Sometime I would like to know, Mother, Your intentions with regard to regrouping these classes in the new year, whether with an examination or without.

I consider an examination as quite necessary. In any case there will be one in French.

My love and blessings.

29 October 1946

It is not by conventional examinations that students can be selected for a class. It is only by developing in oneself the true psychological sense.

Select children who want to learn, not those who want to push themselves forward.

29 October 1965

(Concerning cheating in tests)

What should I do? Must we do what is done outside put three teachers in a room to invigilate? The teachers do not like doing things in this way here in the Ashram.

Or should we abolish tests? I find this proposal doubtful, since the same thing happens with homework and essays.

In any case the problem exists, and in order to find the real solution we should understand why the children behave like this.

Please tell me the cause of this misbehaviour and the solution to this problem.

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It is very simple. It is because most of the children study because they are compelled to do so by their families, by custom and prevalent ideas, and not because they want to learn and know. As long as their motive for studying is not rectified, as long as they do not work because they want to know, they will find all kinds of tricks to make their work easier and to obtain results with a minimum of effort.

June 1967

(The Mother indicated that repetition of the statement below, a hundred or a thousand times each day, until it becomes a living vibration, would help the student to instil in himself the right will and motive for studying.

To be repeated each day by all the students:)

To be repeated each day by all the students:

It is not for our family, it is not to secure a good position, it is not to earn money, it is not to obtain a diploma, that we study.

We study to learn, to know, to understand the world, and for the sake of the joy that it gives us.

June 1967

The only solution is to annul this test and all that are to come. Keep all the papers with you in a closed bundle – as something that has not been – and continue quietly your classes.

At the end of the year you will give notes to the students, not based on written test-papers, but on their behaviour, their concentration, their regularity, their promptness to understand and their openness of intelligence.

For yourself you will take it as a discipline to rely more on inner contact, keen observation, and impartial outlook.

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For the students it will be the necessity of understanding truly what they learn and not to repeat as a parrot what they have not fully understood.

And thus a true progress will have been made in the teaching.

With blessings.

21 July 1967

I find tests an obsolete and ineffective way of knowing if the students are intelligent, willing and attentive.

A silly, mechanical mind can very well answer a test if the memory is good and these are certainly not the qualities required for a man of the future.

It is by tolerance for the old habits that I consented that those who want tests can have them. But I hope that in future this concession will not be necessary.

To know if a student is good needs, if the tests are abolished, a little more inner contact and psychological knowledge for the teacher. But our teachers are expected to do Yoga, so this ought not to be difficult for them.

22 July 1967

Naturally the teacher has to test the student to know if he or she has learnt something and has made a progress. But this test must be individual and adapted to each student, not the same mechanical test for all of them. It must be a spontaneous and unexpected test leaving no room for pretence and insincerity. Naturally also, this is much more difficult for the teacher but so much more living and interesting also.

I enjoyed your remarks about your students. They prove that you have an individual relation with them – and that is essential for good teaching.

Those who are insincere do not truly want to learn but to

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get good marks or compliments from the teacher – they are not interesting.

25 July 1967

What should be the criteria for giving prizes in our “Free Progress Classes”?

The prizes certainly should not be based on competitive grades.

A prize of appreciation, of equivalent value, could be given to those who have exceeded a certain level of (1) capacity, plus

(2) goodwill and regularity of effort.

Both should be there to warrant the prize.

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