higher degree of reality, and in no degree is there a rejection of reality. It is only a growth from a lower level to a higher one. So when we go to the higher degree of reality, we are not rejecting the lower degree of reality, but rather we have overcome it. We have transcended it, just as when a student goes to a higher class in an Educational career, that higher class transcends the lower degrees of kindergarten, first standard, second standard and third standard, but it does not reject them. Rejection is not what is implied; rather it is an absorption of values into a higher inclusive condition of understanding, insight and Education.
  
  Yoga is a process of Education. The principles of dharma, artha and kama are preparatory processes for the readiness of the soul to catch the spirit of salvation. How can we get salvation from bondage if bondage is really there? A real bondage cannot be escaped; if bondage is real, we have to remain in it forever. We already take for granted that bondage is real, which is why we want to run away from it; but running away from real bondage is impossible. There is no escapism in yoga that is impossible. There is always a conditioning of the mind to the states of understanding. Again it must be emphasised that where we have not understood a principle, we will not be able to master it.
  
  --
  
  The mistake is in believing that something is real, and yet not wanting it on account of a traditional attitude towards it that has been religiously introduced. The tradition of religion tells us that something is wrong, though we do not believe it. This is the difficulty. "My feelings say that something is okay, but religion says it is not okay. So I have a split between myself and the religious values." The religious novitiate then becomes a neurotic, an unhappy person, because in the cloister and the monastery he has a world of his own which is in conflict with the world outside. He has been told by religion that the world outside is wrong and the world inside the monastery is right, but he does not believe it. Oh, this is a horror that we cannot believe it and yet we are told to accept it. This is a kind of tyranny. Religion can become a tyrant; it can become a kind of dictator's order. But religion is far from dictatorship this is an important point to remember. Religion is not a dictator. Spirituality is not a tyrant. It is not asking us to do something because it says so. It is again to be emphasised that it is a process of inward adjustment to higher values by way of a positive Education.
  

1.013_-_Defence_Mechanisms_of_the_Mind, #The Study and Practice of Yoga, #Swami Krishnananda, #Yoga
  
  The term 'indriya nigrah' means sense-control; 'atma nigrah' means self-control. Both these terms are often thought of as having a synonymous meaning and are used as such, but the term 'self' has a larger connotation than 'sense', as we already know. So the term 'self-control' should mean something much more than what is indicated by the term 'sense-control', because the senses are only a few of the functions of the self and not all the functions, while self-control implies a restriction imposed upon every function of the self, meaning thereby the lower self, which has to be regulated by the principle of the higher self. The self that has to be controlled is any self which is lower than the Universal Self. The degrees of self gradually go on increasing in their comprehensiveness as we rise higher and higher, so that it becomes necessary that at every step the immediately succeeding stage, which is more comprehensive, acts as the governing principle of the category of self just below. An analogy would be the syllabi or curricula of Education we do not suddenly jump into the topmost level of studies. There is always a governing principle exercised by systems of Education, wherein the immediately succeeding stage determines the needs of the immediately preceding condition. The self, as far as we are concerned at the present moment, can be regarded as that principle of individuality which comprehends all that we regard as 'we', or connected with us.
  

1.01_-_An_Accomplished_Westerner, #Sri Aurobindo or the Adventure of Consciousness, #Satprem, #Integral Yoga
  
  When he sailed back to India, Sri Aurobindo was twenty. He had no position, no titles. His father had just died. What remained of his fourteen years in the West? We are tempted to recall Edouard Herriot's perfect definition, for if it is true that Education is what remains when everything is forgotten, then what remains of the West after one has left it is not its books, its museums, and theaters, but an urge to translate into living acts what has been theorized. There,
  perhaps, lies the true strength of the West. Unfortunately, we in the West have too much "intelligence" to have anything truly substantial to translate outwardly, while India, too inwardly replete, does not possess the necessary urge to match what she lives with what she sees.

1.01_-_Economy, #Walden, and On The Duty Of Civil Disobedience, #Henry David Thoreau, #Philosophy
  
  Notwithstanding much cant and hypocrisy,chaff which I find it difficult to separate from my wheat, but for which I am as sorry as any man,I will breathe freely and stretch myself in this respect, it is such a relief to both the moral and physical system; and I am resolved that I will not through humility become the devils attorney. I will endeavor to speak a good word for the truth. At Cambridge College the mere rent of a students room, which is only a little larger than my own, is thirty dollars each year, though the corporation had the advantage of building thirty-two side by side and under one roof, and the occupant suffers the inconvenience of many and noisy neighbors, and perhaps a residence in the fourth story. I cannot but think that if we had more true wisdom in these respects, not only less Education would be needed, because, forsooth, more would already have been acquired, but the pecuniary expense of getting an Education would in a great measure vanish. Those conveniences which the student requires at
  Cambridge or elsewhere cost him or somebody else ten times as great a sacrifice of life as they would with proper management on both sides.
  
  Those things for which the most money is demanded are never the things which the student most wants. Tuition, for instance, is an important item in the term bill, while for the far more valuable Education which he gets by associating with the most cultivated of his contemporaries no charge is made. The mode of founding a college is, commonly, to get up a subscription of dollars and cents, and then following blindly the principles of a division of labor to its extreme, a principle which should never be followed but with circumspection,to call in a contractor who makes this a subject of speculation, and he employs
  Irishmen or other operatives actually to lay the foundations, while the students that are to be are said to be fitting themselves for it; and for these oversights successive generations have to pay. I think that it would be _better than this_, for the students, or those who desire to be benefited by it, even to lay the foundation themselves. The student who secures his coveted leisure and retirement by systematically shirking any labor necessary to man obtains but an ignoble and unprofitable leisure, defrauding himself of the experience which alone can make leisure fruitful. But, says one, you do not mean that the students should go to work with their hands instead of their heads? I do not mean that exactly, but I mean something which he might think a good deal like that; I mean that they should not _play_ life, or _study_ it merely, while the community supports them at this expensive game, but earnestly _live_ it from beginning to end. How could youths better learn to live than by at once trying the experiment of living? Methinks this would exercise their minds as much as mathematics. If I wished a boy to know something about the arts and sciences, for instance, I would not pursue the common course, which is merely to send him into the neighborhood of some professor, where any thing is professed and practised but the art of life;to survey the world through a telescope or a microscope, and never with his natural eye; to study chemistry, and not learn how his bread is made, or mechanics, and not learn how it is earned; to discover new satellites to Neptune, and not detect the motes in his eyes, or to what vagabond he is a satellite himself; or to be devoured by the monsters that swarm all around him, while contemplating the monsters in a drop of vinegar.

1.01_-_How_is_Knowledge_Of_The_Higher_Worlds_Attained?, #Knowledge of the Higher Worlds, #Rudolf Steiner, #Occultism
  
  The student who is gifted with this feeling, or who is fortunate enough to have had it inculcated in a suitable Education, brings a great deal along with him when, later in life, he seeks admittance to higher knowledge. Failing such preparation, he will encounter difficulties at the very first step, unless he undertakes, by rigorous self-Education, to create within himself this inner life of devotion. In our time it is especially important that full attention be paid to this point. Our civilization tends more toward critical judgment and condemnation than toward devotion and selfless veneration. Our children already criticize far more than they worship. But every criticism, every adverse judgment passed, disperses the powers of the soul for the attainment of higher knowledge in the same measure that all veneration and reverence develops them. In this we do not wish to say anything against our civilization. There is no question here of leveling criticism against it. To this critical faculty, this self-conscious human judgment, this "test all things and
   p. 9

1.01_-_The_Ideal_of_the_Karmayogin, #Essays In Philosophy And Yoga, #Sri Aurobindo, #Integral Yoga
  
  European Education, European machinery, European organisation and equipment we should reproduce in ourselves European prosperity, energy and progress. We of the twentieth century reject the aims, ideals and methods of the Anglicised nineteenth precisely because we accept its experience. We refuse to make an idol of the present; we look before and after, backward to the mighty history of our race, forward to the grandiose destiny for which that history has prepared it.
  

1.01_-_The_Science_of_Living, #On Education, #The Mother, #Integral Yoga
  class:chapter
  class:Education
  author class:The Mother
  --
  melt and vanish before the radiance of the truth-consciousness.
   Lastly, by means of a rational and discerning physical Education, we must make our body strong and supple
  enough to become a fit instrument in the material world for the truth-force which wants to manifest through us.
  --
   Bulletin, November 1950
   ~ The Mother On Education, #self-knowledge
  

1.02_-_The_7_Habits_An_Overview, #The 7 Habits of Highly Effective People, #Stephen Covey, #unset
  
  To maintain the P/PC Balance, the balance between the golden egg (Production) and the health and welfare of the goose (Production Capability) is often a difficult judgment call. But I suggest it is the very essence of effectiveness. It balances short term with long term. It balances going for the grade and paying the price to get an Education. It balances the desire to have a room clean and the building of a relationship in which the child is internally committed to do it -- cheerfully, willingly, without external supervision.
  

1.02_-_The_Stages_of_Initiation, #Knowledge of the Higher Worlds, #Rudolf Steiner, #Occultism
  
  By such observation of his fellow-creatures, the student may easily lapse into a moral fault. He may become cold-hearted. Every conceivable effort must be made to prevent this. Such observation should only be practiced by one who has already risen to the level on which complete certainty is found that thoughts are real things. He will then no longer allow himself to think of his fellow-men in a way that is incompatible with the highest reverence for human dignity and human liberty. The thought that a human being could be merely an object of observation must never for a moment be entertained. Self-Education must see to it that this insight into human nature should go hand in hand with an unlimited respect for the personal privilege of each individual, and with the recognition of the sacred and inviolable nature of that which dwells in each human being. A feeling
   p. 73

1.03_-_A_Sapphire_Tale, #Words Of Long Ago, #The Mother, #Integral Yoga
  Meotha bowed respectfully before his father, who seated him at his side and spoke to him in these words:
  "My son, I have ruled this country for more than a hundred and seventy years and although, to this day, all men of goodwill have seemed content with my guidance, I fear that my great age will soon no longer allow me to bear so lightly the heavy responsibility of maintaining order and watching over the well-being of all. My son, you are my hope and my joy. Nature has been very generous to you; she has showered you with her gifts and by a wise and model Education you have developed them most satisfactorily. The whole nation, from the humblest peasant to our great philosophers, has a complete and affectionate trust in you; you have been able to win their affection by your kindness and their respect by your justice. It is therefore quite natural that their choice should fall on you when I ask for leave to enjoy a well-earned repose. But as you know, according to age-old custom, no one may ascend the throne who is not biune, that is, unless he is united by the bonds of integral affinity with the one who can bring him the peace of equilibrium by a perfect match of tastes and abilities. It was to remind you of this custom that I called you here, and to ask you whether you have met the young woman who is both worthy and willing to unite her life with yours, according to our wish."
  "It would be a joy to me, my father, to be able to tell you, `I have found the one whom my whole being awaits', but, alas, this is yet to be. The most refined maidens in the kingdom are all known to me, and for several of them I feel a sincere liking and a genuine admiration, but not one of them has awakened in me the love which can be the only rightful bond, and I think I can say without being mistaken that in return none of them has conceived a love for me. Since you are so kind as to value my judgment, I will tell you what is in my mind. It seems to me that I should be better fitted to rule our little nation if I were acquainted with the laws and customs of other countries; I wish therefore to travel the world for a year, to observe and to learn. I ask you, my father, to allow me to make this journey, and who knows? - I may return with my life's companion, the one for whom I can be all happiness and all protection."

1.03_-_Physical_Education, #On Education, #The Mother, #Integral Yoga
  object:1.03 - Physical Education
  class:Education
  class:physical
  --
  
  On the subject of physical Education, it must be mentioned that the physical is our base, and even the highest spiritual values are to be expressed through the life that is embodied here. Sariram adyam khalu dharmasadhanam, says the old Sanskrit adage, -- the body is the means of fulfillment of dharma, while dharma means every ideal which we can propose to ourselves and the law of its working out and its action.
  
  Of all the domains of Education, physical is the one most completely governed by method, order, discipline and procedure. All Education of the body must be rigorous, detailed and methodical.
  The Education of the body has three principal aspects: control and discipline of functions of the body; a total methodical and harmonious development of all the parts and movements of the body; rectification of defects and deformities, if there are any.
  
  Physical Education must be based upon knowledge of the human body, its structure and its functions. And the formation of the habits of the body must be in consonance with that knowledge.
  The child should be taught right from the early stage the right positions, postures and movements.

1.03_-_Reading, #Walden, and On The Duty Of Civil Disobedience, #Henry David Thoreau, #Philosophy
  
  We boast that we belong to the nineteenth century and are making the most rapid strides of any nation. But consider how little this village does for its own culture. I do not wish to flatter my townsmen, nor to be flattered by them, for that will not advance either of us. We need to be provoked,goaded like oxen, as we are, into a trot. We have a comparatively decent system of common schools, schools for infants only; but excepting the half-starved Lyceum in the winter, and latterly the puny beginning of a library suggested by the state, no school for ourselves. We spend more on almost any article of bodily aliment or ailment than on our mental aliment. It is time that we had uncommon schools, that we did not leave off our Education when we begin to be men and women. It is time that villages were universities, and their elder inhabitants the fellows of universities, with leisureif they are indeed so well offto pursue liberal studies the rest of their lives.
  
