"All this will disappear and lose individuality with the
emergence of Jnana, the Highest Wisdom" said the Sage Vasishta to
Rama. "Rama!", he advised, "You have to understand how this
non-knowledge grew and by what means it can be destroyed."
There is one mystery hidden in this advice. Centuries of
enquiry have failed to unravel the secret - wherefrom did the
Cosmos originate? How did it emerge? If It had a Personal Cause,
the enquiry could have succeeded. The Cosmos or Jagath is not such
an object. The questions "How did It emerge?", "Wherefrom did It
originate?" are exactly on a par with the question, "How did the
'serpent' appear on the 'rope' and cause the 'terror'?" Only the
rope exists there; the serpent was imposed thereon, during dusk,
by the defective intellect of the onlooker. That is to say, on
account of the illusion created by Reasoning. In other words,
ignorance is the basis of the misapprehension.
Brahmam is the 'rope'; Jagath is the 'serpent' superimposed on
it by Reason afflicted by illusion. We cognise Brahmam as Jagath;
we take one thing as another, so long as this affliction holds
sway. Therefore, it is best to conclude that the Jagath is an
object which originated in our own Buddhi (Intellect) and emerged
out of the same faulty faculty. An object born of such a delusion
and confirmed by only an infirm intellect can never be true. When
the delusion goes, when the infirmity disappears, the Jagath so
caused also disappears.
"Aham Ajnah", "I am ignorant." Everyone has to acknowledge to
himself this fact about himself. He cannot escape making this
declaration about himself. The conclusion set forth in all sacred
texts and scriptures is that all this is Brahmam. Setting this
aside, if the individual still claims that he is "I", he is
asserting that he is but an Ajnani, an Ignoramus.
A doubt may arise, whether it is at all possible to forget
oneself and believe that one is something else. We have already
seen that the acceptance of Mithya (Truth polluted with Untruth)
is the sign of the ignorant person. In the dusk, falsehood is
superimposed on Truth; the serpent is visualised on the rope,
lying on the road. The delusion affects the consciousness and
warps the Buddhi, so that they forget their genuine nature which
is Ananda or ecstatic delight. They impose on themselves the
limitations of individuality and consider themselves as Jivas.
They welcome the belief that happiness is outside them in the
objective world and they entangle themselves in Samsar, the
moving, changing, restless world. They suffer the twin blows of
fate and fortune. Such persons are taught by the Sruthi, by the
Vedas and sacred texts, to transform their lives through
consistent endeavour for knowing and realising the Atma.
The protagonists of Adwaitha are not engaged in proving that
there is some thing named Ignorance or Ajnana. "I am not happy; I
have no joy; I want this; I must earn this." Such longings
constitute the Individual or the Jivi. This attitude is the core
of the Ignorance. So, if you seek to destroy the ignorance that
separates and stultifies, this attitude must be transformed and
the conviction that "I am the embodiment of happiness, I am the
One who has realised Desire" has to be cultivated. The person who
has the former attitude has got Jivathwa Buddhi, individualised
knowledge, and he who has the latter knowledge has Jnana or
Universalised Wisdom. Bearing the burden of non existent problems,
kicking up dust in the confusion, tied helplessly to the wheel of
birth and death, man curses himself in despair. The Adwaithic
Texts arose in order to warn man against this Ajnana and to arouse
in him the Jnana that can save him from misery and wrong. Truly
speaking we are Ajnana, so long as we feel we are in bondage. In
fact, we have not been created; we are not limited or abridged or
bound. The faith that has taken root, namely, "There is a Jagath
which contains me along with other similar seekers of happiness,
in that search, I meet joy and grief, and encounter birth and
death" - this is the fundamental Ajnana.
"We become what our thoughts are". These thoughts on the
validity of the objective world and the value of the joys
derivable therefrom, though they emanate from Ajnana do shape us
from within. The reason why we are caught in this mould lies in
the absence of four requisites:
- Attention towards Adhyatmic Gain (spiritual progress);
- Steady Faith;
- Devotion and
- The Grace of God.
Even if one of these four is absent, man cannot experience the
highest Bliss of the Absolute.
Our enquiry should not be directed to the obvious and the
superficial. This line of inquiry will only mislead us into
believing what is not the Cosmos. It makes us forget that it is
our mind that has generated this panorama of cosmic proportions
and presented it to us as Truth.
It is indeed strange that this huge Cosmos depends ultimately
on whether 'I' cognise it as such or not! "If you feel it is
there, it is there; if you feel it is not there, it is not there!"
This means that we have to go deep into this process of the mind
of man. Is there any occasion when our assertion leads to the
existence of a thing and our negation results in its
disappearance? Or, is this conclusion a figment of the
imagination?
