There is another quality which must be cultivated in a child from a very young age: that is the feeling of uneasiness, of a moral disbalance which it feels when it has done certain things, not because it has been told not to do them, not because it fears punishment, but spontaneously. For example, a child who hurts its comrade through mischief, if it is in its normal, natural state, will experience uneasiness, a grief deep in its being, because what it has done is contrary to its inner truth.
For in spite of all teachings, in spite of all that thought can think, there is something in the depths which has a feeling of a perfection, a greatness, a truth, and is painfully contradicted by all the movements opposing this truth. If a child has not been spoilt by its milieu, by deplorable examples around it, that is, if it is in the normal state, spontaneously, without its being told anything, it will feel an uneasiness when it has done something against the truth of its being. And it is exactly upon this that later its effort for progress must be founded.
For, if you want to find one teaching, one doctrine upon which to base your progress, you will never find anything — or, to be more exact, you will find something else, for in accordance with the climate, the age, the civilisation, the teaching given is quite conflicting. When one person says, “This is good”, another will say, “No, this is bad”, and with the same logic, the same persuasive force. Consequently, it is not upon this that one can build. Religion has always tried to establish a dogma, and it will tell you that if you conform to the dogma you are in the truth and if you don’t you are in the falsehood. But all this has never led to anything and has only created confusion.
There is only one true guide, that is the inner guide, who does not pass through the mental consciousness.
Naturally, if a child gets a disastrous education, it will try ever harder to extinguish within itself this little true thing, and sometimes it succeeds so well that it loses all contact with it, and also the power of distinguishing between good and evil. That is why I insist upon this, and I say that from their infancy children must be taught that there is an inner reality — within themselves, within the earth, within the universe — and that they, the earth and the universe exist only as a function of this truth, and that if it did not exist the child would not last, even the short time that it does, and that everything would dissolve even as it comes into being. And because this is the real basis of the universe, naturally it is this which will triumph; and all that opposes this cannot endure as long as this does, because it is That, the eternal thing which is at the base of the universe.
It is not a question, of course, of giving a child philosophical explanations, but he could very well be given the feeling of this kind of inner comfort, of satisfaction, and sometimes, of an intense joy when he obeys this little very silent thing within him which will prevent him from doing what is contrary to it. It is on an experience of this kind that teaching may be based. The child must be given the impression that nothing can endure if he does not have within himself this true satisfaction which alone is permanent.
Can a child become conscious of this inner truth like an adult?
For a child this is very clear, for it is a perception without any complications of word or thought — there is that which puts him at ease and that which makes him uneasy (it is not necessarily joy or sorrow which come only when the thing is very intense). And all this is much clearer in the child than in an adult, for the latter has always a mind which works and clouds his perception of the truth.
To give a child theories is absolutely useless, for as soon as his mind awakes he will find a thousand reasons for contradicting your theories, and he will be right.
This little true thing in the child is the divine presence in the psychic — it is also there in plants and animals. In plants it is not conscious, in animals it begins to be conscious, and in children it is very conscious. I have known children who were much more conscious of their psychic being at the age of five than at fourteen, and at fourteen than at twenty-five; and above all, from the moment they go to school where they undergo that kind of intensive mental training which draws their attention to the intellectual part of their being, they lose almost always and almost completely this contact with their psychic being.
If only you were an experienced observer, if you could tell what goes on in a person, simply by looking into his eyes!… It is said the eyes are the mirror of the soul; that is a popular way of speaking but if the eyes do not express to you the psychic, it is because it is very far behind, veiled by many things. Look carefully, then, into the eyes of little children, and you will see a kind of light — some describe it as frank — but so true, so true, which looks at the world with wonder. Well, this sense of wonder, it is the wonder of the psychic which sees the truth but does not understand much about the world, for it is too far from it. Children have this but as they learn more, become more intelligent, more educated, this is effaced, and you see all sorts of things in their eyes: thoughts, desires, passions, wickedness — but this kind of little flame, so pure, is no longer there. And you may be sure it is the mind that has got in there, and the psychic has gone very far behind.
Even a child who does not have a sufficiently developed brain to understand, if you simply pass on to him a vibration of protection or affection or solicitude or consolation, you will see that he responds. But if you take a boy of fourteen, for example, who is at school, who has ordinary parents and has been ill-treated, his mind is very much in the forefront; there is something hard in him, the psychic being has gone behind. Such boys do not respond to the vibration. One would say they are made of wood or plaster.