  Shall the world be confined to one Paris or one Oxford forever? Cannot students be boarded here and get a liberal Education under the skies of
  Concord? Can we not hire some Abelard to lecture to us? Alas! what with foddering the cattle and tending the store, we are kept from school too long, and our Education is sadly neglected. In this country, the village should in some respects take the place of the nobleman of
  Europe. It should be the patron of the fine arts. It is rich enough. It wants only the magnanimity and refinement. It can spend money enough on such things as farmers and traders value, but it is thought Utopian to propose spending money for things which more intelligent men know to be of far more worth. This town has spent seventeen thousand dollars on a town-house, thank fortune or politics, but probably it will not spend so much on living wit, the true meat to put into that shell, in a hundred years. The one hundred and twenty-five dollars annually subscribed for a Lyceum in the winter is better spent than any other equal sum raised in the town. If we live in the nineteenth century, why should we not enjoy the advantages which the nineteenth century offers?

1.03_-_Self-Surrender_in_Works_-_The_Way_of_The_Gita, #The Synthesis Of Yoga, #Sri Aurobindo, #Integral Yoga
  
  The aim set before our Yoga is nothing less than to hasten this supreme object of our existence here. Its process leaves behind the ordinary tardy method of slow and confused growth through the evolution of Nature. For the natural evolution is at its best an uncertain growth under cover, partly by the pressure of the environment, partly by a groping Education and an ill-lighted purposeful effort, an only partially illumined and half-automatic use of opportunities with many blunders and lapses and relapses; a great portion of it is made up of apparent accidents and circumstances and vicissitudes, - though veiling a secret divine intervention and guidance. In Yoga we replace this confused crooked crab-motion by a rapid, conscious and self-directed evolution which is planned to carry us, as far as can be, in a straight line towards the goal set before us. In a certain sense it may be an error to speak of a goal anywhere in a progression which may well be infinite. Still we can conceive of an immediate goal, an ulterior objective beyond our present achievement towards which the soul in man can aspire. There lies before him the possibility of a new birth; there can be an ascent into a higher and wider plane of being and its descent to transform his members. An enlarged and illumined consciousness is possible that shall make of him a liberated spirit and a perfected force - and, if spread beyond the individual, it might even constitute a divine humanity or else a new, a supramental and therefore a superhuman race. It is this new birth that we make our aim: a growth into a divine consciousness is the whole meaning of our Yoga, an integral conversion to divinity not only of the soul but of all the parts of our nature.
  

1.03_-_Some_Practical_Aspects, #Knowledge of the Higher Worlds, #Rudolf Steiner, #Occultism
  
  In the following pages some practical aspects of the higher Education of soul and spirit will be treated in greater detail. They are such that anyone can put them into practice regardless of other rules, and thereby be led some distance further into spiritual science.
  
  --
  
  Special attention must be paid in esoteric training to the Education of the life of desires. This does not mean that we are to become free of desire, for if we are to attain something we must also desire it, and desire will always tend to fulfillment if backed by a particular force. This force is derived from a right knowledge. Do not desire at all until you know what is right in any one sphere. That is one of the golden rules for the student. The wise man first ascertains the laws of the world, and then his desires become powers which realize themselves. The following example brings this out clearly. There are certainly many people who would like to learn from their own observation something about their life before birth. Such a desire is altogether useless and leads to no result so long as the person in question has not acquired a knowledge of the laws that govern the nature of the eternal, a knowledge of these laws in their subtlest and most intimate character, through the study of spiritual science. But if, having really acquired this knowledge,
   p. 104

1.03_-_The_Syzygy_-_Anima_and_Animus, #Aion, #Carl Jung, #Psychology
  into the anima or animus. With the shadow, we have the advan-
  tage of being prepared in some sort by our Education, which
  has always endeavoured to convince people that they are not
  --
  anima and animus, however, things are by no means so simple.
  Firstly, there is no moral Education in this respect, and secondly,
  most people are content to be self-righteous and prefer mutual

1.045_-_Piercing_the_Structure_of_the_Object, #The Study and Practice of Yoga, #Swami Krishnananda, #Yoga
  
  These stages of meditation are referred to in a sutra of Patanjali from his first chapter, and these stages are designated by him as savitarka, savichara, sananda and sasmita. These are all peculiar technical words of the yoga philosophy, which simply mean the conditions of gross consciousness, subtle consciousness, cause consciousness and reality consciousness. Though he has mentioned only four stages for the purpose of a broad division of the process of ascent, we can subdivide these into many more. As a matter of fact, when we actually come to it and begin to practise, we will find that we have to pass through various stages, just as we do in a course of Education. Though we may designate a particular year of study as being the first grade, second grade, third grade, etc., even in each grade we will find there are various stages of study through the divisions of the syllabus or the curriculum of study.
  

1.04_-_The_Conditions_of_Esoteric_Training, #Knowledge of the Higher Worlds, #Rudolf Steiner, #Occultism
   p. 120
   an attitude of mind, for instance, alters the way I regard a criminal. I suspend my judgment and say to myself: "I am, like him, only a human being. Through favorable circumstances I received an Education which perhaps alone saved me from a similar fate." I may then also come to the conclusion that this human brother of mine would have become a different man had my teachers taken the same pains with him they took with me. I shall reflect on the fact that something was given to me which was withheld from him, that I enjoy my fortune precisely because it was denied him. And then I shall naturally come to think of myself as a link in the whole of humanity and a sharer in the responsibility for everything that occurs. This does not imply that such a thought should be immediately translated into external acts of agitation. It should be cherished in stillness within the soul. Then quite gradually it will set its mark on the outward demeanor of the student. In such matters each can only begin by reforming himself. It is of no avail, in the sense of the foregoing thoughts, to make general demands on the whole of humanity. It is easy to decide what men ought to be; but the student
   p. 121

1.04_-_The_Silent_Mind, #Sri Aurobindo or the Adventure of Consciousness, #Satprem, #Integral Yoga
  "This is my thought." This is how a good mind-reader can read what goes on in a person whose language he does not even know, because it is not the "thoughts" that he catches but the vibrations, to which he then attributes his own corresponding mental form. But we should not really be too surprised, because if we were capable of creating a single thing ourselves, even a tiny little thought, we would be the creators of the world! Where is the I in you that can create all that? Mother used to ask. It is just that the process is not perceptible to the ordinary man,
  firstly, because he lives in constant tumult, and secondly because the process through which vibrations are appropriated is almost instantaneous and automatic. Through his Education and environment,
  a person becomes accustomed to selecting from the Universal Mind a given, narrow range of vibrations with which he has a particular affinity. For the rest of his life he will pick up the same wavelength,

1.04_-_Vital_Education, #On Education, #The Mother, #Integral Yoga
  object:1.04 - Vital Education
  class:chapter
  class:Education
  
  We now come to vital Education.
  Vital Education aims at training the life -force (that normally vibrates in emotions, desires and impulses) in three directions: to discover its real function and to replace its egoistic and ignorant tendency so as to become the master by a willingness and capacity to serve higher principles of the psychological constitution; to subtilise and sublimate its sensitivity which expresses itself through sensuous and aesthetic activities; and to resolve and transcend the dualities and contradictions in the character constituted by the vital seekings, and to achieve the transformation of the character.
  The usual methods of dealing with the vital have been those of coercion, suppression, abstinence and asceticism. But these methods do not give lasting results. Besides, they only help in drying up the drive and dynamism of the life-force; and thus the collaboration of the life-force in self-fulfilment is eliminated.
  --
  But still the direction in which the effort has to be made can be known only by the training of the mind and by the opening of the secret knowledge that is within our psychic being. To develop therefore in the vital the habit to open to this light and to. act in that light would be to place the vital in its proper place as a will-force executing the inner and higher knowledge.
  Vital Education is greatly aided by stress on different kinds of fine arts and crafts. Sri Aurobindo has written at length on the contribution that Art can make to the integral Education in his important book, "The National Value of Art". He has pointed out that the first and the lowest use of Art is the purely aesthetic, the second is the intellectual and the third and the highest is the spiritual. He has even stated that music, art and poetry are a perfect Education for the soul; they make and keep its movement purified, deep and harmonious. He has added, "These, therefore, are agents which cannot profitably be neglected by humanity on its onward march or degraded to the mere satisfaction of sensuous pleasure which will disintegrate rather than build the character. They are, when properly used, great educating, edifying and civilizing forces."1
  A great lesson in vital Education is to develop the will of the individual and to encourage the exercise of the will in which what is valued most is not the result, but application and doing one's best.
  

1.05_-_Buddhism_and_Women, #Tara - The Feminine Divine, #Bokar Rinpoche, #Buddhism
  
  Question: Do young people receive some dharma Education
  in the schools in India?
  --
  children in all the Tibetan schools, girls and boys,
  receive a buddhist Education during their studies. To
  this effect, there is a teacher of buddhism in all the

1.05_-_Consciousness, #Sri Aurobindo or the Adventure of Consciousness, #Satprem, #Integral Yoga
  
  than by others; and this set of habits has, apparently, crystallized into a personality we call our "self." Yet, if we look more closely, we can hardly say that it is "we" who have acquired all these habits. Our environment, our Education, our atavism, our traditions have made the choice for us. At every instant they choose what we want or desire,
  what we like or dislike. It is as if life took place without us. When does a real "I" burst forth in all this? Universal Nature, Sri Aurobindo wrote, deposits certain habits of movement, personality, character,
  faculties, dispositions, tendencies in us, and that is what we usually call ourselves.47 Nor can we say that this "self" has any true fixity:
  The appearance of stability is given by constant repetition and recurrence of the same vibrations and formations,4 because it is always the same wavelengths that we pick up or, rather, that picks us up, consistent with the laws of our environment or Education; it is always the same mental, vital or other vibrations that return through our centers, and that we appropriate automatically, unconsciously, and endlessly. In reality, everything is in a state of constant flux, and everything comes to us from a mind vaster than ours (a universal mind), a vital vaster than ours (a universal vital), from lower subconscious regions, or from higher superconscious ones. Thus this small frontal being48 is surrounded, overhung, supported, pervaded by and set in motion by a whole hierarchy of "worlds," as ancient wisdom well knew: "Without effort one world moves in the other," says the Rig Veda (II.24-5), or, as Sri Aurobindo says, by a gradation of planes of consciousness, which range without break from pure Spirit to Matter, and are directly connected to each of our centers. Yet we are conscious only of some bubbling on the surface.49
  What remains of ourselves in all this? Not much, to tell the truth,

1.05_-_Mental_Education, #On Education, #The Mother, #Integral Yoga
  object:1.05 - Mental Education
  class:chapter
  class:mental
  class:Education
  author class:The Mother
  --
  
  MENTAL Education
  
  OF ALL lines of Education, mental Education is the most widely known and practised, yet except in a few rare cases there are gaps which make it something very incomplete and in the end quite insufficient.
  
  Generally speaking, schooling is considered to be all the mental Education that is necessary. And when a child has been made to undergo, for a number of years, a methodical training which is more like cramming than true schooling, it is considered that whatever is necessary for his mental development has been done. Nothing of the kind. Even conceding that the training is given with due measure and discrimination and does not permanently damage the brain, it cannot impart to the human mind the faculties it needs to become a good and useful instrument. The schooling that is usually given can, at the most, serve as a system of gymnastics to increase the suppleness of the brain. From this standpoint, each branch of human learning represents a special kind of mental gymnastics, and the verbal formulations given to these various branches each constitute a special and well-defined language.
  
  A true mental Education, which will prepare man for a higher life, has five principal phases. Normally these phases follow one after another, but in exceptional individuals they may alternate or even proceed simultaneously. These five phases, in brief, are:
    (1) Development of the power of concentration, the capacity of attention.
  --
  
  It is not possible to give here all the details concerning the methods to be employed in the application of these five phases of Education to different individuals. Still, a few explanations on points of detail can be given.
  
  --
  
  And yet control over this formative activity of the mind is one of the most important aspects of self-Education; one can say that without it no mental mastery is possible. As far as study is concerned, all ideas are acceptable and should be included in the synthesis, whose very function is to become more and more rich and complex; but where action is concerned, it is just the opposite. The ideas that are accepted for translation into action should be strictly controlled and only those that agree with the general trend of the central idea forming the basis of the mental synthesis should be permitted to express themselves in action. This means that every thought entering the mental consciousness should be set before the central idea; if it finds a logical place among the thoughts already grouped, it will be admitted into the synthesis; if not, it will be rejected so that it can have no influence on the action. This work of mental purification should be done very regularly in order to secure a complete control over one's actions.
  
  --
  
  ~ The Mother On Education
  
  see also ::: mental, Education
  

1.05_-_Some_Results_of_Initiation, #Knowledge of the Higher Worlds, #Rudolf Steiner, #Occultism
  
  The development proceeds in the following manner. The student must first apply himself with care and attention to certain functions of the soul hitherto exercised by him in a careless and inattentive manner. There are eight such functions. The first is the way in which ideas and conceptions are acquired. In this respect people usually allow themselves to be led by chance alone. They see or hear one thing or another and form their ideas accordingly. As long as this is the case the sixteen petals of the lotus flower remain ineffective. It is only when the student begins to take his self-Education in hand, in this respect, that the petals become effective. His ideas and conceptions must be guarded; each single idea should acquire significance fore him; he should see it in a definite message instructing him concerning the things of the outer world, and he should derive no satisfaction from ideas devoid of such significance. He must govern his mental life so that it becomes a true mirror of the outer world, and direct his effort to the exclusion of incorrect ideas from his soul.
  

