Education as Service | Page 2

I have seen much of the work done in
the Central Hindu College at Benares by Mr. G.S. Arundale and his
devoted band of helpers. I have seen teachers glad to spend their time
and energies in continual service of those whom they regard as their
younger brothers. I have also watched the boys, in their turn, showing a
reverence and an affectionate gratitude to their teachers that I had never
thought possible.
Though many people may think the ideals put forward are entirely
beyond the average teacher, and cannot be put into practice in ordinary
schools, I can thus point at least to one institution in which I have seen
many of the suggestions made in this book actually carried out. It may
be that some of them are, at present, beyond most schools; but they
will be recognised and practised as soon as teachers realise them as
desirable, and have a proper understanding of the importance of their
office.
Most of the recommendations apply, I think, to all countries, and to all
religions, and are intended to sound the note of our common
brotherhood, irrespective of religion or caste, race or colour. If the
unity of life and the oneness of its purpose could be clearly taught to
the young in schools, how much brighter would be our hopes for the

future! The mutual distrust of races and nations would disappear, if the
children were trained in mutual love and sympathy as members of one
great family of children all over the world, instead of being taught to
glory only in their own traditions and to despise those of others. True
patriotism is a beautiful quality in children, for it means unselfishness
of purpose and enthusiasm for great ideals; but that is false patriotism
which shows itself in contempt for other nations. There are, I am told,
many organisations within the various nations of the world, intended to
inspire the children with a love for their country and a desire to serve
her, and that is surely good; but I wonder when there will be an
international organisation to give the children of all nations common
ideals also, and a knowledge of the real foundation of right action, the
Brotherhood of Man.
I desire to thank my dear mother, Mrs. Annie Besant, for the help she
has given me while I have been writing this little book, and also my
dear friend, Mr. G.S. Arundale--with whom I have often talked on the
subject--for many useful suggestions.
J. KRISHNAMURTI.

CONTENTS
THE TEACHER
I. LOVE
II. DISCRIMINATION
III. DESIRELESSNESS
IV. GOOD CONDUCT
1. Self-control as to the mind
2. Self-control in action

3. Tolerance
4. Cheerfulness
5. One-pointedness
6. Confidence

THE TEACHER
In At the Feet of the Master I have written down the instructions given
to me by my Master in preparing me to learn how best to be useful to
those around me. All who have read the book will know how inspiring
the Master's words are, and how they make each person who reads
them long to train himself for the service of others. I know myself how
much I have been helped by the loving care of those to whom I look for
guidance, and I am eager to pass on to others the help I have obtained
from them.
It seems to me that the Master's instructions can be universally applied.
They are useful not only to those who are definitely trying to tread the
path which leads to Initiation, but also to all who, while still doing the
ordinary work of the world, are anxious to do their duty earnestly and
unselfishly. One of the noblest forms of work is that of the teacher; let
us see what light is thrown upon it by the words of the Master.
I will take the four Qualifications which have been given in At the Feet
of the Master, and will try to show how they can be applied to the life
of the teacher and of the students, and to the relations which should
exist between them.
The most important Qualification in education is Love, and I will take
that first.
It is sad that in modern days the office of a teacher has not been
regarded as on a level with other learned professions. Any one has been
thought good enough to be a teacher, and as a result little honour has

been paid to him. Naturally, therefore, the cleverest boys are not drawn
towards that profession. But really the office of the teacher is the most
sacred and the most important to the nation, because it builds the
characters of the boys and girls who will be its future citizens. In olden
days this office was thought so holy that only priests were teachers and