Inquiry on these lines would undoubtedly reveal the Truth. When
the rope is seen in darkness, by mistake, by ignorance, the
serpent arises and appears in its place, displacing the truth of
the rope. For some reason, when the truth is known, and the
onlooker feels, "This is no serpent; it is a rope", the serpent
disappears, for it was mere 'falsehood'. So, feeling or thinking
is able to create the serpent and also to destroy it. Assertion
creates; negation destroys. Both are mental processes which can be
classified as 'thoughts'.
Though there are diverse levels and grades, all these are but
thoughts. Where do these thoughts emerge from? Are they free to
emerge spontaneously? To this question, the answer is: "Buddhi
Karma Anusaarini". "Our intellect follows the lead of our
activities". Thoughts arise in conformity with the attachment one
develops and the results one anticipates from one's actions." The
very first motive for action is, "I must attain happiness and
harmony." This motive arises from the ignorant assumption that the
world is real.
Education sans wisdom, mere wisdom bereft of
discrimination, action without discretion, erudition lacking
sagacity, power not justified by credentials, statements not based
on truth, music wanting in melody, adoration not sustained by
devotion, a person devoid of common sense and character, a student
not endowed with humility and a discourse that fails to inspire:
These serve no useful purpose.
In addition to knowledge derived from the sacred texts, one
should gain wisdom through experience. Knowledge without personal
experience is futile. Wisdom lodged within us will be of no avail
if it is static. It will only assume the form of mere scholarship.
If such learning is brought within the ambit of practice it is
creditable. Acquiring and hoarding of wealth will be of no avail
if it is not consecrated and spent for the welfare of the world.
Similarly mere acquisition of knowledge from books is a futile
exercise. Knowledge becomes blessed only when it is translated
into actions which promote the good of humanity. This translation
of knowledge into experience is possible only when one passes
through the three stages of Knowing (Jnatum), Visualising (Drashtum)
and Entering (Praveshtum).
First, one must learn about the precious truths contained in
the sacred texts from veterans in the field. When you learn about
them you naturally take an interest in them. Then you develop an
urge to visualise those truths at any cost. This is the first
stage of Knowing.
In the second stage, you carefully peruse, examine and collect
such sacred texts wherever they may be available. You read and
directly visualise them. With great perseverance you enquire,
comprehend and enjoy them. Thus you derive some satisfaction that
you have discerned certain profound truths. This is the second
stage of Visualising.
It is not enough if you make progress in the first two stages.
You must experience what is known and seen. By entering the arena
of experience, one should feel complete identification with the
Ideal. If one lies down after having consumed food it will cause
indigestion. However, if one consumes daily the requisite quantity
of food and undertakes some physical work it will be digested and,
converted into blood, will offer nourishment. In the same manner,
we should translate into experience and action what we have known
and seen, by assimilating it and utilising it for the progress of
our country as well as for the welfare of humanity.
It is easy to memorise passages from books and deliver
lectures. Knowledge acquired merely through the reading of books
is bookish knowledge. This is quite an ordinary type of knowledge.
What has been heard, seen and understood should be put into
practice at least to some extent. This is the stage of Entering.
The ancient sacred lore contain several precious truths.
Invaluable gems lie hidden in them. Many scientific theories
relating to the atom are also to be found there. Students should
seek to unravel these hidden truths and harness them to the effort
for human welfare. There must be the urge as well as the
determination in them to explore undiscovered truths. They should
not rest content with delivering discourses and appearing on
forums of discussion.
Only those possessing a genuine spirit of enquiry can
disseminate real knowledge in the world. Mere superficial
knowledge will be of no avail. There is no knowledge that can
surpass the knowledge derived from direct experience. It must be
acquired through self-effort, initiative, determination and
perseverance. It should be utilised for technological development
and the increase of production, which make for the country's
progress.
It is necessary to derive wisdom from experience but it is
equally essential to develop the faculty of discrimination which
enables us to employ it for the well-being of the country.
Education without discrimination, and wisdom without discernment
are of no use. Education is one thing and discrimination is quite
another. Discrimination is the faculty that enables us to
distinguish good from bad and confers upon us the ability to
decide how much importance is to be given to various aspects in a
given situation. Discrimination is a component of wisdom. Without
discrimination one cannot pursue the right path. It is a mark of
sagacity to display discrimination in all actions. Through
researches in atomic energy one may invent destructive weapons
which can reduce to ashes the entire world in a second. The same
atomic energy might help us to generate millions of kilowatts of
electric power which could be utilised for industries and
agriculture, transforming the country into a smiling garden. An
educated person should display discrimination in such matters and
take the right course of action. Man's discoveries and inventions
should not be for evil purposes which lead to disaster and
destruction. Discrimination guides us in properly employing them
for augmenting production and promoting human welfare.