1.06_-_Dhyana_and_Samadhi, #Raja-Yoga, #Swami Vivkenanda, #unset
  
  The Yogi teaches that the mind itself has a higher state of existence, beyond reason, a superconscious state, and when the mind gets to that higher state, then this knowledge, beyond reasoning, comes to man. Metaphysical and transcendental knowledge comes to that man. This state of going beyond reason, transcending ordinary human nature, may sometimes come by chance to a man who does not understand its science; he, as it were, stumbles upon it. When he stumbles upon it, he generally interprets it as coming from outside. So this explains why an inspiration, or transcendental knowledge, may be the same in different countries, but in one country it will seem to come through an angel, and in another through a Deva, and in a third through God. What does it mean? It means that the mind brought the knowledge by its own nature, and that the finding of the knowledge was interpreted according to the belief and Education of the person through whom it came. The real fact is that these various men, as it were, stumbled upon this superconscious state.
  

1.06_-_MORTIFICATION,_NON-ATTACHMENT,_RIGHT_LIVELIHOOD, #The Perennial Philosophy, #Aldous Huxley, #Philosophy
  
  Because it was German and spelt with a K, Kultur was an object, during the first World War, of derisive contempt. All this has now been changed. In Russia, Literature, Art and Science have become the three persons of a new humanistic Trinity. Nor is the cult of Culture confined to the Soviet Union. It is practised by a majority of intellectuals in the capitalist democracies. Clever, hard-boiled journalists, who write about everything else with the condescending cynicism of people who know all about God, Man and the Universe, and have seen through the whole absurd caboodle, fairly fall over themselves when it comes to Culture. With an earnestness and enthusiasm that are, in the circumstances, unutterably ludicrous, they invite us to share their positively religious emotions in the face of High Art, as represented by the latest murals or civic centres; they insist that so long as Mrs. X. goes on writing her inimitable novels and Mr. Y. his more than Coleridgean criticism, the world, in spite of all appearances to the contrary, makes sense. The same overvaluation of Culture, the same belief that Art and Literature are ends in themselves and can flourish in isolation from a reasonable and realistic philosophy of life, have even invaded the schools and colleges. Among advanced Educationists there are many people who seem to think that all will be well, so long as adolescents are permitted to express themselves, and small children are encouraged to be creative in the art class. But, alas, plasticine and self-expression will not solve the problems of Education. Nor will technology and vocational guidance; nor the classics and the Hundred Best Books. The following criticisms of Education were made more than two and a half centuries ago; but they are as relevant today as they were in the seventeenth century.
  

1.06_-_Psychic_Education, #On Education, #The Mother, #Integral Yoga
  object:1.06 - Psychic Education
  class:Education
  class:chapter
  
  SOME EXCERPTS ON PSYCHIC Education
  In her small but great book on Education, The Mother has stated the' following:
  "The psychic being is a great discovery which requires at least as much fortitude and endurance as the discovery of new continents. A few simple words of advice may be useful to one who has resolved to undertake it.
  --
  Due care should be taken to see that unformed virtues are not rejected as faults. The wildness and recklessness of many young natures are only the over-flowing of excessive strength, greatness and nobility. They should be purified and not discouraged.
  Affection that sees clearly, is firm and yet gentle and a sufficiently practical knowledge will create bonds of trust that are indispensable for the educator to make Education of the child effective.
  When a child asks a question, he should not be answered by saying that it is stupid or foolish, or that the answer will not be understood by him. Curiosity cannot be postponed, and effort should be made to answer the question truthfully and in such a way as to make the answer accessible to the brain of the hearer.
  --
  
  ~ The Mother On Education
  

1.06_-_Wealth_and_Government, #Words Of The Mother III, #The Mother, #Integral Yoga
  What is the way of making the consciousness of human unity grow in man?
  Spiritual Education, that is to say an Education which gives more importance to the growth of the spirit than to any religious or moral teaching or to the material so-called knowledge.
  
  --
  (Students of the Sri Aurobindo International Centre of
  Education were invited to participate in a local symposium on 1965 International Cooperation Year.)
  I have no objections to World Union, yourself and X joining the demonstration. I simply refused the participation of our students, because I do not believe in the usefulness of words spoken or written, when the worlds problems are concerned.

1.07_-_A_Song_of_Longing_for_Tara,_the_Infallible, #How to Free Your Mind - Tara the Liberator, #Thubten Chodron, #unset
  Tibetan cultural event. It isnt Buddhism, although it doesnt contradict Buddhas teachings. The Tibetans invented this system of looking for and recognizing incarnations of great masters. These tulkus received excellent
  Education and guidance when they were young. This system was also a way
  to pass on property and power in old Tibet. Just because a culture doesnt

1.07_-_The_Psychic_Center, #Sri Aurobindo or the Adventure of Consciousness, #Satprem, #Integral Yoga
  represents one type of experience (we may think we have many experiences, but it is always the same one), and through the accumulation of many types of experiences the psychic being gradually acquires an individuality, increasingly strong and conscious and vast, as if it really began to exist only after going through a whole range of human experiences. The more it grows, the more individualized the consciousness-force in us becomes, and the more the psychic tension will increase and push, until the day it no longer needs its frontal chrysalis, and it breaks out into the open. At that point, the psychic becomes directly aware of the world around it; it becomes the master of the nature instead of being its sleeping prisoner; consciousness becomes the master of its force instead of remaining embroiled in the force. Yoga is in fact that point of our development when we move from the endless meanderings of natural evolution to a self-conscious and controlled evolution; it is a process of concentrated evolution.
  As we see, there are many degrees of development, from the ordinary man in whom the psychic is merely a latent possibility, to the fully awakened being. Without reincarnation, it would be hard to account for the dramatic difference of degrees among souls for example, between that of a pimp and that of Dante or Francis of Assisi, or simply between that of a man who searches and an economic philistine, as Sri Aurobindo put it unless one believes that spiritual development is merely a matter of Education, environment, or heredity (which is obviously not the case, since this would imply that only the offspring of "respectable" families would have souls, while three-fourths of an "unenlightened" humanity would be doomed to eternal damnation). The very nature of our humanity, says Sri Aurobindo, supposes a varying constituent past for the soul as well as a resultant [earthly] future.87 And if, despite the evidence, we persist in thinking that man has only one life at his disposal, we encounter an 87
  

1.08_-_RELIGION_AND_TEMPERAMENT, #The Perennial Philosophy, #Aldous Huxley, #Philosophy
  
  So far as the achievement of mans final end is concerned, it is as much of a handicap to be an extreme cerebrotonic or an extreme viscerotonic as it is to be an extreme somatotonic. But whereas the cerebrotonic and the viscerotonic cannot do much harm except to themselves and those in immediate contact with them, the extreme somatotonic, with his native aggressiveness, plays havoc with whole societies. From one point of view civilization may be defined as a complex of religious, legal and Educational devices for preventing extreme somatotonics from doing too much mischief, and for directing their irrepressible energies into socially desirable channels. Confucianism and Chinese culture have sought to achieve this end by inculcating filial piety, good manners and an amiably viscerotonic epicureanismthe whole reinforced somewhat incongruously by the cerebrotonic spirituality and restraints of Buddhism and classical Taoism. In India the caste system represents an attempt to subordinate military, political and financial power to spiritual authority; and the Education given to all classes still insists so strongly upon the fact that mans final end is unitive knowledge of God that even at the present time, even after nearly two hundred years of gradually accelerating Europeanization, successful somatotonics will, in middle life, give up wealth, position and power to end their days as humble seekers after enlightenment. In Catholic Europe, as in India, there was an effort to subordinate temporal power to spiritual authority; but since the Church itself exercised temporal power through the agency of political prelates and mitred business men, the effort was never more than partially successful. After the Reformation even the pious wish to limit temporal power by means of spiritual authority was completely abandoned. Henry VIII made himself, in Stubbss words, the Pope, the whole Pope, and something more than the Pope, and his example has been followed by most heads of states ever since. Power has been limited only by other powers, not by an appeal to first principles as interpreted by those who are morally and spiritually qualified to know what they are talking about. Meanwhile, the interest in religion has everywhere declined and even among believing Christians the Perennial Philosophy has been to a great extent replaced by a metaphysic of inevitable progress and an evolving God, by a passionate concern, not with eternity, but with future time. And almost suddenly, within the last quarter of a century, there has been consummated what Sheldon calls a somatotonic revolution, directed against all that is characteristically cerebrotonic in the theory and practice of traditional Christian culture. Here are a few symptoms of this somatotonic revolution.
  
  --
  
  In traditional Christian Education the stress was all on restraint; with the recent rise of the progressive school it is all on activity and self-expression.
  
  --
  
  Like technological progress, with which it is so closely associated in so many ways, modern war is at once a cause and a result of the somatotonic revolution. Nazi Education, which was specifically Education for war, had two principal aims: to encourage the manifestation of somatotonia in those most richly endowed with that component of personality, and to make the rest of the population feel ashamed of its relaxed amiability or its inward-looking sensitiveness and tendency towards self-restraint and tender-mindedness. During the war the enemies of Nazism have been compelled, of course, to borrow from the Nazis Educational philosophy. All over the world millions of young men and even of young women are being systematically educated to be tough and to value toughness beyond every other moral quality. With this system of somatotonic ethics is associated the idolatrous and polytheistic theology of nationalisma pseudo-religion far stronger at the present time for evil and division than is Christianity, or any other monotheistic religion, for unification and good. In the past most societies tried systematically to discourage somatotonia. This was a measure of self-defense; they did not want to be physically destroyed by the power-loving aggressiveness of their most active minority, and they did not want to be spiritually blinded by an excess of extraversion. During the last few years all this has been changed. What, we may apprehensively wonder, will be the result of the current world-wide reversal of an immemorial social policy? Time alone will show.
  

1.08_-_The_Splitting_of_the_Human_Personality_during_Spiritual_Training, #Knowledge of the Higher Worlds, #Rudolf Steiner, #Occultism
   p. 222
   and willing. It would be found contrary to these laws if the sight of an ill-smelling object gave anyone pleasure, or if anyone, on being questioned, did not answer. The success anticipated from a right Education or fitting instruction is based upon the presumption that a connection between thinking, feeling, and willing, corresponding to human nature, can be established in the pupil. Certain ideas are conveyed to him on the assumption that they will be associated, in regular fashion, with his feelings and volitions.
  

1.08_-_THINGS_THE_GERMANS_LACK, #Twilight of the Idols, #Friedrich Nietzsche, #Philosophy
  sciences, is the chief reason why fuller, richer and profounder natures
  can find no Education or educators that are fit for them. Nothing
  is more deleterious to this age than the superfluity of pretentious
  --
  Everything that matters has been lost sight of by the whole of the
  higher Educational system of Germany: the end quite as much as the
  means to that end. People forget that Education, the process of
  cultivation itself, is the end--and not "the Empire"--they forget that
  --
  exceptions, that which is lacking in Germany is the first prerequisite
  of Education--that is to say, the educators; hence the decline of
  German culture. One of those rarest exceptions is my highly respected
  --
  crowd of young men, in the smallest amount of time possible, to become
  useful and exploitable servants of the state. "Higher Education"
  and a vast crowd--these terms contradict each other from the start
  All superior Education can only concern the exception: a man must be
  privileged in order to have a right to such a great privilege. All
  --
  est paucorum hominum._--What is it that brings about the decline of
  German culture? The fact that "higher Education" is no longer a special
  privilege--the democracy of a process of cultivation that has become
  --
  schools, involve the downfall of the latter. In modern Germany nobody
  is at liberty to give his children a noble Education: in regard to
  their teachers, their curricula, and their Educational aims, our higher
  schools are one and all established upon a fundamentally doubtful
  --
  truth to tell, dancing in all its forms cannot be excluded from the
  curriculum of all noble Education: dancing with the feet, with ideas,
  with words, and, need I add that one must also be able to dance with

1.09_-_SKIRMISHES_IN_A_WAY_WITH_THE_AGE, #Twilight of the Idols, #Friedrich Nietzsche, #Philosophy
  already defined modernism as physiological self-contradiction. A
  reasonable system of Education would insist upon at least one of
  these instinct-systems being _paralysed_ beneath an iron pressure, in

1.09_-_Sleep_and_Death, #Sri Aurobindo or the Adventure of Consciousness, #Satprem, #Integral Yoga
  
  vibrations rather than others, in accord with its own social environment, tradition, Education, etc. As a general rule, in sleep or in death, we go by affinity to those places or planes with which we have already established a relationship. This is the elementary stage when the consciousness is not truly individualized; although it may be mentally refined and cultivated, it thinks more or less like everyone else, feels like everyone else, and lives like everyone else: it is merely a temporary aggregate whose continuity does not extend beyond the body in which everything is centered. When this bodily center dies,
  everything scatters into small vital, mental, and other fragments,

