quite suitable for a young woman's mind. But it would have been easy to make these cuts, and the rest is very good.

(The French teacher continued her search for texts

and suggested La France d'aujourd'hui by Marc Blanc-

pain.)

I have just been looking at the book, with interest. This time, it is very good.

 May 1960

*

Finding a Programme of Work

(The French teacher outlined a study course on the

history of civilisation for one of her students, a young

Indian teacher, and submitted the project to Mother.)

Yes, this work would be of interest, but only if it is based on Sri Aurobindo's The Human Cycle (it has been published in the Bulletin). For in this book, not only are all the problems of human evolution posed, they are also solved. Each time that Sri Aurobindo mentions a civilisation or a country, the corresponding historical facts could be studied, and this work would be really interesting.

 September 1960

*

In one French class for Indian teachers, several stu-

dents wanted to read the works of contemporary

authors, because the language in them is more up-to-

date than in classical writings. What does Mother

think?

What I know of modern authors has taken away any wish I

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might have had to read more of them.

Why step deliberately into the mire? What is to be gained by it? The knowledge that the Western world is wallowing in the mud? It is hardly necessary. Selected passages, carefully selected, seem to be the solution.

 May 1963

*

(Concerning a young teacher who had to learn French

intensively in order to be able to teach in French and

had at the same time to keep up with a rather heavy

time-table in the school.) 

I fully agree. X should have the time to learn French thoroughly and her hours of work and teaching should be organised in such a way that she has the time to continue her lessons with you, until she feels that they are no longer necessary.

September 1966

*

(4)

TEACHING FRENCH TO THE STUDENTS

How can we improve the children's spelling?

Generally, for spelling, one must take the help of the eyes. Each word should have its own form, which the eye remembers. Visual memory is more useful than mental memory. One should read a lot – see, see, see, on the blackboard, in books, on pictures.

And as for style, gender, and grammar too, the best thing is to read, to read a great deal. In this way all this goes into the subconscient. It is the best way to learn.

January 1962

*

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