India's education had two aims, both organically linked. One was to strengthen our body and mind, our nerves and vitality. If the Indian teaching on this subject is followed faithfully, it ensures full, vigorous, healthy and long life. Similarly, it ensures health and unimpaired senses and a mind with undiminished powers. According to the Hindu Psychology, a man's mind and senses are powers of the soul. Therefore, they should be strengthened, widened, deepened, purified. "May I see and hear clearly and abundantly", is the repeated prayer in the, several Upanishads. Another variant of this prayer is: "May our eyes see the good, our ears hear the good." To see and hear and desire better, purer, finer and deeper is the first aim of Indian education. This means strengthening character, controlling desires and impulses, increasing powers of concentration and will. Not only this opens up our hidden powers, but this is even the basis of any fruitful life at all. If our senses and mind run their unbridled course, uninformed by any higher light, they will lead to self-destruction. But purified in the light of the soul, they become a blessing.

What..should be the effort on the part of parents and educators? First, and above everything else, the effort should be made to provide an atmosphere wherein certain qualities can flourish and emerge...

In the distant past, in India as in many other countries, all recognized branches of learning had had a religious and philosophic bias. Education was not merely a means for earning a living or an instrument for the acquisition of wealth. It was an initiation into the life of spirit, a training of the human soul in the pursuit of truth and the practice of virtue.

Education means cultivating patience, tolerance, a sweet disposition, harmony, abnegation, and temperateness. Anyone who cultivates these virtues is truly educated.

The atmosphere of the home is prolonged in school, where students soon discover that (as in the home) in order to achieve some satisfaction they must adapt to the precepts which have been set from above. One of these precepts is not to think.

We may, therefore, still entertain the hope that the regeneration of Hinduism will proceed from these schools, provided that they possess the energy to refuse any compromise with sectarian worship, which has brought Hinduism into contempt and ridicule. The means which they possess for combating that enemy is as simple as it is irresistible; a proper instruction of the growing generation in its ancient literature, an instruction, however wholly different from that now constituting the education of a Hindu youth; to whom reading the Veda is jabbering thoughtlessly the words of the verse, or intoning it to the melody of a teacher as ignorant as himself of its sense; who, by studying grammer, understands cramming his memory with some grammatical forms, without any notion as to the linguistic laws that regulate them; who believes that he can master philosophy or science by sticking to the textbook of one school and disregarding its connexion with all the rest of the literature. That such a method and such a division of labour do not benefit the mind is amply evidenced by the crippled results which they have brought to light. The instruction which India requires, though adapted to her peculiar wants—religious, scientific, and political—must be based on that system which has invigorated the European mind; which, free from the restrictions of rank or caste, tends to impart to it independence of thought and solidity of character.

On the part of government anyway, conducive learning environment would have to be provided, school buildings should be solid and not dilapidated. A wide variety of teaching and learning materials should be made available. There should be a strong and solid inspectorate. Teachers should also be given the opportunity of self-development through workshop, seminar, refresher courses where latest ideas and modern methodologies of teaching would be learnt. There should also be improved and prompt release of fund to the educational sector

Education is essential to enable us to understand and respect nature.

I always believed that at some time fate would take from me the terrible effort and duty of educating myself. I believed that, when the time came, I would discover a philosopher to educate me, a true philosopher whom one could follow without any misgiving because one would have more faith in him than one had in oneself. Then I asked myself: what would be the principles by which he would educate you?—and I reflected on what he might say about the two educational maxims which are being hatched in our time. One of them demands that the educator should quickly recognize the real strength of his pupil and then direct all his efforts and energy and heat at them so as to help that one virtue to attain true maturity and fruitfulness. The other maxim, on the contrary, requires that the educator should draw forth and nourish all the forces which exist in his pupil and bring them to a harmonious relationship with one another. ... But where do we discover a harmonious whole at all, a simultaneous sounding of many voice in one nature, if not in such men as Cellini, men in whom everything, knowledge, desire, love, hate, strives towards a central point, a root force, and where a harmonious system is constructed through the compelling domination of this living centre? And so perhaps these two maxims are not opposites at all? Perhaps the one simply says that man should have a center and the other than he should also have a periphery? That educating philosopher of whom I dreamed would, I came to think, not only discover the central force, he would also know how to prevent its acting destructively on the other forces: his educational task would, it seemed to me, be to mould the whole man into a living solar and planetary system and to understand its higher laws of motion.