1.09_-_The_Guardian_of_the_Threshold, #Knowledge of the Higher Worlds, #Rudolf Steiner, #Occultism
   p. 242
   these spirits will withdraw their guiding hand from him. He must step out of the circle of his community. Yet as an isolated personality he would become hardened in himself and decline into ruin, did he not, himself, acquire those powers which are vested in the national and racial spirits. Many, no doubt, will say: "Oh, I have entirely freed myself from all lineal and racial connections; I only want to be a human being and nothing but a human being." To these one must reply: "Who, then, brought you to this freedom? Was it not your family who placed you in the world where you now stand? Have you not your lineage, your nation, your race to thank for being what you are? They have brought you up. And if now, exalted above all prejudices, you are one of the light-bringers and benefactors of your stock and even of your race, it is to their up-bringing that you owe it. Yes, even when you say you are `nothing but a human being,' even the fact that you have become such a personality you owe to the spirits of your communities." Only the esoteric student learns what it means to be entirely cut off from his family, national, or racial spirit. He alone realizes, through personal experience, the insignificance of all such Education in respect
   p. 243
   of the life now confronting him. For everything inculcated by Education completely melts away when the threads binding will, thought, and feeling are severed. He looks back on the result of all his previous Education as he might on a house crumbling away brick by brick, which he must now rebuild in a new form. And again, it is more than a mere symbolical expression to say that when the Guardian has enunciated his first statement, there arises from the spot where he stands a whirlwind which extinguishes all those spiritual lights that have hitherto illumined the pathway of his life. Utter darkness, relieved only by the rays issuing from the Guardian himself, unfolds before the student. And out of this darkness resounds the Guardian's further admonition: "Step not across my Threshold until thou dost clearly realize that thou wilt thyself illumine the darkness ahead of thee; take not a single step forward until thou art positive that thou hast sufficient oil in thine own lamp. The lamps of the guides whom thou hast hitherto followed will now no longer be available to thee." At these words, the student must turn and glance backward. The Guardian of the Threshold now draws aside a veil which till now had concealed deep life-mysteries. The family, national,
   p. 244

1.10_-_Conscious_Force, #The Life Divine, #Sri Aurobindo, #Integral Yoga
  19:Necessarily, in such a view, the word consciousness changes its meaning. It is no longer synonymous with mentality but indicates a self-aware force of existence of which mentality is a middle term; below mentality it sinks into vital and material movements which are for us subconscient; above, it rises into the supramental which is for us the superconscient. But in all it is one and the same thing organising itself differently. This is, once more, the Indian conception of Chit which, as energy, creates the worlds. Essentially, we arrive at that unity which materialistic Science perceives from the other end when it asserts that Mind cannot be another force than Matter, but must be merely development and outcome of material energy. Indian thought at its deepest affirms on the other hand that Mind and Matter are rather different grades of the same energy, different organisations of one conscious Force of Existence.
  20:But what right have we to assume consciousness as the just description for this Force? For consciousness implies some kind of intelligence, purposefulness, self-knowledge, even though they may not take the forms habitual to our mentality. Even from this point of view everything supports rather than contradicts the idea of a universal conscious Force. We see, for instance, in the animal, operations of a perfect purposefulness and an exact, indeed a scientifically minute knowledge which are quite beyond the capacities of the animal mentality and which man himself can only acquire by long culture and Education and even then uses with a much less sure rapidity. We are entitled to see in this general fact the proof of a conscious Force at work in the animal and the insect which is more intelligent, more purposeful, more aware of its intention, its ends, its means, its conditions than the highest mentality yet manifested in any individual form on earth. And in the operations of inanimate Nature we find the same pervading characteristic of a supreme hidden intelligence, "hidden in the modes of its own workings".
  21:The only argument against a conscious and intelligent source for this purposeful work, this work of intelligence, of selection, adaptation and seeking is that large element in Nature's operations to which we give the name of waste. But obviously this is an objection based on the limitations of our human intellect which seeks to impose its own particular rationality, good enough for limited human ends, on the general operations of the World-Force. We see only part of Nature's purpose and all that does not subserve that part we call waste. Yet even our own human action is full of an apparent waste, so appearing from the individual point of view, which yet, we may be sure, subserves well enough the large and universal purpose of things. That part of her intention which we can detect, Nature gets done surely enough in spite of, perhaps really by virtue of her apparent waste. We may well trust to her in the rest which we do not yet detect.

1.10_-_The_Revolutionary_Yogi, #Sri Aurobindo or the Adventure of Consciousness, #Satprem, #Integral Yoga
  
  heightening and widening of the Truth.123 We could say that, inasmuch as it opens upon the beyond, the nirvanic or religious stage in general represents a first stage of evolution that takes us away from a false vision of the world, and that its purpose is essentially Educational. But one who is awakened and truly born must prepare for the next evolutionary stage, and leave the religious focused on the other world for the spiritual focused on the Totality. Then nothing is excluded,
  everything widens. The integral seeker must therefore be on his guard,

1.11_-_GOOD_AND_EVIL, #The Perennial Philosophy, #Aldous Huxley, #Philosophy
  
  The answers to these questions will be given to a great extent in the words of that most surprising product of the English eighteenth century, William Law. (How very odd our Educational system is! Students of English literature are forced to read the graceful journalism of Steele and Addison, are expected to know all about the minor novels of Defoe and the tiny elegances of Matthew Prior. But they can pass all their examinations summa cum laude without having so much as looked into the writings of a man who was not only a master of English prose, but also one of the most interesting thinkers of his period and one of the most endearingly saintly figures in the whole history of Anglicanism.) Our current neglect of Law is yet another of the many indications that twentieth-century educators have ceased to be concerned with questions of ultimate truth or meaning and (apart from mere vocational training) are interested solely in the dissemination of a rootless and irrelevant culture, and the fostering of the solemn foolery of scholarship for scholarships sake.
  

1.11_-_Higher_Laws, #Walden, and On The Duty Of Civil Disobedience, #Henry David Thoreau, #Philosophy
  Moreover, when at the pond, I wished sometimes to add fish to my fare for variety. I have actually fished from the same kind of necessity that the first fishers did. Whatever humanity I might conjure up against it was all factitious, and concerned my philosophy more than my feelings. I speak of fishing only now, for I had long felt differently about fowling, and sold my gun before I went to the woods. Not that I am less humane than others, but I did not perceive that my feelings were much affected. I did not pity the fishes nor the worms. This was habit. As for fowling, during the last years that I carried a gun my excuse was that I was studying ornithology, and sought only new or rare birds. But I confess that I am now inclined to think that there is a finer way of studying ornithology than this. It requires so much closer attention to the habits of the birds, that, if for that reason only, I have been willing to omit the gun. Yet notwithstanding the objection on the score of humanity, I am compelled to doubt if equally valuable sports are ever substituted for these; and when some of my friends have asked me anxiously about their boys, whether they should let them hunt,
  I have answered, yes,remembering that it was one of the best parts of my Education,_make_ them hunters, though sportsmen only at first, if possible, mighty hunters at last, so that they shall not find game large enough for them in this or any vegetable wilderness,hunters as well as fishers of men. Thus far I am of the opinion of Chaucers nun, who
  
  --
  
  There is a period in the history of the individual, as of the race, when the hunters are the best men, as the Algonquins called them. We cannot but pity the boy who has never fired a gun; he is no more humane, while his Education has been sadly neglected. This was my answer with respect to those youths who were bent on this pursuit, trusting that they would soon outgrow it. No humane being, past the thoughtless age of boyhood, will wantonly murder any creature which holds its life by the same tenure that he does. The hare in its extremity cries like a child. I warn you, mothers, that my sympathies do not always make the usual phil-_anthropic_ distinctions.
  

1.11_-_Woolly_Pomposities_of_the_Pious_.Teacher., #Magick Without Tears, #Aleister Crowley, #Philosophy
  
  Now that we are agreed upon the conditions to be satisfied if we are to allow that a given proposition contains a Thought at all, it is proper to turn our attention to the relative value of different kinds of thought. This question is of the very first importance: the whole theory of Education depends upon a correct standard. There are facts and facts: one would not necessarily be much the wiser if one got the Encyclopaedia Britannica by heart, or the Tables of Logarithms. The one aim of Mathematics, in fact Whitehead points this out in his little Shilling Arithmetic is to make one fact do the work of thousands.
  

1.15_-_Index, #Aion, #Carl Jung, #Psychology
  
  Education, modern, and dissocia-
  tion, 181
  --
  Introduction to Wickes's "Analyse der Kinderseele" (1927/1931)
  Child Development and Education (1928)
  
  Analytical Psychology and Education: Three Lectures (1926/1946)
  The Gifted Child (1943)
  --
  
  The Significance of the Unconscious in Individual Education (1928)
  The Development of Personality (1934)

1.17_-_The_Transformation, #Sri Aurobindo or the Adventure of Consciousness, #Satprem, #Integral Yoga
  A disciple had to discover everything for himself, within himself, in the midst of a very active life. He was left to himself. How could mental rules possibly be drawn up for a work embracing all the levels of evolution mental, vital, and psychic, all the human types and all the traditions and cultures (some disciples had been raised as Christians, others as Taoists, Moslems, Buddhists, atheists, etc.)? Each one had to find his own truth, which is never the same as the next man's truth. Some people in the Ashram believed in the virtues of asceticism in spite of all Sri Aurobindo had said about it and they lived as ascetics; others favored judo or football; others liked books and studies, while still others did not; some were involved in business,
  or manufactured stainless steel, perfumes, and even tons of sugar in a modern sugar mill. There was something to satisfy every taste. Those who liked painting painted; those who liked music had every possible instrument, Indian and Western, at their disposal; those who liked teaching became teachers at the International Centre of Education,
  which covered the whole academic spectrum, from kindergarten to the college level. There were also a printing press; scientific laboratories;
  gardens; rice fields; workshops for cars, tractors and trucks; an X-ray department and an operating room. Every conceivable human activity was represented. The Ashram was a microcosm. One could be a baker,
  too, or wash dishes, or try one's hand at carpentry, if one believed in the virtues of simple work. But there was no hierarchy among these activities; none was remunerated, nor was any considered superior to any other. All the practical necessities of life were provided for by the Mother to each person according to his or her needs. The only essential task was to discover the truth of one's being, for which the external work was merely a pretext or a means. It was remarkable, in fact, to observe people changing activities as their consciousness awakened; soon, all the values attached to the former profession would fall away, and because money no longer had any meaning, one who considered himself a doctor, say, found that he was really more comfortable as an artisan, while a man with no particular Education might discover that he had a talent for poetry or painting, or might
  
  --
  5 - Political Period The Ideal of the Karmayogin, 'Karmayogin' 1909-10 1st ed. 1918
  A System of National Education, 'Karmayogin' 1910 1st ed. 1921
  The National Value of Art, 'Karmayogin' 1909 1st ed. 1922

1.18_-_FAITH, #The Perennial Philosophy, #Aldous Huxley, #Philosophy
  
  The fourth kind of faith is the thing which is commonly called religious faith. The usage is justifiable, not because the other kinds of faith are not fundamental in religion just as they are in secular affairs, but because this willed assent to propositions which are known to be unverifiable occurs in religion, and only in religion, as a characteristic addition to faith as trust, faith in authority and faith in unverified but verifiable propositions. This is the kind of faith which, according to Christian theologians, justifies and saves. In its extreme and most uncompromising form, such a doctrine can be very dangerous. Here, for example, is a passage from one of Luthers letters. Esto peccator, et pecca fortiter; sed fortius crede et gaude in Christo, qui victor est peccati, mortis et mundi. Peccandum est quam diu sic sumus; vita haec non est habitatio justitiae. ("Be a sinner and sin strongly; but yet more strongly believe and rejoice in Christ, who is the conqueror of sin, death and the world. So long as we are as we are, there must be sinning; this life is not the dwelling place of righteousness.") To the danger that faith in the doctrine of justification by faith may serve as an excuse for and even an invitation to sin must be added another danger, namely, that the faith which is supposed to save may be faith in propositions not merely unverifiable, but repugnant to reason and the moral sense, and entirely at variance with the findings of those who have fulfilled the conditions of spiritual insight into the Nature of Things. This is the acme of faith, says Luther in his De Servo Arbitrio, to believe that God who saves so few and condemns so many, is merciful; that He is just who, at his own pleasure, has made us necessarily doomed to damnation, so that He seems to delight in the torture of the wretched and to be more deserving of hate than of love. If by any effort of reason I could conceive how God, who shows so much anger and harshness, could be merciful and just, there would be no need of faith. Revelation (which, when it is genuine, is simply the record of the immediate experience of those who are pure enough in heart and poor enough in spirit to be able to see God) says nothing at all of these hideous doctrines, to which the will forces the quite naturally and rightly reluctant intellect to give assent. Such notions are the product, not of the insight of saints, but of the busy phantasy of jurists, who were so far from having transcended selfness and the prejudices of Education that they had the folly and presumption to interpret the universe in terms of the Jewish and Roman law with which they happened to be familiar. Woe unto you lawyers, said Christ. The denunciation was prophetic and for all time.
  

1.18_-_The_Importance_of_our_Conventional_Greetings,_etc., #Magick Without Tears, #Aleister Crowley, #Philosophy
  
  It is not a concentration-practice proper; I haven't a good word for it. "Background-concentration" or "long-distance-concentration" are clumsy, and not too accurate. It is really rather like a public school Education. One is not constantly "doing a better thing that one has ever done;" one is not dropping one's eye-glass every two minutes, or being a little gentleman in the act of brushing one's hair. The point is that one trains oneself to react properly at any moment of surprise. It must become "second nature" for "Do what thou wilt shall be the whole of the Law." to spring to the forefront of the mind when one is introduced to a stranger, or comes down to breakfast, or hears the telephone bell, or observes the hour of the adoration, (these are to be the superficial reactions, like instinctively rising when a lady enters the room), or, at the other end, in moments of immediate peril, or of sudden apprehension, or when in one's meditation, one approaches the deepest strata.
  