A man endowed with wisdom and discrimination will be honoured
and adored even though he may not have wealth or position. A
person devoid of wisdom and discrimination can never blossom
spiritually even though he may be an eminent educationist, a
prominent scientist or a multi-millionaire. One without wisdom and
discrimination cannot even distinguish between dharma and
adharma. Therefore, every student must acquire wisdom and
discrimination without resting on his oars after gaining
theoretical knowledge. He should develop far-sighted vision along
with wisdom and use it for the uplift of society.
In addition to wisdom, discrimination and experience, one
should also possess inspiring commonsense. It cannot be acquired
through books. In order to gain it one must travel extensively. It
is for this purpose that our ancestors went on pilgrimages to see,
speak to and touch the feet of holy men in sacred places. They
also saw many sights and objects in this diverse universe of God
and derived many valuable lessons therefrom. There are several
objects in nature which teach valuable lessons imparting wisdom.
The development of commonsense consists in comprehending the
origin and nature of such objects.
One should grasp the significance of history, culture and
civilisation and propagate it. One who intends to undertake such
propagation must first of all comprehend the nature of the soul.
In this world there are several branches of learning like physics,
music, literature, art and mathematics. Of all these forms of
knowledge, self-knowledge is the sovereign. Without its attainment
one cannot enjoy any peace. Though one may gain renown and
recognition in the world, one will not experience happiness
without Self-knowledge. "Knowledge of the Soul", "Knowledge of
God" and "Spiritual Knowledge" - all these expressions connote
that wisdom which promotes full awareness of soul and God.
Self-knowledge is that knowledge by acquiring which everything
else is known. A person with self-knowledge can indeed be
acclaimed as all-knowing.
Secular learning cannot confer on us abiding and absolute
peace. Self-knowledge alone can help us cross the sea of sorrow.
So all should strive to attain this Self-knowledge, which can be
acquired through purity of mind. Purity of mind can be attained
through pious deeds, sacred acts, charity, compassion and
devotion. Disinterested action consecrated to God purifies the
heart. The Sun of Wisdom dawns in a pure heart. The dawn of such
wisdom exalts Man to the status of God.
Human effort constitutes the prime step in man's endeavour to
attain this highest state of Godhood. God's grace is the second
essential factor. Anyone can strive for and attain self-knowledge.
Men and women, rich and poor, all are eligible to kindle in
themselves the flame of spiritual wisdom. Distinctions of race and
religion, caste and creed do not come in the way. It does not
matter if one has no secular education, no grounding in physical
sciences, or is not well versed in worldly lore. In the modern
world it is not that easy to gain this Self-knowledge. All the
same, one need not give up the effort in a mood of frustration and
despair.
Some people relentlessly seek spiritual knowledge at the
expense of secular learning. This is not desirable. They miss both
and wander aimlessly between the two; such a predicament too is
undesirable. Secular learning should not be neglected. It is
beneficial to acquire spiritual vision while seeking mastery over
secular lore. So, youth should necessarily spend some time
everyday in meditation upon God.
Young men have to spring into the sphere of action and strive
to the best of their ability for the building up of a resurgent
India, and a happy peaceful world. They must shed the desire for
power. The desire to uproot corruption and immorality, and the
urge to work hard should firmly be implanted in the heart of every
student. Mother India's future depends on them and she is waiting
for them. Even as it is the duty of children to serve and please
their mother, it is the bounden duty of every child of Mother
India to make her happy. To serve the Motherland selflessly should
be the sacred ideal of one's life. Thus, it is the duty of all
Indians to engage themselves in the dedicated service of Mother
India. Such an obligation on our part may even be described as
forming part of 'Desa niti' (nobility of character of the
individual vis-?-vis his motherland). Therefore, every student
must inculcate in him a wider perspective of national unity and
integrity. A person without character can neither uplift himself
nor be of any use to the country.
Sacrifice too is an aspect of character. It is one of the
qualities which young men should imbibe. It is often thought that
charitable and philanthropic acts make for sacrifice. But there is
a vast difference between charity and sacrifice. Charitable people
give only a fraction of their bounty to others. Gifts of land,
distribution of food, contribution of physical labour and
spreading of education and knowledge belong to this category.
Through acts of charity no man ever gives up all that he has. One
is not cursed to be born penurious if one does not perform acts of
charity. Going a step higher some retain for themselves what is
just and essential and give away the rest to society. Such people
win the highest acclaim in the world. Our sacred texts prescribed
that a portion of one's possessions must be offered to the poor
and helpless. Neglecting this injunction, one should not
accumulate lakhs of rupees in a selfish, callous, unfair and
unjust manner like an avaricious curmudgeon. Such a miser will
become a victim of disaster and degradation, sooner or later. It
is inevitable.
