Addendum Extracts from Sri Aurobindo's message on August 15, 1947 (On the day Indian became independent, Sri Aurobindo described the five dreams he had for the future of humanity.) The third dream was a world-union forming the outer basis of a fairer, brighter and nobler life for all mankind. That unification of the human world is under way; there is an imperfect initiation organised but struggling against tremendous difficulties. But the momentum is there and it must inevitably increase and conquer. Here too India has begun to play a prominent part and, if she can develop that larger statesman- ship which is not limited by the present facts and immediate

Chronology August 1914 — Outbreak of World War I. September 2, 1914 —The German army has reached as far as 30 miles from the French capital. The French government abandons Paris and withdraws to Bordeaux. September 6 to 9, 1914 —Battle of the Marne. The German army is stopped by the French. November 11, 1918—Armistice ending World War I. June 28, 1919 — The Versailles Peace treaty imposes heavy territorial, military and economic sanctions on the defeated nations. Germany has to pay large sums ($32 billion) to the European victors. As these victors themselves owe big amounts to the USA, they are dependent on these reparations. 1921 —First session of the League of Nations in

Jean Monnet, European Parliament, Strasbourg Courtesy; Media Library Jean Monnet for Europe Foundation, Lausanne, Switzerland Uniting Men — Jean Monnet Introduction Man's finest profession is that of uniting men. — Saim-Exupery France, Bordeaux: World War I, end of September 1914—The French had been just able to stop the advance of the Germans on the river Marne. The French government had fled Paris and was functioning from Bordeaux, where confusion prevailed. A young man presented himself at the office of Rone Viviani, the French Prime minister. He was just 26 of age, did not possess any diploma and did not hold any official position. H

Notes and References 1.Etienne Clementel, born in 1864. MP from his native town in Auvergne, he was instrumental in the French legislation dealing with agricultural cooperative societies. Minister of Colonies in 1905 and 1906, he tried to bring about more collaboration with the native populations. Generous and open to new ideas, he declared in a Congress in 1900, "The aim is not to draft a programme of action to transform the present social organization, but to generalize, without any specific doctrine in mind, the feeling of universal sympathy and the idea that all men are united in the unique and divine essence of humanity. When this feeling and this idea have

Acknowledgements This monograph is part of a series on Value-oriented Education centered on three values: Illumination, Heroism and Harmony. The research, preparation and publication of the monographs that form part of this series are the result of the cooperation of the following members of the research team of the Sri Aurobindo International Institute of Educational Research, Auroville: Abha, Alain, Anne, Ashatit, Auralee, Bhavana, Christine, Claude, Deepti, Don, Frederick, Ganga, Jay Singh, Jean-Yves, Jossi, Jyoti Madhok, Kireet Joshi, Krishna, Lala, Lola, Mala, Martin, Mirajyoti, Namrita, Olivier, Pala, Pierre, Serge, Shailaja, Shankaran, Sharanam, Soham, Suzie,

-06_Extracts from Jean Monnet^s Memoirs.htm Extracts from Jean Monnet's Memoirs related to the year 1950: the first step towards the creation of Europe Chapter 12 A bold, constructive act I Deadlock I cannot explain the source of that conviction which, at, important moments in my life, suddenly calls a halt to my reflections and turns them into a decision. Other people see it as a sense of timing. But I never ask myself whether it is necessary to do this or that: necessity itself forces me to do something which, once I see it clearly, is no longer a matter of choice. To see it clearly I have to concentrate — which I can do only in isolation, on long solitar

Illumination, Heroism and Harmony Preface The task of preparing teaching-learning material for value-oriented education is enormous. There is, first, the idea that value-oriented education should be exploratory rather than prescriptive, and that the teaching-learning material should provide to the learners a growing experience of exploration. . Secondly, it is rightly contended that the proper inspiration to turn to value-orientation is provided by biographies, autobiographical accounts, personal anecdotes, epistles, short poems, stories of hum our, stories of human interest, brief passages filled with pregnant meanings, reflective short essays written in well-chi