1.201_-_Socrates, #unset, #Sri Aurobindo, #Integral Yoga
  When someone has been pregnant in soul with these things from youth and is of the right age but unmarried,192 he now feels the desire 209b to give birth and procreate. He too, I think, goes about looking for the beautiful in which to procreate; for he will never procreate in the ugly.
  In his pregnant state he welcomes bodies that are beautiful rather than ugly, and if he comes across one who has a beautiful, noble and gifted soul as well, then he particularly welcomes the combination. In the presence of this person his words immediately flow in abundance about virtue and about the qualities and practices that make for a good man, 209c and he embarks on his Education. For I think that by attaching himself to the beautiful and associating with it, which he will be keeping in mind even when absent, he gives birth to and procreates the offspring with which he has long been pregnant, and in company with that other share in nurturing what they have created together. The result is that such a couple have a much closer partnership with each other and a stronger tie of affection than is the case with the parents of mortal children, since the offspring they share in have more beauty and immortality. For anyone who looked at Homer and Hesiod and all the other great poets would envy them because of the kind of offspring they have left behind them, and would rather be the parent of children like these, who have conferred on their progenitors immortal glory and fame, 209d than of ordinary human children.
  For another example, she said, look at the sort of children

1.2.04_-_Sincerity, #Letters On Yoga II, #Sri Aurobindo, #Integral Yoga
  *
  It is difficult for the ordinary Christian to be of a piece, because the teachings of Christ are on quite another plane from the consciousness of the intellectual and vital man trained by the Education and society of Europe - the latter, even as a minister or priest, has never been called upon to practise what he preached in entire earnest. But it is difficult for the human nature anywhere to think, feel and act from one centre of true faith, belief or vision. The average Hindu considers the spiritual life the highest, reveres the Sannyasi, is moved by the Bhakta; but if one of the family circle leaves the world for spiritual life, what tears, arguments, remonstrances, lamentations! It is almost worse than if he had died a natural death. It is not conscious mental insincerity - they will argue like Pandits and go to Shastra to prove you in the wrong; it is unconsciousness, a vital insincerity which
  

1.21_-_IDOLATRY, #The Perennial Philosophy, #Aldous Huxley, #Philosophy
  
  How different is the case with the developed and more modern forms of idolatry! These have achieved not merely survival, but the highest degree of respectability. They are recommended by men of science as an up-to-date substitute for genuine religion and by many professional religious teachers are equated with the worship of God. All this may be deplorable; but it is not in the least surprising. Our Education disparages the more primitive forms of idolatry; but at the same time it disparages, or at the best it ignores, the Perennial Philosophy and the practice of spirituality. In place of mumbo-jumbo at the bottom and of the immanent and transcendent Godhead at the top, it sets up, as objects of admiration, faith and worship, a pantheon of strictly human ideas and ideals. In academic circles and among those who have been subjected to higher Education, there are few fetishists and few devout contemplatives; but the enthusiastic devotees of some form of political or social idolatry are as common as blackberries. Significantly enough, I have observed, when making use of university libraries, that books on spiritual religion were taken out much less frequently than was the case in public libraries, patronized in the main by men and women who had not enjoyed the advantages, or suffered under the handicaps, of prolonged academic instruction.
  

1.22_-_How_to_Learn_the_Practice_of_Astrology, #Magick Without Tears, #Aleister Crowley, #Philosophy
  
  When you have got your sea-legs at both these parts of your astrological Education, you may (I think) put out to sea with some confidence. Perhaps a fair test of your fitness would be when you got three people right out of four, in a total of a score or so. Well, allow for my being in a "mood" to-night; call it two out of three. If it were guesswork, after all, that means you are bringing it off at seven to one. Obviously, when you do go wrong, set up the figure, study it more carefully than ever, and find out what misled you.
  

1.240_-_1.300_Talks, #Talks, #Sri Ramana Maharshi, #Hinduism
  [in Sad Vidya Anubandham (Supplement) sloka 36]: "The illiterates are certainly better off than the literates whose egos are not destroyed by the quest of the self." This being so, could Bhagavan advise a school master
  (who feels this to be true) how to carry on Education in such a way that the desire for literacy and intellectual knowledge may not obscure the more important search for the Self? Are the two incompatible? If they are not, then from what age, and by what means, can young people best be stimulated towards the search for the Real Truth within?
  M.: Pride of learning and desire for appreciation are condemned and not learning itself. Learning leading to search for Truth and humility is good.

1.240_-_Talks_2, #unset, #Sri Aurobindo, #Integral Yoga
  [in Sad Vidya Anubandham (Supplement) sloka 36]: The illiterates are certainly better off than the literates whose egos are not destroyed by the quest of the self. This being so, could Bhagavan advise a school master
  (who feels this to be true) how to carry on Education in such a way that the desire for literacy and intellectual knowledge may not obscure the more important search for the Self? Are the two incompatible? If they are not, then from what age, and by what means, can young people best be stimulated towards the search for the Real Truth within?
  M.: Pride of learning and desire for appreciation are condemned and not learning itself. Learning leading to search for Truth and humility is good.
  --
  Talk 355.
  D.: Does not Education make a sage more useful to the world than illiteracy?
  M.: Even a learned man must bow before the illiterate sage.
  Illiteracy is ignorance: Education is learned ignorance. Both of them are ignorant of their true aim; whereas a sage is not ignorant because there is no aim for him.
  Talk 356.

1.25_-_SPIRITUAL_EXERCISES, #The Perennial Philosophy, #Aldous Huxley, #Philosophy
  
  The chief impediments in the way of taking up the practice of some form of mental prayer are ignorance of the Nature of Things (which has never, of course, been more abysmal than in this age of free compulsory Education) and the absorption in self-interest, in positive and negative emotions connected with the passions and with what is technically known as a good time. And when the practice has been taken up, the chief impediments in the way of advance towards the goal of mental prayer are distractions.
  

1.26_-_A_general_estimate_of_the_comparative_worth_of_Epic_Poetry_and_Tragedy., #Poetics, #Aristotle, #Christianity
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1.26_-_Mental_Processes_Two_Only_are_Possible, #Magick Without Tears, #Aleister Crowley, #Philosophy
  
  One of the best items of the Education system at the Abbey in Cefal was the weekly Essay. Everyone, including children of five or six, had to write on "The Housing Problem," "Why Athens Decayed," "The Marriage System," "Buddhist Ethics" and the like; the subject didn't matter much; the point was that one had to discover, arrange and condense one's ideas about it, so as to present it in a given number of words, 93 or 156, or 418 as like as not, that number, neither more nor less. A superb discipline for any writer.
  

1.300_-_1.400_Talks, #Talks, #Sri Ramana Maharshi, #Hinduism
  
  D.: Does not Education make a sage more useful to the world than illiteracy?
  M.: Even a learned man must bow before the illiterate sage.
  
  Illiteracy is ignorance: Education is learned ignorance. Both of them are ignorant of their true aim; whereas a sage is not ignorant because there is no aim for him.
  

1.4.03_-_The_Guru, #Letters On Yoga II, #Sri Aurobindo, #Integral Yoga
  Letters on Yoga - II
   most nowadays this attitude seems to come with difficulty after much hesitation and delay and trouble. In my own case I owe the first decisive turn of my inner life to one who was infinitely inferior to me in intellect, Education and capacity and by no means spiritually perfect or supreme; but, having seen a Power behind him and decided to turn there for help, I gave myself entirely into his hands and followed with an automatic passivity the guidance. He himself was astonished and said to others that he had never met anyone before who could surrender himself so absolutely and without reserve or question to the guidance of the helper. The result was a series of transmuting experiences of such a radical character that he was unable to follow and had to tell me to give myself up in future to the Guide within with the same completeness of surrender as I had shown to the human channel. I give this example to show how these things work; it is not in the calculated way the human reason wants to lay down, but by a more mysterious and greater law.
  

1.439, #Talks, #Sri Ramana Maharshi, #Hinduism
  M.: Yes. In former times the Rishis sent their sons to others for
  Education.
  D.: Why?

1.48_-_Morals_of_AL_-_Hard_to_Accept,_and_Why_nevertheless_we_Must_Concur, #Magick Without Tears, #Aleister Crowley, #Philosophy
  
  Now here I must tell you a story which may throw a good deal of light on much that is obscure in the political situation of '25 to date. The venerable lady (S.H. Soror I.W.E. 8 = 3[92]) who, on the death of S.H. Frater 8 = 3 Otto Gebhardi, succeeded him as my representative in Germany (note that all this pertains to the AA; the O.T.O. is not directly concerned) attained the Grade of Hermit (AL I, 40). Watching the situation in Europe, she became constantly more convinced that Adolf Hitler was her "Magical child;" and she conceived it to be her duty to devote her life (for the Hermit "gives only of his Light unto men") to his Magical Education. Knowing that the hegemony of the world would fall to the nation that first accepted the Law of Thelema, she made haste to put the Book of the Law in the hands of her "child." Upon him it most undoubtedly made the deepest impression, especially as she swore him most solemnly to secrecy as to the source of his power. (Obviously, he would not wish to share it with other.). From time to time, when circumstances suggested it, she wrote to him, enclosing pertinent sections of my commentary, of which I had given her a copy at the time of the "Zeugnis."[AC43]
  

1.55_-_Money, #Magick Without Tears, #Aleister Crowley, #Philosophy
  
  A couple of Japanese wrestlers may be worth more than Phidias, Robert Browning, Titian and Mozart in terms of butchers' meat. We might alter that incorrect truism "money cannot by anything worth having" to "things worth having cannot be estimated in terms of money." You see, no counting. The operation to save your child's life: do you care if the surgeon wants five pounds or fifty? Of course, you may not have the fifty, or be obliged to retrench in other ways to get it; but it makes no odds as to what you feel about it. What is the value of a University Education? The answer is that it is a pure gamble. The student may use his advantages to make a rich marriage, to attract the wife of a millionaire, to earn a judgeship or a post in the Cabinet, to earn 500 a year as a doctor, 150 as a schoolmaster or he may die in the process. So with all the spiritual values; they are, in the most literal sense, inestimable. So don't start to count!
  

1.62_-_The_Elastic_Mind, #Magick Without Tears, #Aleister Crowley, #Philosophy
  
  To develop a mind properly it needs (a) "Lehrjahre" (a first-clas public school and university Education, or the equivalent) when it learns all sides of a question, and is left free to judge for itself and (b) "Wanderjahre," when it sees the world for itself, not by any pre-arranged course (Cooks', Lunns', University Extension, Baedeker) but built up on the results of the Lehrjhre, foot or horseback, and avoid beaten tracks.
  

1.69_-_Original_Sin, #Magick Without Tears, #Aleister Crowley, #Philosophy
  
  More of this when I answer your letter (just in as I drew rein to read this over) about Education.
  

1.71_-_Morality_2, #Magick Without Tears, #Aleister Crowley, #Philosophy
  
  Cannot I ever get you to understand the difference between an honest and dishonest teacher? I have always made it a rule never to put forward any statement of which I cannot produce proof; when I venture a personal opinion it is always Marked in Plain Figures to that effect. (I refer you to Magick p. 368: p. 375, paragraphs 1 and 2:. and p. 415, paragraphs 000 and 00. We insist from the beginning on the individual character of the work, and upon the necessity of maintaining the objective and sceptical standpoint. You are explicitly warned against reliance upon "authority," even that of the Order itself.) Consider my own assets, personal, social, Educational, experiential and the rest: don't you see that all I had to do was to put out some brightly-coloured and mellifluous lie, and avoid treading on too many toes, to have had hundreds of thousands of idiots worshipping me?
  

1.72_-_Education, #Magick Without Tears, #Aleister Crowley, #Philosophy
  object:1.72 - Education
  class:chapter
  --
  LETTER 72
  Education
  
  --
  
  Education means "leading out"; this is not the same as "stuffing in."
  
  I refuse to enlarge on this theme; it is all-important. To extract something, you should first know what is there. Here astrology ought to give useful hints; its indications give the mind something to work on. Experience makes "confirmation strong as Holy Writ;" but beware of priori. Do not be dogmatic; do not insist in the face of disappointment. Astrology in Education is useful as geology is to the prospector; it tells you the sort of thing to look for, and the direction in which to explore.
  
  --
  
  Our old unvalued friend St. Paul, the cunning crook who turned the Jewish communism of the Apostles into an international ramp, saw in a vision a man from Macedonia who said "Come over and help us!" This time it has been a woman from California, but the purport of her plaints was identical. Much as I should like to see my Father the Sun once more before I die, nothing doing until if ever life recovers from the blight of regulations. Luckily, one thing she said helps us out: someone had told her that I had written on Education in Liber Aleph The Book of Wisdom or Folly which has been ready for the printer for more than a quarter of a century and there's nothing I can do about it!
  
  However, I looked up the typescript. The book is itself Education; there are, however, six chapters which treat of the subject in the Special sense in which your question has involved us.
  
  --
  
  P.S. Better mention, perhaps, that literacy is no test of Education. For ignorance of life, the don class leaves all others at the post; and it is these monkish and monkeyish recluses, with their hideous clatter and cackle, "The tittering, thin-bearded, epicene," "Dwarf, fringed with fear," the obscene vole, dweller by and in backwaters that has foisted upon us the grotesque and poisonous superstition that wisdom abides only in dogs-eared, worm-eaten, mule-inspired long-forgotten as misbegotten folios.
  