If the inner truth, the divine presence in the psychic is so conscious in the child, it could no longer he said that a child is a little animal, could it?
Why not? In animals there is sometimes a very intense psychic truth. Naturally, I believe that the psychic being is a little more formed, a little more conscious in a child than in an animal. But I have experimented with animals, just to know; well, I assure you that in human beings I have rarely come across some of the virtues which I have seen in animals, very simple, unpretentious virtues. As in cats, for example: I have studied cats a lot; if one knows them well they are marvellous creatures. I have known mother-cats which have sacrificed themselves entirely for their babies — people speak of maternal love with such admiration, as though it were purely a human privilege, but I have seen this love manifested by mother-cats to a degree far surpassing ordinary humanity. I have seen a mother-cat which would never touch her food until her babies had taken all they needed. I have seen another cat which stayed eight days beside her kittens, without satisfying any of her needs because she was afraid to leave them alone; and a cat which repeated more than fifty times the same movement to teach her young one how to jump from a wall on to a window, and I may add, with a care, an intelligence, a skill which many uneducated women do not have. And why is it thus? — because there was no mental intervention. It was altogether spontaneous instinct. But what is instinct? — it is the presence of the Divine in the genus of the species, and that, that is the psychic of animals; a collective, not an individual psychic.
I have seen in animals all the reactions, emotional, affective, sentimental, all the feelings of which men are so proud. The only difference is that animals cannot speak of them and write about them, so we consider them inferior beings because they cannot flood us with books on what they have felt.
When I was a child if I did something bad immediately I felt uneasy and I would decide never to do that again. Then my parents also used to tell me never again to do it. Why ? because I had myself decided not to do it any more?
A child should never be scolded. I am accused of speaking ill of parents! but I have seen them at work, you see, and I know that ninety per cent of parents snub a child who comes spontaneously to confess a mistake: “You are very naughty. Go away, I am busy” — instead of listening to the child with patience and explaining to him where his fault lies, how he ought to have acted. And the child, who had come with good intentions, goes away quite hurt, with the feeling: “Why am I treated thus?” Then the child sees his parents are not perfect — which is obviously true of them today — he sees that they are wrong and says to himself: “Why does he scold me, he is like me!”
8 January 1951
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Children are not as “concretised”, materialised in their physical consciousness as older people — as one grows up, it is as though one is coagulated and becomes more and more gross in one’s consciousness unless through a willed action one develops otherwise. For instance, the majority of children find it very difficult to distinguish their imagination, their dreams, what they see inside themselves from outer things. The world is not as limited as when one is older and more precise. And they are extremely sensitive within; they are much closer to their psychic being than when they are grown up, and much more sensitive to the forces which, later, will become invisible to them — but at this moment are not. It is not unusual for children to have some sort of fits of fear or even of joy in their sleep, from dreams. Children are afraid of all sorts of things which for older people don’t exist any more. Their vision is not solely material. They have a kind of perception, more or less exact and precise, of the play of the forces behind. So, being in that state they are influenced by forces which otherwise have no hold over people who are shut up in themselves and more gross. And these forces — the forces of destruction, for example, or forces of cruelty, forces of wickedness, of ill-will — all, all these things are in the atmosphere. When one is more conscious and more well-formed within, one can see them as outside oneself and deny them any expression. But when one is very young and lives in a half-dream, these things can exercise much influence and make children do things which in their normal state they would not do. I believe it is due to that above all.
There is also the phenomenon of unconsciousness. Very often a child does harm without even being aware that it is doing harm; they are unconscious, they are shut up in their movement, and they are not aware of the effect of what they do. That happens very often.
That means that if a child is rightly educated, and if one appeals to his best feelings and explains to him that to do things in such and such a way is harmful to others (and one can make this very tangible for them with a little demonstration), they stop doing harm, very often.
It is above all a question of education. These half-conscious movements of cruelty — it is very rare for parents not to have them; well, that is enough to set its impression upon a child’s consciousness. There are some — but that is a very small number — who have an adverse formation inside them. These are irretrievably wicked children. But they are very rare.
30 December 1953
