Governments want efficient technicians, not human beings, because human beings become dangerous to governments – and to organized religions as well. That is why governments and religious organizations seek to control education.
I hold that all the Teachers of the world have attained that Life which is the fulfilment of life. Hence, whenever anyone enters that Life, which is the culmination of all life, then he is ipso facto the Buddha, the Christ, the Lord Maitreya, because there is no distinction there.
When there is love, there is no duty. When you love your wife, you share everything with her-your property, your trouble, your anxiety, your joy.
You do not dominate. You are not the man and she is not the woman to be used and thrown aside, a sort of breeding machine to carry on your name.
When there is love, the word duty disappears.
You are this, which does not satisfy, so you want to be that. If there were an understanding of this, would that come into being? Because you do not understand this, you create that, hoping through that to understand or to escape from this.
From these prejudices there arises conflict, transient joys and suffering. But we are unconscious of this, unconscious that we are slaves to certain forms of tradition, to social and political environment, to false values.
There is an art of seeing things as they are: without naming, without being caught in a network of words, without thinking interfering with perception.
Where there is love, do what you will, it will be right action. It will never bring conflict to one's life. In the flame of love, all fear is consumed.
Change in society is of secondary importance; that will come about naturally, inevitably, when you as a human being bring about the change in yourself.
Contentment is never the outcome of fulfillment, of achievement, or of the possession of things; it is not born of action or inaction. It comes with the fullness of what is, not in the alteration of it.
While one is young is the time to investigate, to experiment with everything. The school should help its young people to discover their vocations and responsibilities, and not merely cram their minds with facts and technical knowledge; it should be the soil in which they can grow without fear, happily and integrally.