  --
  
  No, anything like a real Education demands leisure, the conversation of the wise, the means to travel, and the rest.
  
  --
  
    "Self-confidence must be cultivated in the younger members of the nation from childhood onwards. Their whole Education and training must be directed towards giving them a conviction that they are superior to others", wrote Hitler.
  
    "In the case of female Education," I read on, "the main stress should be laid on bodily training, after that on character, and, last of all, on the intellect; but the one absolute aim of female Education must be with a view to the future mother."
  
  --
  
  And what the Tartarus-Tophet-Jehanna has all this to do with Education, and the Great Work? This, child! H. G. Wells and others have pointed out with serene justice that a gap in your vocabulary implies a gap in your mind; you lack the corresponding idea. Too true, "Erbert! But I threap that a pakeha with such xerotes as his will chowter with an arsis of ischonophony, beyond aught that any fub, even in Vigonia and dwale mammodis with a cascade from a Dewan tauty, a kiss-me-quick, a chou over her merkin and a parka over her chudder could do to save him, and have an emprosthotonos, when he reads this. Sruti!
  

1.75_-_The_AA_and_the_Planet, #Magick Without Tears, #Aleister Crowley, #Philosophy
  
  Still, perhaps with a little help from Hashish, one can imagine a Merchant Prince or a Banker being intelligent, or even, in a weak moment, human; and this is not the case with officials. The standard, moreover, of Education and Good Manners, low as it is, is less low in Tory circles.
  

1.79_-_Progress, #Magick Without Tears, #Aleister Crowley, #Philosophy
  
  Now, obviously, the robot Education, robot textbooks stuffed in by robot teachers, will have done wonders with the help of the bovine well-being to produce a race of robot boys.
  
  --
  
  An Utopia to end Utopias? Very good, so I will. Education, to begin with; well, you've had all that in another letter. The main thing to remember is that I want every individual taught as such, according to his own special qualities. Then, teach them both sides of every question: history, for example, as the play of economic forces, also, as due to the intervention of Divine Providence, or of "Sports" of genius: and so for the rest. Train them to doubt and to dare!
  

1.81_-_Method_of_Training, #Magick Without Tears, #Aleister Crowley, #Philosophy
  
  Some of this sounds rather advanced and technical; but it ought to give you the general idea. You should begin with your parents and the family traditions; the circumstances of your birth and Education; your social position; your financial situation; your physique, health, illnesses; your vita sexualis; your hobbies and amusements; what you are good at, what not; how you came to be interested in the Great Work; what (if you have been on false trails, Theosophists, Anthroposophagists, sham Rosicrucians, etc.) has been "your previous condition of servitude;" how you found me, and decided to enlist my aid.
  

1.A_-_ANTHROPOLOGY,_THE_SOUL, #Philosophy of Mind, #G. W. F. Hegel, #Philosophy
  For an intelligible unity or principle of comprehension each modification it presents is an advance of development: and so in mind every character under which it appears is a stage in a process of specification and development, a step forward towards its goal, in order to make itself into, and to realize in itself, what it implicitly is. Each step, again, is itself such a process, and its product is that what the mind was implicitly at the beginning (and so for the observer) it is for itself - for the special form, viz. which the mind has in that step. The ordinary method of psychology is to narrate what the mind or soul is, what happens to it, what it does. The soul is presupposed as a ready-made agent, which displays such features as its acts and utterances, from which we can learn what it is, what sort of faculties and powers it possesses - all without being aware that the act and utterance of what the soul is really invests it with that character in our conception and makes it reach a higher stage of being than it explicitly had before.
  We must, however, distinguish and keep apart from the progress here to be studied what we call Education and instruction. The sphere of Education is the individuals only: and its aim is to bring the universal mind to exist in them. But in the philosophic theory of mind, mind is studied as selfinstruction and self-Education in very essence; and its acts and utterances are stages in the process which brings it forward to itself, links it in unity with itself, and so makes it actual mind.
  
  --
   406 (bb) The sensitive life, when it becomes a form or state of the self-conscious, educated, selfpossessed human being is a disease. The individual in such a morbid state stands in direct contact with the concrete contents of his own self, whilst he keeps his self-possessed consciousness of self and of the causal order of things apart as a distinct state of mind. This morbid condition is seen in magnetic somnambulism and cognate states.
  In this summary encyclopaedic account it is impossible to supply a demonstration of what the paragraph states as the nature of the remarkable condition produced chiefly by animal magnetism - to show, in other words, that it is in harmony with the facts. To that end the phenomena, so complex in their nature and so very different one from another, would have first of all to be brought under their general points of view. The facts, it might seem, first of all call for verification. But such a verification would, it must be added, be superfluous for those on whose account it was called for: for they facilitate the inquiry for themselves by declaring the narratives - infinitely numerous though they be and accredited by the Education and character of the witnesses - to be mere deception and imposture. The a priori conceptions of these inquirers are so rooted that no testimony can avail against them, and they have even denied what they have seen with their own eyes. In order to believe in this department even what one's own eyes have seen and still more to understand it, the first requisite is not to be in bondage to the hard and fast categories of the practical intellect. The chief points on which the discussion turns may here be given:
  (a) To the concrete existence of the individual belongs the aggregate of.his fundamental interests, both the essential and the particular empirical ties which connect him with other men and the world at large.
  --
  (d) An essential feature of this sensitivity, with its absence of intelligent and volitional personality, is this, that it is a state of passivity, like that of the child in the womb. The patient in this condition is accordingly made, and continues to be, subject to the power of another person, the magnetizer; so that when the two are thus in psychical rapport, the selfless individual, not really a 'person', has for his subjective consciousness the consciousness of the other. This latter self-possessed individual is thus the effective subjective soul of the former, and the genius which may even supply him with a train of ideas.
  That the somnambulist perceives in himself tastes and smells which are present in the person with whom he stands en rapport, and that he is aware of the other inner ideas and present perceptions of the latter as if they were his own, shows the substantial identity which the soul (which even in its concreteness is also truly immaterial) is capable of holding with another. When the substance of both is thus made one, there is only one subjectivity of consciousness: the patient has a sort of individuality, but it is empty, not on the spot, not actual: and this nominal self accordingly derives its whole stock of ideas from the sensations and ideas of the other, in whom it sees, smells, tastes, reads, and hears. It is further to be noted on this point that the somnambulist is thus brought into rapport with two genii and a twofold set of ideas, his own and that of the magnetizer. But it is impossible to say precisely which sensations and which visions he, in this nominal perception, receives, beholds, and brings to knowledge from his own inward self, and which from the suggestions of the person with whom he stands in relation. This uncertainty may be the source of many deceptions, and accounts among other things for the diversity that inevitably shows itself among sonmambulists from different countries and under rapport with persons of different Education, as regards their views on morbid states and the methods of cure, or medicines for them, as well as on scientific and intellectual topics.
  (e) As in this sensitive substantiality there is no contrast to external objectivity, so within itself the subject is so entirely one that all varieties of sensation have disappeared, and hence, when the activity of the sense-organs is asleep, the 'common sense', or 'general feeling' specifies itself to several functions; one sees and hears with the fingers, and especially with the pit of the stomach, etc.

2.01_-_MASTER_AND_DISCIPLE, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  
  No sooner had M. entered the room than the Master laughed aloud and said to the boys, "There! He has come again." They all joined in the laughter. M. bowed low before him and took a seat. Before this he had saluted the Master with folded hands, like one with an English Education. But that day he learnt to fall down at his feet in orthodox Hindu fashion.
  

2.02_-_The_Ishavasyopanishad_with_a_commentary_in_English, #Isha Upanishad, #Sri Aurobindo, #Integral Yoga
  savagery improved upon? We had thought that with increasing
  Education & intellectuality must come increasing chastity or at
  least refinement. In a great American city the police sweeps the
  --
  
  gracious & stately women who had carried their Education,
  beauty and culture there. Is that the inevitable moral advance,

2.03_-_Karmayogin_A_Commentary_on_the_Isha_Upanishad, #Isha Upanishad, #Sri Aurobindo, #Integral Yoga
  under the inspiration of music and through the graceful play
  of intellect was the essential characteristic of their Education;
  justice, in the sense of a fine balance between one's obligations
  --
  moral anarchy, sought to dominate the individual intellect and
  imagination by the more radical process of Education. Its view of
  life and its unwritten code of customs, manners, traditions had

2.03_-_VISIT_TO_VIDYASAGAR, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  
  In the mean time the young members of the household and a few friends and relatives of Vidyasagar had gathered around. Sri Ramakrishna, still in an ecstatic mood, sat on the bench. A young man, seventeen or eighteen years old, who had come to Vidyasagar to seek financial help for his Education, was seated there. The Master sat down at a little distance from the boy, saying in an abstracted mood: "Mother, this boy is very much attached to the world. He belongs to Thy realm of ignorance."
  

2.05_-_Habit_3_Put_First_Things_First, #The 7 Habits of Highly Effective People, #Stephen Covey, #unset
  
  There seems to be implicit cultural recognition of the week as a single, complete unit of time. Business, Education, and many other facets of society operate within the framework of the week, designating certain days for focused investment and others for relaxation or inspiration. The basic Judeo-Christian ethic honors the Sabbath, the one day out of every seven set aside for uplifting purposes.
  

2.05_-_The_Cosmic_Illusion;_Mind,_Dream_and_Hallucination, #The Life Divine, #Sri Aurobindo, #Integral Yoga
  433
   political and social gospels, the illusion of his ethical efforts at perfection, the illusion of philanthropy and service, the illusion of works, the illusion of fame, power, success, the illusion of all achievement. Human social and political endeavour turns always in a circle and leads nowhere; man's life and nature remain always the same, always imperfect, and neither laws nor institutions nor Education nor philosophy nor morality nor religious teachings have succeeded in producing the perfect man, still less a perfect humanity, - straighten the tail of the dog as you will, it has been said, it always resumes its natural curve of crookedness. Altruism, philanthropy and service, Christian love or Buddhist compassion have not made the world a whit happier, they only give infinitesimal bits of momentary relief here and there, throw drops on the fire of the world's suffering. All aims are in the end transitory and futile, all achievements unsatisfying or evanescent; all works are so much labour of effort and success and failure which consummate nothing definitive: whatever changes are made in human life are of the form only and these forms pursue each other in a futile circle; for the essence of life, its general character remains the same for ever. This view of things may be exaggerated, but it has an undeniable force; it is supported by the experience of man's centuries and it carries in itself a significance which at one time or another comes upon the mind with an overwhelming air of self-evidence. Not only so, but if it is true that the fundamental laws and values of terrestrial existence are fixed or that it must always turn in repeated cycles,
  - and this has been for long a very prevalent notion, - then this view of things in the end is hardly escapable. For imperfection, ignorance, frustration and suffering are a dominant factor of the existing world-order, the elements contrary to them, knowledge, happiness, success, perfection are constantly found to be deceptive or inconclusive: the two opposites are so inextricably mixed that, if this state of things is not a motion towards a greater fulfilment, if this is the permanent character of the world-order, then it is hard to avoid the conclusion that all here is either the creation of an inconscient Energy, which would account for the incapacity of an apparent consciousness to arrive at anything, or

2.07_-_The_Cup, #Liber ABA, #Aleister Crowley, #Philosophy
  42:This capacity for storing away facts is compatible with actual imbecility. Some imbeciles have been able to store their memories with more knowledge than perhaps any sane man could hope to acquire.
  43:This is the great fault of modern Education - a child is stuffed with facts, and no attempt is made to explain their connection and bearing. The result is that even the facts themselves are soon forgotten.
  44:Any first-rate mind is insulted and irritated by such treatment, and any first-rate memory is in danger of being spoilt by it.

2.07_-_THE_MASTER_AND_VIJAY_GOSWAMI, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  
  They said to the messenger, 'Ask the king to come to see us.' After consultation, the king and his ministers arranged marriages for them. From then on the king didn't have to send for them. They would come to him of themselves and say: 'Your Majesty, we have come with our blessings. Here are the sacred flowers of the temple. Deign to accept them.' They came to the palace, for now they always wanted money for one thing or another: the building of a house, the rice-taking ceremony of their babies, or the rituals connected with the beginning of their children's Education.
  
  --
  
  (To Vijay) "You yourself perceive how far you have gone down by being a servant of others. Again, one finds that people with many university degrees, scholars with their vast English Education, accept service under their English masters and are daily trampled under their boots. The one cause of all this is woman. They have married and set up a 'gay fair' with their wives and children. Now they cannot go back, much as they would like to. Hence all these insults and humiliations, all this suffering from slavery.
  

2.0_-_THE_ANTICHRIST, #Twilight of the Idols, #Friedrich Nietzsche, #Philosophy
  "spirits," and by "souls," as merely moral consequences, in the form
  of rewards, punishments, hints, and Educational means,--then the whole
  basis of knowledge is destroyed,--_then the greatest crime against man

2.12_-_THE_FESTIVAL_AT_PNIHTI, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  
  M. got joyfully into the carriage. Having received an English Education, he did not believe in the tendencies inherited from previous births. But he had admitted a few days before that it was on account of Adhar's good tendencies from past births that he showed such great devotion to the Master. Later on he had thought about this subject and had discovered that he was not yet completely convinced about inherited tendencies. He had come to Dakshineswar that day to discuss the matter with Sri Ramakrishna.
  

