We want to give the example of an action that is carried out according to the truth-vision, but unfortunately we are still very far from realising this ideal; and even if the truth-vision is expressed, it is immediately distorted in its implementation.

So, in the present state of things, it is impossible to say: this is true and this is false, this leads us away from the goal, this leads us nearer to the goal.

Everything can be used for the sake of progress; everything can be useful if one knows how to use it.

The important thing is never to lose sight of the ideal you want to realise and to make use of every circumstance for this purpose.

After all, it is always preferable not to make any decision for or against things, but to watch events as they develop, with the impartiality of a witness, relying on the divine Wisdom which will decide for the best and do what is needful.

 July 1961

*

 

(A teacher had passed on to several colleagues a per-

sonal answer from Mother to some questions about

the work. Regretting this indiscretion, she immediately

spoke to Mother about it.)

There is no harm in having said what you did, because, you see, to each person I can say, in all sincerity, that “I agree.” In fact, it is a thing that is rather difficult for all of you to understand, since the mind can hardly approve of it. But behind each one's point of view there is an aspect, sometimes a very small aspect of truth, and I always agree with this aspect – on condition, of course, that it does not want to be exclusive by trying to eliminate the others.

And I am seeking for a method in action by which all these aspects can be expressed, each one in its own place, without interfering with one another. The day I find this means, I shall

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begin to reorganise the school. In the meantime, you can always air ideas; it is healthy, so long as it is neither dogmatic, nor exclusive, nor aggressive, and so long as you never quarrel.

August 1961

*

(3)

TEACHING FRENCH TO INDIAN TEACHERS

WHO TEACH IN FRENCH

Selecting a Text for Study

(While choosing a text to study with a young Indian

teacher who wanted to improve her French, the French

teacher asked Mother for her opinion o La Peste

by Albert Camus.)

Reading certain things can be good for Europeans who have a rather thick skin, to arouse in them a feeling of true compassion; but here in India it is not necessary. And it is not good to give an even darker picture of a life that is already dark enough in itself.

(Mother suggested Recherche d'une église by Jules

Romains, and sent her own copy for the French teacher

to look at. The teacher was “shocked” by certain chap-

ters of the book and reported her feelings to Mother

in rather strong terms. Mother replied:)

Recherche d'une église was the book of my choice. Jules Romains is a great writer and his French is of the highest order. When I mentioned cuts,¹ it was because certain passages are not

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