only when a man turns from all external aids to the Infinity within and becomes, as it were, a natural source of original knowledge or a spring of grand new ideas. The capability of quoting big long texts to show off our learning, nonsensical hair-splitting torture the sense of passages and ancient scriptures, the study of subjects which we never have to use in life, is not education. The entire object of true education is to make people not merely do the right things but enjoy the right things, not merely industrious but to love industry. If education does not bring me freedom and independence (moksha), fie upon it, away with it, I do not want it. If education keeps me bound, I have no use for it. To carry out skilfully an idea into practice is one thing, but to grasp its fundamental meaning is quite another thing. The great difference in man and animal lies in this, that whereas the puppy or polly has by the law of heredity got almost all it requires for its perfection, the child will or can by education and adaptation so develop and evolve his inherited powers as to bring the whole world under his sway. Man is supposed to be higher than animals, inasmuch as his feelings are controlled by reason. The child has no motives, yet it is one of the most active being son the Earth. What is life? A series of interruptions. Yes, it is so to the people who live on the surface of life, but not to one who lives as life (love). What brought the senses into existence? The elements. How do you know of these elements? Through the senses. Is not that reasoning in a circle? This establishes the illusory nature of the world in the wakeful state. As long as the questioner and the object questioned about, remain, the prison-walls of maya are there, and
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