2.14_-_The_Unpacking_of_God, #Sex Ecology Spirituality, #Ken Wilber, #Philosophy
  
  THE GOD THAT was to come. The Descent of the all-pervading World Soul. The coming of the Over-human, the Over-Soul, the transpersonal dawn, Homo universalis. And not merely in rare, individual, isolated cases, but as a center of social organizing forces-just as magic and mythic and mental had previously emerged at large and organized cultures around the world according to their basic patterns. The coming of the World Soul, blessing each and all with intuitions of the Over-Soul, joined each and all in the council and communion of all sentient beings, the community of all souls, likewise institutionalized in structures that guard its preciousness the way the worldcentric rationality is now institutionalized and guarded in law and Education and government and community. The integration of the physiosphere and biosphere and noosphere in each and every compound individual, not as a theory but as a central identity in consciousness (just as the ego or person is the central identity institutionalized in rational cultures of today).
  The coming of the Over-Soul that is the World Soul, touching each and all with its Goodness and its Glory, baptizing each with its Brilliance and its Blessing. The coming of the World Soul, trailing clouds of wonderment, singing songs of liberation, dancing madly and divine in splendor and salvation. The long-sought coming of the World Soul, changing every "it" and every "we" and every "I" it touches: in a moment, in the twinkling of an eye, we will be changed, we all will be changed.

2.15_-_LAST_VISIT_TO_KESHAB, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  
  On the east side of the Circular Road was Victoria College, where the ladies of Keshab's Brahmo Samaj and their daughters received their Education. To the north of the college was a spacious garden house inhabited by an English family. M. noticed that there was a commotion in the house and wondered what was going on. Presently a hearse arrived with the drivers dressed in black, and the members of the household appeared, looking very sad. There had been a death in the family.
  

2.16_-_The_Integral_Knowledge_and_the_Aim_of_Life;_Four_Theories_of_Existence, #The Life Divine, #Sri Aurobindo, #Integral Yoga
  That equation can only be found if we recognise the purport of our whole complex human nature in its right place in the cosmic movement; what is needed is to give its full legitimate value to each part of our composite being and many-sided aspiration and find out the key of their unity as well as their difference.
  The finding must be by a synthesis or an integration and, since development is clearly the law of the human soul, it is most likely to be discovered by an evolutionary synthesis. A synthesis of this kind was attempted in the ancient Indian culture. It accepted four legitimate motives of human living, - man's vital interests and needs, his desires, his ethical and religious aspiration, his ultimate spiritual aim and destiny, - in other words, the claims of his vital, physical and emotional being, the claims of his ethical and religious being governed by a knowledge of the law of God and Nature and man, and the claims of his spiritual longing for the Beyond for which he seeks satisfaction by an ultimate release from an ignorant mundane existence. It provided for a period of Education and preparation based on this idea of life, a period of normal living to satisfy human desires and interests under the moderating rule of the ethical and religious part in us, a period of withdrawal and spiritual preparation, and a last period of renunciation of life and release into the spirit. Evidently, if applied as a universal rule, this prescribed norm, this delineation of the curve of our journey, would miss the fact that it is impossible for all to trace out the whole circle of development in a single short lifetime; but it was modified by the theory of a complete evolution pursued through a long succession of rebirths before one could be fit for a spiritual liberation. This synthesis with its spiritual insight, largeness of view, symmetry, completeness did much to raise the tone of human life; but eventually it collapsed: its place was occupied by an exaggeration of the impulse of renunciation which destroyed the symmetry of the system and cut it into two movements of life in opposition to each other, the normal life of interests and desires with an ethical and religious colouring and the abnormal or supernormal inner life founded on renunciation. The old synthesis in fact contained in itself the seed of this exaggeration and could not but lapse into it: for if we regard the escape from life as our desirable end, if we omit to hold up any high offer of life-fulfilment, if life has not a divine significance in it, the impatience of the human intellect and will must end by driving at a short cut and getting rid as much as possible of any more tedious and dilatory processes; if it cannot do that or if it is incapable of following the short cut, it is left with the ego and its satisfactions but with nothing greater to be achieved here. Life is split into the spiritual and the mundane and there can only be an abrupt transition, not a harmony or reconciliation of these parts of our nature.
  A spiritual evolution, an unfolding here of the Being within from birth to birth, of which man becomes the central instrument and human life at its highest offers the critical turning-point, is the link needed for the reconciliation of life and spirit; for it allows us to take into account the total nature of man and to recognise the legitimate place of his triple attraction, to earth, to heaven and to the supreme Reality. But a complete solution of its oppositions can be arrived at only on this basis that the lower consciousness of mind, life and body cannot arrive at its full meaning until it is taken up, restated, transformed by the light and power and joy of the higher spiritual consciousness, while the higher too does not stand in its full right relation to the lower by mere rejection, but by this assumption and domination, this taking up of its unfulfilled values, this restatement and transformation, - a spiritualising and supramentalising of the mental, vital and physical nature.

2.17_-_The_Progress_to_Knowledge_-_God,_Man_and_Nature, #The Life Divine, #Sri Aurobindo, #Integral Yoga
  For the individual is indeed part of the cosmic being, but he is also something more, he is a soul that has descended from the Transcendence. This he cannot manifest at once, because he is too near to the cosmic Inconscience, not near enough to the original Superconscience; he has to find himself as the mental and vital ego before he can find himself as the soul or spirit.
  Still, to find his egoistic individuality is not to know himself; the true spiritual individual is not the mind ego, the life ego, the body ego: predominantly, this first movement is a work of will, of power, of egoistic self-effectuation and only secondarily of knowledge. Therefore a time must come when man has to look below the obscure surface of his egoistic being and attempt to know himself; he must set out to find the real man: without that he would be stopping short at Nature's primary Education and never go on to her deeper and larger teachings; however great his practical knowledge and efficiency, he would be only a little higher than the animals. First, he has to turn his eyes upon his own psychology and distinguish its natural elements, - ego, mind and its instruments, life, body, - until he discovers that his whole existence stands in need of an explanation other than the working of the natural elements and of a goal for its activities other than an egoistic self-affirmation and satisfaction. He may seek it in Nature and mankind and thus start on his way to the discovery of his unity with the rest of his world: he may seek it in supernature, in God, and thus start on his way to the discovery of his unity with the Divine. Practically, he attempts both paths and, continually wavering, continually seeks to fix himself in the successive solutions that may be best in accordance with the various partial discoveries he has made on his double line of search and finding.
  But through it all what he is in this stage still insistently seeking to discover, to know, to fulfil is himself; his knowledge of Nature, his knowledge of God are only helps towards selfknowledge, towards the perfection of his being, towards the attainment of the supreme object of his individual self-existence.

2.18_-_M._AT_DAKSHINESWAR, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  
  M: "Had Keshab Babu come here from the very beginning, he would not have been so preoccupied with social reform. He would not have been so busy with the abolition of the caste system, widow remarriage, intercaste marriage, women's Education, and such social activities."
  

2.20_-_2.29_-_RULES_FOR_HOUSEHOLDERS_AND_MONKS, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  
  M. had received an English Education. Sri Ramakrishna said to him: "It is not possible for me to eat things offered by anyone and everyone. Do you believe this?"
  
  --
  
  "I became mad for the sight of him and wept for him in Jadu Mallick's garden house: 'I wept here, too, holding Bholanath's hand.' Bholanath said, 'Sir, you shouldn't behave that way for a mere kayastha boy.' One day the 'fat brahmin' said to me about Narendra, with folded hands, 'Sir, he has very little Education; why should you be so restless for him?'
  

2.22_-_Rebirth_and_Other_Worlds;_Karma,_the_Soul_and_Immortality, #The Life Divine, #Sri Aurobindo, #Integral Yoga
  These are very summary popular notions and offer no foothold to the philosophic reason and no answer to a search for the true significance of life. A vast world-system which exists only as a convenience for turning endlessly on a wheel of Ignorance with no issue except a final chance of stepping out of it, is not a world with any real reason for existence.
  A world which serves only as a school of sin and virtue and consists of a system of rewards and whippings, does not make any better appeal to our intelligence. The soul or spirit within us, if it is divine, immortal or celestial, cannot be sent here solely to be put to school for this kind of crude and primitive moral Education; if it enters into the Ignorance, it must be because there is some larger principle or possibility of its being that has to be worked out through the Ignorance. If, on the other hand, it is a being from the Infinite plunged for some cosmic purpose into the obscurity of Matter and growing to self-knowledge within it, its life here and the significance of that life must be something more than that of an infant coddled and whipped into virtuous ways; it must be a growth out of an assumed ignorance towards its own full spiritual stature with a final passage into an immortal consciousness, knowledge, strength, beauty, divine purity and power, and for such a spiritual growth this law of Karma is all too puerile. Even if the soul is something created, an infant being that has to learn from Nature and grow into immortality, it must be by a larger law of growth and not by some divine code of primitive and barbaric justice. This idea of Karma is a construction of the smaller part of the human vital mind concerned with its petty rules of life and its desires and joys and sorrows and erecting their puny standards into the law and aim of the cosmos. These notions cannot be acceptable to the thinking mind; they have too evidently the stamp of a construction fashioned by our human ignorance.
  But the same solution can be elevated to a higher level of reason and given a greater plausibility and the colour of a cosmic principle. For, first, it may be based on the unassailable ground that all energies in Nature must have their natural consequence; if any are without visible result in the present life, it may well be that the outcome is only delayed, not withheld for ever. Each being reaps the harvest of his works and deeds, the returns of the action put forth by the energies of his nature, and those which are not apparent in his present birth must be held over for a subsequent existence. It is true that the result of the energies and actions of the individual may accrue not to himself but to others when he is gone; for that we see constantly happening, - it happens indeed even during a man's lifetime that the fruits of his energies are reaped by others; but this is because there is a solidarity and a continuity of life in Nature and the individual cannot altogether, even if he so wills, live for himself alone. But, if there is a continuity of his own life by rebirth for the individual and not only a continuity of the mass life and the cosmic life, if he has an ever-developing self, nature and experience, then it is inevitable that for him too the working of his energies should not be cut off abruptly but must bear their consequence at some time in his continuous and developing existence. Man's being, nature, circumstances of life are the result of his own inner and outer activities, not something fortuitous and inexplicable: he is what he has made himself; the past man was the father of the man that now is, the present man is the father of the man that will be.

2.28_-_The_Divine_Life, #The Life Divine, #Sri Aurobindo, #Integral Yoga
  
  16: In the growth into a divine life the spirit must be our first preoccupation; until we have revealed and evolved it in our self out of its mental, vital, physical wrappings and disguises, extricated it with patience from our own body, as the Upanishad puts it, until we have built up in ourselves an inner life of the spirit, it is obvious that no outer divine living can become possible. Unless, indeed, it is a mental or vital godhead that we perceive and would be, - but even then the individual mental being or the being of power and vital force and desire in us must grow into a form of that godhead before our life can be divine in that inferior sense, the life of the infraspiritual superman, mental demi-god or vital Titan, Deva or Asura. This inner life once created, to convert our whole surface being, our thought, feeling, action in the world, into a perfect power of that inner life, must be our other preoccupation. Only if we live in that deeper and greater way in our dynamic parts, can there be a force for creating a greater life or the world be remade whether in some power or perfection of Mind and Life or the power and perfection of the Spirit. A perfected human world cannot be created by men or composed of men who are themselves imperfect. Even if all our actions are scrupulously regulated by Education or law or social or political machinery, what will be achieved is a regulated pattern of minds, a fabricated pattern of lives, a cultivated pattern of conduct; but a conformity of this kind cannot change, cannot re-create the man within, it cannot carve or cut out a perfect soul or a perfect thinking man or a perfect or growing living being. For soul and mind and life are powers of being and can grow but cannot be cut out or made; an outer process or formation can assist or can express soul and mind and life but cannot create or develop it. One can indeed help the being to grow, not by an attempt at manufacture, but by throwing on it stimulating influences or by lending to it one's forces of soul or mind or life; but even so the growth must still come from within it, determining from there what shall be made of these influences and forces, and not from outside. This is the first truth that our creative zeal and aspiration have to learn, otherwise all our human endeavour is foredoomed to turn in a futile circle and can end only in a success that is a specious failure.
  