Wealth piled up through unfair means is the result of
exploitation of the blood of the poor. Young men ought not to
become slaves of such unfair existence and adopt exploitation as a
means to living. Even God will not forgive such selfish
exploitative lives. He who piles up wealth without enjoying or
giving to others will be damned after death; the progeny of such
people too will be damned.
There are four inheritors for hoarded wealth. The first is
Charity; the second, the King. Fire is the third inheritor and
robber, the fourth. The first claimant is Charity and the major
share goes to him. Students should recognise the profound
significance of this truth and utilise the wealth they acquire for
the welfare of mankind.
Sacrifice is the highest step. One who has the true spirit of
sacrifice gives to others without any hesitation or reservation,
smilingly and gladly, even his dearest and highest possession.
Surrendering the fruit of action to the Lord is real sacrifice. A
Tyagi does not shrink even to give up his body, regarding it as
worthless straw. Sacrifice means something more than giving up of
wealth, gold and material objects. Evil qualities like hatred,
jealousy, wrath and malice which have become ingrained in man over
many life-times should be discarded. There is no happiness greater
than that obtained from sacrifice. Only those who sacrifice are
the children of immortality because they live for ever.
When we study our epics and legends we come across numerous
figures who embody such spirit of sacrifice. Emperors like Sibi
and Bali, heroes like Dadhichi and Karna belong to that
illustrious line. We need today such persons animated by the
spirit of sacrifice among the political leaders and students. They
should forget selfishness, crush egoism, dispel desire for power,
and put an end to pettiness of mind, and pledge themselves to
justice and to promote the welfare of society.
Unfortunately, words are losing their significance. Sacrifice,
justice, righteousness and service have lost their meaning and
degenerated into business. Selfishness looms large and dances like
a destructive demon among the students, politicians and
educationists. Clamour for power and the desire for position are
uppermost in the mind of man. Our country, which was once
celebrated as a land of sacrifice, dedicated endeavour and
penance, has degenerated into a veritable playground for ephemeral
joys. And this is the reason for the country's many afflictions
and ailments.
This state of things must come to an end and there should be a
change for the better; then our history will be repeated and our
former glory revived. Thousands of sacrificing spirits should
emerge from your midst. Every young Indian should be enriched once
more by the spirit of sacrifice.
Sacrifice is sweeter than enjoyment. Sacrifice should become
the aim of life. Only through sacrifice can one attain peace.
Sorrows do not flee from us as long as the mind is not at peace
with itself. Agonies dwell forever within us. Without the
tranquillity of the soul any amount of wealth cannot be of any
use. Surrendering the fruits of action with a dispassionate mind
is eligible to be termed sacrifice. Purity of mind alone can
confer upon it tranquillity. The Upanishads have proclaimed in a
full throated voice that sacrifice alone leads to immortality.
Sacrifice is the chief trait of the pure. Therefore, every student
must imbibe and display the spirit of sacrifice in his life. He
should not become a victim of the disease of enjoyment.
Unfortunately, there is a widespread opinion circulating freely
that education is for jobs and not for the expansion of
illumination. This is deplorable. Wisdom is illumination. It is
the aim of education to radiate that light of wisdom. Such wisdom
bestows upon man real power. Wisdom enables us to recognise mutual
relationship of objects and individuals and to know the precedents
and antecedents of each object.
How can this illumination enter man's being? By listening to
and going through great books like the Vedas, the Vedanta, the
Upanishads, the Koran, the Granth Saheb, the biographies of noble
souls, books dealing with physical and technological sciences and
psychology, one gains this light. Alongside with wisdom,
discriminatory approach and logical thinking can be gained by
reading them. One should not depend entirely on knowledge derived
from sacred texts but depend upon wisdom arising from experience.
The shape and the content of education must change. Professor
Gunnar Myrdal of Stockholm University visiting Delhi in 1972,
said, "The educational system of India is not progressive. It
fosters the mentality that we shall not soil our hands." All
Indians, especially students, should recapitulate these words.
This remark pin points the tendency of our students to lead
comfortable lives under electric fans, resting in air conditioned
chambers, avoiding manual labour, its stress and strain, sweat and
dirt, without even one fold of their ironed clothes getting
crumpled.
This attitude is a far cry from the ideals of obedience and
humility instilled by education. Students should impart to the
people around them in society the sacred ideas they have imbibed.
They must spring like tiger cubs into the arena of the villages
and cleanse them of all sorts of pollution. They must teach and
train the illiterate residents of the villages to live decently
with dignity. Students must strive along with the villagers and
lead them forward. Students of today should pose lofty ideals of
life to the world through their exemplary lives.