Female education! Characteristics of Male and Female! Who should propose in marriage? Elevated Intellectualism! Education should be practical and industrial.

Quest:— What are your views regarding female education?

Beloved the Lord:— As boys should be trained, so should be girls too, but of course there must be difference of temperament. The more they both become educated, the better, and whatever comes off this education, is necessarily good for girls. Keeping their distinctiveness intact whatever is essential to develop them must be done.

Quest:— In Britain girls are joining the police force, and the army even; should our girls also emulate this?

Beloved the Lord:— Yes, if need arises they can do everything— many women in our country knew the arts of warfare. But that doesn’t mean that fighting or spying is their characteristic. It seems that whatever is needed to elevate the being and make it equipped means to be their duty.

Quest:— If this is the duty of woman, same is true for man too; what, then, is the difference between them?

Beloved the Lord:— The difference is that woman gets happiness by nurturing, and man becomes happy through getting that nurturance. The characteristic of a man is to procure to fulfill, and that of a woman is to do that by which man becomes nourished, becomes elevated, and to become fulfilled in seeing him thus elevated.

Quest:— I could not quite understand the characteristics of male and female!

Beloved the Lord:— Girls accrue contentment by making one satisfied, nourished and nurtured, and boys get satisfaction by fulfilling the wants. Male has more width in his activity, whereas female has more depth in hers. The width of activity can in no way come much in female, they enjoy the world through male; hence their activities are inner and vigorously concentrated.

Quest:— It is heard that woman is full of love, what does this mean?

Beloved the Lord:— The quest for love first arouses in woman’s heart, and the very symptom of love is to become resounding in admiration; there remains verboseness but no activity means that love has not been set yet. A true woman never says, ‘I shall love only if you love’; it is her nature that consists of love,— and love itself is not like that. Like mother loves her son even before the son has started loving her; afterwards he procures various things and brings them to her mother, and in this manner fulfilling her wants he becomes satisfied. Woman felicitates and nurtures, gives inspiration, by which man becomes nourished; thus through her service enhances the mental and physical wealth of father, brother, husband, child and the like.

            Woman’s inner tendency tends to motherhood, so their education should be intended to nurture this; standing upon this fundamental principle whatever is necessary for a woman ought to be done. Thus it can be seen that to nurture man and to make him elevated and fully equipped woman too needs to learn and perform everything.

Quest:— You said that it is the woman who will propose man in marriage but, this is not seen in the present-day scenario; everywhere in all countries it is the man who proposes woman!

Beloved the Lord:— And by that, man not only wastes himself but, makes the womanhood degraded and dwindled. That, through which the beings of both man and woman remain unimpaired and become thoroughly nurtured is the normal relation between the two. But when man wastes himself, does not become charmed to fulfill the wants of woman, woman, then, says, ‘If, by providing me, you don’t feel contented, don’t feel delighted, your such provisions are painful to me’,— because, the very object of woman is nurturance. Therefore, if woman desires to become man, she will only bring catastrophe to her life; and man too will do the same if ever he desires to become woman.

Quest:— To achieve this, boys and girls have to be educated essentially in a new ideal, haven’t they? I could not quite understand your views on education!

Beloved the Lord:— The elevated intellectualism has to be primarily brought in education. And the elevated intellectualism is that through which come admiration for higher culture and admiration for heroes, so that students can themselves adjust what is favourable and what is unfavourable. Why we should not commit something wrong, say, jealousy or calumny, and to become convinced in that is what we call elevated intellectualism.

Quest:— Terming faith as blind, disobeying authority— this is what has come to be called modern intellectualism!

Beloved the Lord:— This intellectualism is adverse to elevation— the de-elevating intellectualism. It is seen that if man aspires to be great, he cannot become so without a prop,— man rises upwards but like a creeper round the prop.

Quest:— We should accept whatever is good, then why should we depend on only one prop?

Beloved the Lord:— There is a thing called enjoyment, which we can avail of only when we stand at a particular point. We can never feel a thing if we do not remain above that thing. If a thing absorbs me the moment I try to feel that, then I can no more feel that thing. So to feel anything one must remain beyond or above that object; therefore it becomes possible to know the world just by standing at a particular point. Otherwise, our knowledges become a series of unsolved complexes.

Quest:— I couldn’t quite grasp your words. If no knowing is really possible without holding on to something, then I would rather hold something and after whatever I get from it, I would leave that and attach myself to something else— may not proceeding in this manner also do?

Beloved the Lord:— Not at all. Knowing this after holding on to this or knowing that after holding on to that will result into water-tight compartments of series of such knowings— eventuating in unsolved complexes. That will only become burdens, what to speak of penetration or solution or conclusion. This is a kind of insanity. Poking a bit you can expose such symptoms, of the person who has got such state of mind.