  --
  
  60: An exclusive or dominant emphasis is laid sometimes on the individual, sometimes on the collectivity or society, sometimes on a right and balanced relation between the individual and the collective human whole. One idea holds up the growing life, freedom or perfection of the human individual as the true object of our existence, - whether the ideal be merely a free self-expression of the personal being or a self-governed whole of complete mind, fine and ample life and perfect body, or a spiritual perfection and liberation. In this view society is there only as a field of activity and growth for the individual man and serves best its function when it gives as far as possible a wide room, ample means, a sufficient freedom or guidance of development to his thought, his action, his growth, his possibility of fullness of being. An opposite idea gives the collective life the first or the sole importance; the existence, the growth of the race is all: the individual has to live for the society or for mankind, or, even, he is only a cell of the society, he has no other use or purpose of birth, no other meaning of his presence in Nature, no other function. Or it is held that the nation, the society, the community is a collective being, revealing its soul in its culture, power of life, ideals, institutions, all its ways of self-expression; the individual life has to cast itself in that mould of culture, serve that power of life, consent only to exist as an instrument for the maintenance and efficiency of the collective existence. In another idea the perfection of man lies in his ethical and social relations with other men; he is a social being and has to live for society, for others, for his utility to the race: the society also is there for the service of all, to give them their right relation, Education, training, economic opportunity, right frame of life. In the ancient cultures the greatest emphasis was laid on the community and the fitting of the individual into the community, but also there grew up an idea of the perfected individual; in ancient India it was the idea of the spiritual individual that was dominant, but the society was of extreme importance because in it and under its moulding influence the individual had to pass first through the social status of the physical, vital, mental being with his satisfaction of interest, desire, pursuit of knowledge and right living before he could reach fitness for a truer self-realisation and a free spiritual existence. In recent times the whole stress has passed to the life of the race, to a search for the perfect society, and latterly to a concentration on the right organisation and scientific mechanisation of the life of mankind as a whole; the individual now tends more to be regarded only as a member of the collectivity, a unit of the race whose existence must be subordinated to the common aims and total interest of the organised society, and much less or not at all as a mental or spiritual being with his own right and power of existence. This tendency has not yet reached its acme everywhere, but everywhere it is rapidly increasing and heading towards dominance.
  
  --
  
  70: But these motives, burning for a time like dim torchlights in the confusion and darkness created by the barbaric flood that had submerged the old civilisations, have been abandoned by the modern spirit which has found another light, the light of Science. What the modern spirit has sought for is the economic social ultimate, - an ideal material organisation of civilisation and comfort, the use of reason and science and Education for the generalisation of a utilitarian rationality which will make the individual a perfected social being in a perfected economic society. What remained from the spiritual ideal was - for a time - a mentalised and moralised humanitarianism relieved of all religious colouring and a social ethicism which was deemed allsufficient to take the place of a religious and individual ethic. It was so far that the race had reached when it found itself hurried forward by its own momentum into a subjective chaos and a chaos of its life in which all received values were overthrown and all firm ground seemed to disappear from its social organisation, its conduct and its culture.
  
  --
  
  80: An alternative solution is the development of an enlightened reason and will of the normal man consenting to a new socialised life in which he will subordinate his ego for the sake of the right arrangement of the life of the community. If we inquire how this radical change is to be brought about, two agencies seem to be suggested, the agency of a greater and better mental knowledge, right ideas, right information, right training of the social and civic individual and the agency of a new social machinery which will solve everything by the magic of the social machine cutting humanity into a better pattern. But it has not been found in experience, whatever might have once been hoped, that Education and intellectual training by itself can change man; it only provides the human individual and collective ego with better information and a more efficient machinery for its selfaffirmation, but leaves it the same unchanged human ego. Nor can human mind and life be cut into perfection - even into what is thought to be perfection, a constructed substitute, - by any kind of social machinery; matter can be so cut, thought can be so cut, but in our human existence matter and thought are only instruments for the soul and the life-force. Machinery cannot form the soul and life-force into standardised shapes; it can at best coerce them, make soul and mind inert and stationary and regulate the life's outward action; but if this is to be effectively done, coercion and compression of the mind and life are indispensable and that again spells either unprogressive stability or decadence.
  

2.30_-_2.39_-_THE_MASTER_IN_VARIOUS_MOODS, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  
  SURESH (with a smile): "Yes, sir, he is my elder brother in that respect."(All laugh.) GIRISH (to the Master): "Well, sir, I didn't have any Education during my boyhood, but still people say I am a learned man."
  

2.3.06_-_The_Mind, #Letters On Yoga I, #Sri Aurobindo, #Integral Yoga
  175
   rational or scientific or literary and prefer to follow the formations, beliefs or doubts, mental preferences and interests which are in conformity with its Education and its nature. But quite apart from that, what was commanding in St. Augustine may very well have been the thinking mind or reason while what was commanded was the vital, and mind and vital, whatever anybody may say, are not the same. The thinking mind or buddhi lives, however imperfectly in man, by intelligence and reason, and tries to act or makes the rest act under that law as far as and in the way that it has conceived the law of intelligence and reason. The vital on the other hand is a thing of desires, impulses, force-pushes, emotions, sensations, seekings after life fulfilment, possession and enjoyment; these are its function and its nature;
  - it is that part of us which seeks after life and its movements for their own sake and it does not want to leave hold of them even if they bring it suffering as well as or more than pleasure; it is even capable of luxuriating in tears and suffering as part of the drama of life. What then is there in common between the thinking intelligence and the vital and why should the latter obey the mind and not follow its own nature? The disobedience is perfectly normal instead of being, as Augustine suggests, unintelligible.

2.40_-_2.49_-_THE_MASTER_AT_THE_HOUSES_OF_BALARM_AND_GIRISH, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  
  "One needs sdhan. Mere study of the scriptures will not do. I noticed that though Vidysgar had no doubt read a great deal, he had not realized what was inside him; he was satisfied with helping boys get their Education, but had not tasted the Bliss of God.
  
  --
  
  "How can Bankim believe that God sports about as a man? He doesn't get it from his English Education. It is very hard to explain how God fully incarnates Himself as man.
  
  --
  
  (To the doctor) "There are a few men who cannot attain knowledge of God: men proud of their scholarship, proud of their Education, or proud of their wealth. If you speak to such people about a holy man and ask them to visit him, they make all kinds of excuses and will not go. But in their heart of hearts they think: 'Why, we are big people ourselves. Must we go and visit someone else?'
  
  --
  
  "Listen to a story. A man said to his friend, 'I have just seen a house fall down with a terrific crash.' Now, the friend to whom he told this had received an English Education.
  

3.01_-_The_Soul_World, #Theosophy, #Rudolf Steiner, #Occultism
  
  belongs also to nature. Only he who wishes to maintain that man should remain standing at the stage at which he left the hand of nature could call the development of the higher senses unnatural. By him the significance of these organs is misunderstood, as indicated in the quotation from Goethe. Such a one might just as well oppose all Education of man, for it also develops further the work of nature. And he would have to oppose especially operations upon those born blind. For almost the same thing happens to him who awakens his higher senses in himself as to the person born blind and operated upon. The world appears to him with new qualities, events, and facts, of which the physical senses reveal nothing to him. It is clear to him that through these higher organs he adds nothing arbitrarily to the reality, but that without them the essential part of this reality would have remained hidden from him. The soul and spirit worlds are nothing alongside or outside the physical world; they are not separated in space from it. Just as for persons born blind and operated upon, the previously dark world rays out light and colors, so the things which
  

3.01_-_Towards_the_Future, #On Education, #The Mother, #Integral Yoga
  
  On Education
   intensity, but my love has not met with the response it hoped for...
  --
  
  On Education
   splendour of union towards the conquest of earthly immortality. It will be beautiful and truly universal, don't you think?
  --
  POET
  You are right. Women really deserve to be pitied. Almost all of them lack the protection they need and are like frail craft with no harbour to shelter them from the storm. For most of them do not receive the Education that would teach them to protect themselves.
  
  --
  POET
  Oh, how well you say these things! You say them like one who has experienced them very deeply. I shall make a note of them for my next book, which will deal with the Education of women.
  
  --
  
  On Education
  
  --
  
  On Education
   such near neighbours. I knew you even before I was introduced to you. I noticed that you often came to your window to listen to me singing and even, at first, I was not very pleased when you applauded me. I thought you were making fun of me.
  --
  
  On Education
  
  --
  
  On Education
  
  --
  
  On Education
  
  --
  
  On Education
  
  --
  
  On Education
  

3.02_-_The_Great_Secret, #unset, #Sri Aurobindo, #Integral Yoga
  author class:The Mother
  class:On Education
  The Great Secret                                      
  --
    Naturally these were ideal conditions to be born in and grow into a healthy, strong and capable state of physical fitness. All the physical qualities that were acquired by my parents by ardent practice of the different athletic exercises were easily passed on to me. Moreover, my athlete parents wanted to see their dream fulfilled in me, - they wanted me to be a great and successful athlete. So they brought me up carefully, devoting to me all their knowledge and experience of attaining health, strength, vigour and vitality; and they would let nothing that would help me to achieve this end escape. From my very birth, they fulfilled all the best conditions of health and hygiene, as regards food, clothing, sleep, cleanliness, good habits and so on, that were materially possible. Afterwards, through well-planned physical exercises, they brought out gradually in my body symmetry, proportion, grace, rhythm and harmony. Then they cultivated in me agility, a daring spirit, alertness, accuracy and co-ordination, and finally I was trained to acquire strength and endurance.
    I was sent to a boarding school. Naturally the programme of physical Education appealed to me the most. I started taking keen interest in it and in a few years I gradually took my place among the good players and athletes of my school. Then my first success came when I won the inter-school boxing championship. How happy and proud my parents were when they saw their dream on the way to fulfilment! I was very much encouraged by my success, and henceforth put all my determination with earnestness, care and hard effort into mastering the technique and acquiring the skills of all the branches of physical Education. I was taught to develop all the different capacities of the body by participating in all the sporting activities. I believed that by an all-round physical training one could be highly successful and be master of more than one or even a few activities. That is why I participated in all the sporting items that opportunity offered me. Year after year, in open championship I regularly won the wrestling, boxing, weight-lifting, body-building, swimming, track and field events, tennis, gymnastics and many other activities also.
    Now I was eighteen years old. I wanted to compete in the national games championship. As a believer in all-round development I selected the Decathlon event as my item in the national championship. It is the toughest of all events, - it demands a supreme test of speed, strength, endurance, co-ordination and many other qualities. I got down to training and after six months of hard work I took the championship easily, keeping my second man far behind.
    Naturally my success made the national organisers of physical Education think of sending me to compete in the world Olympics. I got an offer to represent my country in the world Olympiad which was going to be held within the next two years, in the Decathlon event. It is no joke to compete in the world championship, where the cream of the world's best athletes come together. There was not much time to waste.
    So I got down to training under my father's coaching and mother's care. I had to do a lot of hard work. Sometimes the progress seemed impossible and everything seemed so difficult. But I pushed on in my work day after day, month after month, and then finally came the date of the world Olympic sports.
  --
    But something strange happened in me. Though I was on the pinnacle of success and glory, I noticed a kind of sadness, a kind of emptiness was slowly approaching me; - as if somebody was saying within me that something was missing, something had to be found out, something had to be established in me. It seemed to be saying: perhaps there is something more for which my physical skill, capacity and energy may be better utilised. But I had not the slightest idea what it could be. Then slowly this condition passed away. Afterwards I joined many important competitions and did very well in all of them. But I noticed this feeling used to possess me after each success.
    My reputation caused a batch of young people to gather round me. They asked me to help them in different activities of physical training, which I gladly did. Then I found that there was a great joy in helping others in my favourite occupation, that is, games, sports and physical exercises. I was also doing well as a coach. Many of my students were showing wonderful results in different events of games, sports and physical activities. Seeing my success as a teacher of physical Education and because I liked games and sports so much that I did not want to lose touch with them, I thought of taking up this teaching as my life's work. In order to prepare myself in the theoretical side of it, I took my admission in a famous college of physical Education and in four years I got my degree in physical Education.
    Being a master of both practice and theory in the subject of physical Education I got down to work. So long as I was an athlete, my sole purpose had been to gain health, strength, skill, physical beauty and to reach a high perfection in my own body.
    Now I started helping others in order to make them do the same. I organised teachers' training centres all over my country and trained very good instructors and directors of physical Education. With the help of them I opened innumerable centres of physical Education in every corner of my country. The object of these centres was to spread the popularity and practice of health, physical Education and recreation in a scientific way among the general masses of our country. They did their work very well and after several years the general health of my country was very much improved. They showed good results at home and abroad in games and sports. Soon my country got a very high international reputation in the sporting world. I must admit that I was helped and backed by the government of my country and a special portfolio was given to me as the Minister of Physical Education. That is why I could do so much.
    Soon my name spread to every part of the world as a great physical educator and organiser, and I was considered an authority on physical Education in the international sphere. I was invited to many countries by the authorities to speak on and introduce my system of physical Education to their land. Letters were pouring in from every corner of the earth asking me about my method and seeking my advice on their special problems in the field of Physical Education.
    But in the midst of my busy hours often I was feeling that all my energy and skill, all my country-wide organisation and the power that was growing from it, all the strong influence that I had in the international sphere, could be used perhaps for some higher, some nobler and loftier purpose and then only all that I did could have some true meaning. But up to now I could not know what it might be.

3.02_-_The_Soul_in_the_Soul_World_after_Death, #Theosophy, #Rudolf Steiner, #Occultism
   p. 125
   for nature and such pleasure in nature as is based on the senses. In regard to this the soul requires purification just as well as in regard to other inclinations based on the mere physical existence. Many people hold, as a kind of ideal, arrangements which minister to sensuous welfare, and a system of Education which results above all in the production of sensuous comfort. One cannot say of them that they further only their selfish impulses, but their souls are, nevertheless, directed to the physical world, and must be cured of this by the prevailing force of sympathy in the fifth region of the soul world in which these external means of satisfaction are lacking. The soul here recognizes gradually that this sympathy must take other directions, and these are found in the outpouring of the soul into the soul region, which is brought about by sympathy with the soul surroundings. Those souls also that demand from their religious observances mainly an enhancement of their sensuous welfare, whether it be that their longing goes out to an earthly or a heavenly paradise, are purified here. They find this paradise in the "Soul-land," but only
   p. 126

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