Education as Service | Page 4

successful when tried.
Living in this atmosphere of love during school hours, the boy will become a better son and a better brother at home, and will bring home with him a feeling of life and vigour, instead of coming home, as he generally does now, depressed and tired. When he, in turn, becomes the head of a household, he will fill it with the love in which he has been brought up, and so the happiness will go on spreading and increasing, generation after generation. Such a boy when he becomes a father, will not look on his son, as so many do now, from a purely selfish point of view, as though he were merely a piece of property--as though the son existed for the sake of the father. Some parents seem to regard their children only as a means of increasing the prosperity and reputation of the family by the professions which they may adopt or the marriages that they may make, without considering in the least the wishes of the children themselves. The wise father will consult his boy as a friend, will take pains to find out what his wishes are, and will help him with his greater experience to carry out those wishes wisely, remembering always that his son is an ego who has come to the father to give him the opportunity of making good karma by aiding the son in his progress. He will never forget that though his son's body may be young, the soul within is as old as his own, and must therefore be treated with respect as well as affection.
Love both at home and in the school will naturally show itself in continual small acts of service, and these will form a habit out of which will grow the larger and more heroic acts of service which makes the greatness of a nation.
The Master speaks much on cruelty as a sin against love, and distinguishes between intentional and unintentional cruelty. He says: "Intentional cruelty is purposely to give pain to another living being; and that is the greatest of all sins--the work of a devil rather than a man." The use of the cane must be classed under this, for He says of intentional cruelty: "Many schoolmasters do it habitually." We must also include all words and acts intended to wound the feelings of the boy and to hurt his self-respect. In some countries corporal punishment is forbidden, but in most it is still the custom. But my Master said: "These people try to excuse their brutality by saying that it is the custom; but a crime does not cease to be a crime because many commit it. Karma takes no account of custom; and the karma of cruelty is the most terrible of all. In India at least there can be no excuse for such customs, for the duty of harmlessness is well known to all."
The whole idea of what is called "punishment" is not only wrong but foolish. A teacher who tries to frighten his boys into doing what he wishes does not see that they only obey him while he is there, and that as soon as they are out of his sight they will pay no attention to his rules, or even take a pleasure in breaking them because they dislike him. But if he draws them to do what he wants because they love him and wish to please him, they will keep his rules even in his absence, and so make his work much easier. Instead of developing fear and dislike in the characters of the boys, the wise teacher will gain his ends by calling forth from them love and devotion; and so will strengthen all that is good in them, and help them on the road of evolution.
Again, the idea of expulsion, of getting rid of a troublesome boy instead of trying to improve him, is wrong. Even when, for the sake of his companions, a boy has to be separated from them, the good of the boy himself must not be forgotten. In fact, all through, school discipline should be based on the good of the boys and not on the idea of saving trouble to the teacher. The loving teacher does not mind the trouble.
Unintentional cruelty often comes from mere thoughtlessness, and the teacher should be very careful not to be cruel in words or actions from want of thought. Teachers often cause pain by hasty words uttered at a time when they have been disturbed by some outside annoyance, or are trying to attend to some important duty. The teacher may forget the incident or pass it over as trivial, but in many such cases a sensitive boy has been wounded, and he broods over the words and