Quest:— Couldn’t quite understand. Generally we all do the same, don’t we?

Beloved the Lord:— Take the example of a little baby. Initially it becomes contented with its mother; and for this, an attachment grows in it towards its mother. This way I become attached to my mother,— which is a subject of tension within me. Having my mother a receptive attitude grows in me. A tension is felt inside, from which comes the ideas of the environment and of the world.

            And when I do not get full solutions of my ideas of the world, then with that attitude acquired from the mother, I go to someone else who can solve my problems; then he becomes a new subject of tension in me. From then on, a re-adjustment of my ideas begins; and due to that very tension the world of my ideas is expanded, newer problem arises, and also I get the solution of that; thus I come to love him, admire him, accept him as one superior. Hence there remains no question of holding on to something new, or making someone new as the Ideal or the unit. Those who have not become so, have to live with a series of unsolved complexes. So, there is in the Gita—

“Nāsti buddhiryuktasya na chāyuktasya bhāvanā,

na chābhāvayatah shāntirshāntasya kutah sukham.”—

He, who has not attached to one Beloved the Ideal, has neither intelligence nor thinking. And the unthinking man can have no peace; and how can there happiness for one lacking peace?

Quest:— In that case, apart from the attachment towards the mother, there we have another tension. Won’t this cause dual distraction of the mind?

Beloved the Lord:— If the complexes unfulfilled in the mother do not become fulfilled in him, then such dual-distraction will be inevitable. But if all the complexes become fulfilled in his proximity, then he can normally fulfill one’s parents or other superior ones who remain absorbed in him. In such a situation then, there can hardly be any ground for the dual-distraction. And he with whom one can experience this can be called true Guide of the Ideal.

Quest:— But this, as we see, is absolutely absent in our education. That is why, education, instead of enhancing our working power, as you have said, becomes a burden itself, and make us crippled too. How can the modern educational system of the country be redirected that way? How can we bring this elevated intellectualism?

Beloved the Lord:— That the students are not being infused with any ideal shows that the teachers are lacking in ideal. First and foremost duty of a teacher is to put the ideal before the students gloriously, lucidly and affectionately. Before entering into the classroom they have to prepare their mood in such a way that such an attitude may come. And for that, the teachers ought to be actively uni-centric, remaining actively attached to some embodied Ideal. If they be so, they will always have student-like attitudes. Every teacher of the country has to be primarily a student of this kind if they are to infuse their ideal among the students at all. And as much this student-like attitude will remain awake in them, so much successfully they can impart their ideal among students. In this way, elevated intellectualism has to be spread throughout the country.

            It is fear that makes our will stunted, and love and liking attract and emphasize it. It is necessary to mould the will of students.

Quest:— And you said, education should be practical and industrial, how’s that? How can that be introduced immediately either?

Beloved the Lord:— No problem if they study arts, provided there should be practical something compulsory with that, so that applying it, after leaving the college they can stand on that learning. Also subjects like science, physics, chemistry etc. should be classified and so divided into practical industrial division that the students may finish their college carrier through practice with theoretical lectures. This will enable them to come out with such common sense that, they, shouting ‘who wants a servant’, don’t have to be dissipated into utter ruin finding themselves in between the devil and deep blue sea.

            Further, it needs not to say that, the primary normal education of the Aryans depending on which they earned their livelihood— the agriculture should be maintained all through, and everyone should have the knowledge of it. It should be that even if one cannot get anything for living, he can at least get something out of the land.

Quest:— Well, this education is meant for the grown-ups. But the modern psycho-analysis and science of eugenics testify that man learns whatever he has to, by the time he attains scarcely the age of ten,— is there anything to be done in this regard?

Beloved the Lord:— Normally a child carries the sensations of its surroundings through its eyes, therefore, it is seen that moving its head the child tries to look up and down this and that, smiles or cries. It is the eyes of the child that first conveys into it the environment with sensation; and the brain becomes impressed, active and developed first through the eyes, after that naturally the ears start functioning and then everything else.

            Hence, in order to bring up the child well, such conducts, in the very beginning, are needed on the part of the parents and other family members that their impressions take him towards elevation in later life. But if there remains fault in this, particularly in parents or elder siblings, it become extremely difficult to uproot that, and that will invariably make his life unregulated, distorted and degenerated. In Hindu Scriptures, that’s why, many rules and regulations for reformation derived from day-to-day conduct and behaviour have been laid, and those have been verily termed reformation.

            The main thing is, the attachment between the father and the mother; The way the woman nurtures man to invite him, the pre-natal tendencies of the offspring too become fashioned like that. Then we can assume that the temperament, character and education depend, directly and indirectly, on the father and the mother. And the reformation means reforming or doing perfectly that which takes us towards elevation and upliftment.