Learning More and Always More

Children have everything to learn. This should be their main preoccupation in order to prepare themselves for a useful and productive life. At the same time, as they grow up, they must discover in themselves the thing or things which interest them most and which they are capable of doing well. There are latent faculties to be developed. There are also faculties to be discovered. Children must be taught to like to overcome difficulties, and also that this gives a special value to life; when one knows how to do it, it destroys boredom for ever and gives an altogether new interest to life. We are on earth to progress and we have everything to learn.

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 effacing 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.

-The Mother
(Ibid. Vol. 12,p.368,pp25-26)

If, when one was quite young and was taught, for instance, how to squat, if one was taught at the same time not to think or to remain very quiet or to concentrate or gather one’s thoughts, or... all sorts of things one must learn to do, like meditating; if, when quite young and at the same time that you were taught to stand straight, for instance, and walk or sit or even eat - you are taught many things but you are not aware of this, for they are taught when you are very small - if you were taught to meditate also, then spontaneously, later, you could, the day you decide to do so, sit down and meditate. But you are not taught this. You are taught absolutely nothing of the kind. Besides, usually you are taught very few things - you are not taught even to sleep. People think that they have only to lie down in their bed and then they sleep. But this is not true! One must learn how to sleep as one must learn to eat, learn to do anything at all. And if one does not learn, well, one does it badly! Or one takes years and years to learn how to do it, and during all those years when it is badly done, all sorts of unpleasant things occur. And it is only after suffering much, making many mistakes, committing many stupidities, that, gradually. when one is old and has white hair, one begins to know how to do something. But if, when you were quite small, your parents or those who look after you, took the trouble to teach you how to do what you do, do it properly as it should be done, in the right way, then that would help you to avoid all - all these mistakes you make through the years. And not only do you make mistakes, but nobody tells you they are mistakes! And so you are surprised that you fall ill, are tired, don’t know how to do what you want to, and that you have never been taught. Some children are not taught anything, and so they need years and years and years to learn the simplest things, even the most elementary thing: to be clean.

It is true that most of the time parents do not teach this because they do not know it themselves! For they themselves did not have anyone to teach them. So they do not know... they have groped in the dark all their life to learn how to live. And so naturally they are not in a position to teach you how to live, for they do not know it themselves. If you are left to yourself, you understand, it needs years, years of experience to learn the simplest thing, and even then you must think about it. If you don’t think about it, you will never learn.

To live in the right way is a very difficult art, and unless one begins to learn it when quite young and to make an effort, one never knows it very well. Simply the art of keeping one’s body in good health, one’s mind quiet and goodwill in one’s heart - things which are indispensable in order to live decently -1 don’t say in comfort, I don’t say remarkably, I only say decently. Well, I don’t think there are many who take care to teach this to their children.

All studies, or in any case the greater part of studies consists in learning about the past, in the hope that it will give you a better understanding of the present. But if you want to avoid the danger that the students may cling to the past and refuse to look to the future, you must take great care to explain to them that the purpose of everything that happened in the past was to prepare what is taking place now, and that everything that is taking place now is nothing but a preparation for the road towards the future, which truly the most important thing for which we must prepare It is by cultivating intuition that one prepares to live the future.

Everyone should be taught the joy of doing well whatever he does, whether it is intellectual, artistic or manual work and above all, the dignity of all work, whatever it may be when it is done with care and skill.

I insist on the necessity of having good manners. I do not see anything grand in the manners of a gutter-snipe.

In unformed minds what they read sinks in without any regard to its value and imprints itself as truth. It is advisable therefore to be careful about what one gives them to read and to see that only what is true and useful for their formation gets a place.

It is not so much a question of subject-matter but of vulgarity of mind and narrowness and selfish common- sense in the conception of life, expressed in a form devoid of art, greatness or refinement, which must be carefully removed from the reading-matter of children both big and small. All that lowers and degrades the consciousness must be excluded.

-The Mother
(Ibid. Vol. 12, p.169,p.370,pp.154-55,p144,p.147)