Ancient sages laid the foundation by insisting...that there is and must be harmony between man’s spirit and the spirit of the world and man’s endeavor should be to realize in his actions and in his life this harmonyand unity. The Upanishads teach that man gains by giving up (by renunciation) and exhorts man not to covet another’s wealth (Ishopanishad I: ‘tena tyaktena bhunjeetha maa grdhah kasya svid dhanam.’... there are certain values of our culture that have endured for three thousand years, viz, the consciousness that the whole world is the manifestation of the Eternal Essence, restraint of senses, charity and kindness...Many young men have in these days hardly anything which they believe as worth striving for whatever the cost maybe, and hence they have nothing to practice as an ideal. We have to preserve a religious spirit among common men and women, while getting rid of superstitions...opposed to all science and common sense...It is not the age-old principles of Hindu religion that are at fault, it is modern Hindu society that has to be reorganized... Social reforms and politics have to be preached through our age-old religion and philosophy. If a large majority of our people and the leaders throw away or neglect religion and spirituality altogether, the probability is that we shall lose both spiritual life and social betterment...

"Education is at present concerned with outward efficiency, and it utterly disregards, or deliberately perverts, the inward nature of man; it develops only one part of him and leaves the rest to drag along as best it can.

Our inner confusion, antagonism and fear ever overcome the outer structure of society, however nobly conceived and cunningly built. When there is not the right kind of education we destroy one another, and physical security for every individual is denied.

To educate the student rightly is to help him to understand the total process of himself; for it is only when there is integration of the mind and heart in everyday action that there can be intelligence and inward transformation.

While offering information and technical training, education should above all encourage an integrated outlook on life; it should help the student to recognize and break down in himself all social distinctions and prejudices, and discourage the acquisitive pursuit of power and domination. It should encourage the right kind of self-observation and the experiencing of life as a whole, which is not to give significance to the part, to the "me" and the "mine", but to help the mind to go above and beyond itself to discover the real.

Freedom comes into being only through self-knowledge in one's daily occupations, that is, in one's relationship with people, with things, with ideas and with nature. If the educator is helping the student to be integrated, there can be no fanatical or unreasonable emphasis on any particular phase of life. It is the understanding of the total process of existence that brings integration.

When there is self-knowledge, the power of creating illusions ceases, and only then is it possible for reality or God to be. Human beings must be integrated if they are to come out of any crisis, and specially the present world crisis, without being broken; therefore, to parents and teachers who are really interested in education, the main problem is how to deve

If the Upanishads help us to rise above the glamour of the fleshly life, it is because their authors, pure of soul ever striving towards the divine, reveal to us their pictures of the splendours of the unseen. The Upanishads are respected not because they are a part of Sruti or revealed literature and so hold a reserved position, but because they have inspired generations of Indians with vision and strength by their inexhaustible significance and spiritual power. Indian thought has constantly turned to these scriptures for fresh illumination and spiritual recovery or recommencement, and not in vain. The fire still burns bright on their altars. Their light is for the seeing eye and their message is for the seeker after truth.

The works of the great writers of the past are very beautiful even from without. And yet their visible beauty is sheer ugliness, compared with the beauty of those hidden treasures which disclose themselves only after very long, never easy, but always pleasant work. This always difficult but always pleasant work is, I believe, what the philosophers had in mind when they recommended education. Education, they felt, is the only answer to the always pressing question, to the political question par excellence, of how to reconcile order which is not oppression with freedom which is not license.

The worship of numbers, quantity, and size has also wrought havoc wherever it found little opposition. Education is, after all, something thoroughly "aristocratic" in the intellectual sense. Already the Ancients were aware of the fact that there are different degrees of knowledge, but ochlocracy spread the conviction that everybody with the proper educational facilities is able to learn everything. The very idea of genius or inborn talents as disequalizing factors must be repulsive to people who not only believe that we are (theologically speaking) created as equals but that we also remain equals all through our lifetime. There naturally are a fair number of scholars and educators who have protested desperately against the low standards in American higher education as well as against the view that a true education should teach "how to make a living" instead of helping the student to solve his problem "how to live" by giving him the philosophical and cultural elements for a cultured existence.