The Wichita daily eagle. [volume] (Wichita, Kan.) 1890-1906, 1903-01-25

tanned In such system as THIS IL Is
necessary part that all service be bolun-
tary and, therefore no salaries what
ever are paid
The aim of true education il not to ac-
quire g store OF facts For this reten-
tive memory Is only exquisite, and we
ind all too often In the world that mem
Dry and knowledge are accredited with
an identity which they IN no way de-
serve. True education is the power to
1--we in harmony with our environment.
the power TO draw OF from the recesses
our own nature all the potentialities OF
character.
The education at Point Iona is there
fore, not confined ID the receipt OF in
formation az certain stated hours OF the
day and in specified manner 1t con-
sists In the regulation OF the whole life
upon the highest ideal. which must gov
err the most hidden thought as erectu-
ally as it does the mutual relationship
Of the students.
The term "Raja Yoga" has already
teen briefly defined as the attainment OF
an equilibrium in every aspect of the
nature. physical mental and moral The
ton or q system of intellectual gyInnas-
tics is sufficiently proved by the success
" hich attends the broad application OF tic
philosophy TO the needs Of child life The
basis OF the duaIcation is found in ths
realization of the duality OF the child ma
ture-a duality which shows itself in the
earliest cradle days.
In the nurseries and the schools OF tia
world the principle of selfishness seems 70
be often exalted into a virtue. The prep
Sration for life" seems ali too often 70
consist in the cultivation of those aspects
CT the nature (which have already done 80
much to create the misery which We see
around Us. The habit of selhshness. the
earliest and most irnEresionole days.
and the children, being lefs in isno: ancc
OF their own nature. it's complexities are
its intricacies. are unable TO discriminate
between the higher ard the lower. and
the true and the false.
At the RajS Yoga school the children
treated in accordance with the facts OF
life and the needs Of life. The love which
IS given TO them is that truest affection
which thiaks ever of their welfare with
out regard TO the selfish pleaeures which
they can render in return.
The affection which shows itself in the
administration of injurious dsinties. by
unwholesome fondling. by injudicious
petting. is not love at ALL but seifshness.
To truly love a child is TO help It TO de-
velop its highest faculties, which grow
by and through willing service TO others
strong TO help its fellows.
The child who is big enough TO raise his
hands 10 strike can equally well use those
hands in his own legitimate service. IT.
stead Of demanding from those around
him an aid which he could well render
10 himself. Thus at the Raia Yoga school
we see children Of the tenderest age who
have grown to be helpful and self-reliant
and II would be easy 70 find groups OF
q dozen babies who make far less de-
r1and upon those who are in charge Of
them and who are constantly far hap
Pier than many a single child whose
parents have given him a love which will
not be helpful to him through life.
The children OF the Rata Yoga school
are not only sho~a the beauty of self
lessness and the folly OF anger and pride
and jealousy. They ara afforded slimpses
OF their own natures and are thus taught
to discriminate between the higher and
the lower. between the real and the IN
real. Every essential moral lesson which
can be taught to adults can be taught
also 20 children. and surely it is better
that the little ones should learn in the
love and the sanctity OF the home the
lessons which the world has a rougher
method OF imparting at an age when
mental habits have been confirmed.
The Raja Yoga education is but a per-
mission 10 the child to grow without
the chains Of self-Iove. which will ever
remain outside OF it's nature IL the foun-
dation OF education he laid Alright Are
there not many parents who will even
admire in their children those very faults
which may. as adults. bring them within
reach of the law. encouraging in them
the seif-wiil and the vanity which must
surely mar their lives?
The world has not yet realized how
much OF truth children already know and
how much OF that truth ve destroy by
our mistakes There are but few children
eno DO not know that all nature IL a
great teacher until we. by our material
ism and often by our ridicuIe drive the
knowledge from their minds
The Theosophic education is not so
much q something which II impaired
Il is liberation from the powers OF the
lower forces which hinder and check
growth which ought 10 be unchecked
and Spontaneous.
The usual studies OF school life are not
neglected. but they are made TO blend
of education. Teachers CT proved and
recognized ability are provided and the
oruanary school curriculum receives an
attention which leaves nothing 70 be de-
sired.
Finally the children are taught 10 re-
gard themselves as integral and rezponsi-
he parts Of the nation 20 which they
belong They are taught 20 aspire TO the
epsilon Of national beaefectors. teach
e-s ana helpers. and 50 10 become expOn-
e1ts OF the trusst and the wis>=t pa
triorisu
Music IS usually regarded as an amuse
rent. a relaxation. and nothing more
At Point Iona IL becomes part Of life
.tse!f ard ore OF those Subtle forces OF
-ature which. rightly applied. call into
activity the divine powers ot the soul.
The world has wrong conception Of the
deal in Muse ard not Until 4 has rect
rcd this conception can X perceive that
the true harmony OF music can ever pro-
coed from one who has not thar tue hz--
11ony within himself. We find there
fore. that IT all tie musical life At the
Poi-t the money consideration IS entirely
absent and that personal vanity Is er-
tirsIy absent ard that personal vanity