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orld of forms, the spiritual consciousness, on the her hand, means to live the infinite and the eternal, throw oneself outside all creation, beyond time and pace.
SMRITI GRANTH
And there is still an integrating supramental conscioness, which reconciles the transcendental tendency of le spiritual and the immanent tendency of the psychic.
PSYCHIC AND SPIRITUAL EDUCATION Some Practical Hints
A complete psychic and spiritual education is a fe-long process, and yet, in so far as they truly give eaning to the life-development, they must determine he entire process of the education of the child and the puth. In fact, they must truly be the starting-point of Heducation. A few indications and ideas which would overn this programme of education are given below.
(a) It may first be noted that a good many children fe under the influence of the psychic presence which hows itself very distinctly at times in their spontaneous actions and even in their words. All spontaneous ting to love, truth, beauty, knowledge, nobility, eroism, is a sure sign of the psychic influence.
(b) To recognise these reactions and to encourage em wisely and with a psychic feeling would be the rst indispensable step.
(c) It is also important to note that to say good ords, give wise advice to a child has very little effects, one does not show by one's living example the truth f what one teaches. The best qualities to develop in ildren are sincerity, honesty, straight-forwardness, surage, disinterestedness, unselfishness, patience, enduince, perseverance, peace, calm, and self control; and ey are taught infinitely better by example than by atiful speeches.
(d) The role of the teacher is to put the child upon le right road to his own perfection and encourage him follow it, watching, suggesting, but not imposing or terfering. The method of suggestion is by personal ample, daily conversation and the bocks read from ly to day.
(e) These books should contain, for the younger adent, the lofty examples of the past, given not as bral lessons but as things of supreme human intrest, d for the elder student, the great thoughts of great s, the passages of literature which set fire to the
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highest emotions and prompt the highest ideals and aspirations, the records of history and biography which exemplify the living of those great thoughts. noble emotions and aspiring ideals..
(f) Cpportunities should be given to the students, within a limited sphere, of embodying in action the deeper and nobler impulses which rise within them.
(g) The undesirable impulses and habits should not be treated harshly. The child should not be scolded except with a definite purpose and only when indispensable. Particularly, care should be taken not to rebuke a child for a fault which one commits oneself. Children are very keen and clear-sighted observers: they soon find out the educator's weaknesses and note them without pity.
(h) When a child makes a mistake, one must see that he confesses it to the teacher or the guardian spontaneously and frankly; and when he has confessed. he should be made to understand with kindness and affection what was wrong in the movement and that he . should not repeat it. A fault confessed must be forgiven. The child should be encouraged to think of wrong impulses not as sins or offences but as symptoms of a curable disease, alterable by a steady and sustained effort of the will-falsehood being rejected and replaced by truth, fear by courage, selfishness by sacrifice and renunciation, malice by love.
(i) A great care should be taken that unformed virtues are not rejected as faults. The wildness and recklessness of many young natures are only the overflowings of an excessive strength, greatness and nobility. They should be purified, not discouraged.
(j) An affection that sees clear, that is firm yet gentle and sufficiently practical knowledge will create bonds of trust that are indispensable for the educator to make education of the child effective.
(k) When the 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 an effort must be made to answer the question truthfully and in such a way as to make the answer accessible to the brain of the hearer.
(1) The teacher should ensure that the child gradually begine to aware of the psychological centre of his being, the psychic being, the seat within of the highest
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