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8. It seems between the age of eight and eighteen , nineteen, twenty, we are wiser

than we think, and we are wiser than the older people think. In fact we are wiser than the

older people too. Because in that age span , there is a freshness in the mind which we lose

as we grow older, there is an instinct towards grasping something of the future ,there is an

idealistic approach to life.There is a need to know the truth.

9. Modern life has deprived the younger generation of access to the fairy tales of

yester years. They were entrancing beyond belief. But their greatest value lay not in their

charm but in their ability to give children during their formative years a permanent

foundation of value systems, which they absorbed without being aware of the fact that

they were learning most profound values of life. And since such values are implanted

deep into the child's inner core of the developing human being those values remained to

be called upon later in life in the form of hidden reserves of strength and fortitude, when

the now grown up adult faced temptations or trying situations in actual life.

10. A good teacher must create the most exciting environment in which a child or a

youth must want to learn.

11. The word education comes from the Latin root ' educe: to lead; to draw out; to

develop from a latent condition'. Teachers must therefore be able to draw out of their

students the latent knowledge that is already in them. This is also the ancient vedic

wisdom which says that the mind is like a mirror with dust on it. Education is only the

process of removing the dust and then the mirror is able to reflect all that is put before it.

12. I think that children learn best when they are unaware of the fact that they are

being taught. That is why play perhaps is so intimately intertwined with the teaching

process. Children learn practically all they are ever going to learn within the first six orseven years of their lives.

13. Parents must regulate their minds. They have to be wise enough to know that "

My child is mine; nevertheless it has its own existence. It has its own past samskaras. It

has a tendency of growth and let me allow it grow." My Master used to say that the duty

of a parent is that of a trustee. A child is entrusted to you by God. Deal with it as a trust ,

honorable job well done, with complete integrity to the work that has been entrusted to

you. Don't interfere with the child. We have often seen children who cut the buds of roses

from plants and want to open the flower by peeling off the petals and it is dead. You see

unfolding of a mind is like a flowering of a bud , as delicate , as fragile, but as sure as that

you see. Would we but trust Nature and let Nature take over and only provide anenvironment of love and warmth in which a bud can open .You would see the marvel and

miracle of every child becoming a genius. What is a genius except complete expression

of our inner potential?

14. Regarding children my Master used to say," That to give them the wrong system

because the right system cannot yet be practised like giving the patient the wrong

medicine because the right medicine is not available".

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15. Observing the little children growing up around me , I have nothing but wonder

and a sense of tremendous gratitude for the amazing rapidity with which they shed

memoriesof persons, places and things!

16. My faith for the future is with the young people. The children and the youth must

work for the world , for the universe.

17. Education gives culture because we look to the inner values of things , not to

superficial dresses and tikas that we put on our shoulders and foreheads.

18. In the process of education there are four stagesKnowledge which is taught,

knowledge gained through intuition , knowledge gained through revelation and the

ultimate knowledge which comes from within ourselves through meditation , through

yogic practice.

19. A real teacher continues to learn all his life. A teacher who has stopped learning

is unfit to continue to be a teacher. Students can stop learning, because often, we learn fora purpose.

20. A good teacher must recognize and attack the unwillingness, subdue it, entice the

owner of that unwillingness out of his or her shell into which they have wrapped

themselves. And the battle is won.

21. There can be no teaching without the condition of obedience being met. It is not

only the student who obeys .It is the teacher, also, who obeys. The teacher obeys his

sense of duty , his need to pass on his knowledge , his achievement , to somebody else.

He is obeying his inner impulse to transmit. In short , it is an impulse of generosity,

kindness , above all love for humanity , which compels him to do what he is doing.

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