Vaikuntha

Children
A Gurukula Classroom Guidebook
for the organization and instruction of
students from five to eighteen years of age
in asrama gurukulas, day schools, parent
cooperatives and home schools
"These are not ordinary children. They are Vaikuntha children, and we are very
fortunate that we can give them a chance to advance further in Kåñëa
consciousness."
(Srila Prabhupada, letter to Arundati, July 30, 1972)

Written and Compiled By Illustrations

Urmila Devi Dasi (Dr. Edith Best) Madhava Priya Devi Dasi

Major Contributors Cover Art

Bhurijana Dasa Dirgha Devi Dasi
Sita Devi Dasi
Layout
Other Contributors Madhava Dasa
Sri Rama Dasa
Jyotirmayi Devi Dasi
Chandrika Devi Dasi
Visvadhika Devi Dasi
Mahendrani Devi Dasi
Lakmi Moni Devi Dasi

1
Dedication

Dedicated to His Divine Grace AC. Bhaktivedanta Swami Prabhupada, our beloved spiritual
master and ISKCON's founder-acarya, and to our next generation of gurukula students.

Acknowledgments

Pratyatosa Dasa provided the physical facility, the financing, and the publishing and printing
equipment needed to compile this guidebook. In addition to helping with the final editing, he
also gave constant encouragement. Madhava Dasa spent countless hours on the computer,
designing charts, scanning drawings, and entering revisions, what to speak of doing the entire
layout. Bir Kåñëa Swami allowed the use of his computer to search the entire database of Srila
Prabhupada's books, letters, lectures and conversations. Kåñëa Rupa Devi Dasi helped with
data entry. Prabhasa Dasa and Bisa Laksmi Devi Dasi, by their years of dedication
To gurukula, have been a great inspiration. Jyotirmayi Devi Dasi provided the initial idea for
this guidebook and the inspiration for working with Kåñëa's children in general.

The quotes from Srila Prabhupada are copyright © 1966-1977 by the Bhaktivedanta Book
Trust and used with permission.

First Printing: May 1992; version 1.0

Second Printing: Oct 2013; version 1.1

Reviewed and approved by the ISKCON book review board.

Reviewer: Bir Kåñëa Swami
Copyright © 1992 by ISKCON Education of N.C., Inc.; All rights reserved.
Copyright © 2013 by Padma, Inc.; All rights reserved.

Printed in the United States of America.

2
Please Read This First
T his book is for teachers, parents, ISKCON
leaders, students, and anyone interested in
conscious education.
included to inspire the reader; we do not
pretend that these citations represent all of
Çréla Prabhupäda’s instructions on any
particular topic, or that our presentation is
Here we are neither presenting a blueprint for thoroughly balanced. The only way for our
a traditional gurukula nor what you probably readers to understand Prabhupäda’s vision is to
feel a curriculum should be after reading Çréla scrutinizing study all of his books, lectures,
Prabhupäda’s instructions. It is an adaptation conversations, and letters. However, we must
for our present needs in Western countries. remember that Prabhupäda’s letters and
conversations are sometimes sculptured for a
Certainly, what we suggest is not the only way particular time, place, and circumstance. For
but if you’re starting and don’t know what to example, during the time that Çréla
do, we hope to be of help. For veteran Prabhupäda was present on this planet, a1most
educators, there are many ideas and resources all the children in ISKCON were under twelve
which can enhance your service. years of age. The gurukula in Dallas consisted
mostly of children under ten years of age.
Because we are now using mostly non- devotee Also, some of Prabhupäda’s instructions for
teaching materials, the amount of Kåñëa gurukula financial management were given
consciousness being taught depends upon the when most householders lived in temples,
individual teachers. Kåñëa consciousness is economically dependent on ISKCON.
not intrinsic in these curriculum guidelines Therefore, major policies based on quotes from
but we have tried to select the most efficient letters and conversations should be
and least harmful methods and materials implemented with extreme caution and careful
which should make the injection of spiritual study of books and public lectures.
principles easiest.
By the mercy of Çré Caitanya Mahäprabhu, we
By following the guidelines suggested here, can attempt to summarize the unchanging,
you can be reasonably assured that you will eternal principles of gurukula that Çréla
meet all legal requirements, have a complete Prabhupäda taught us:
curriculum, and that the students will get a
good education. 1. The essence of gurukula is the
development of a relationship between the
Although this book follows a logical order student and bona fide guru based on love,
from beginning to end, you can skip through faith, service, and total obedience.
and pick what is of most value to you.
Additionally, a lot of important material can be 2. The primary goal of gurukula
found in the appendixes. instruction and training is for the student to
develop pure love for Lord Çré Kåñëa.
New educational material is constantly being
produced. Suppliers come and go. Therefore, 3. Gurukula students must learn to
some of this information is dated. Please develop ideal character and behavior especially
update your copy of this guidebook regularly. a taste for austerity and celibacy. Also,
students should learn how to live in this world
We have included some quotes from Çréla as servants of the Lord, working according to
Prabhupäda, called “drops of nectar,” at the their individual psychophysical natures.
beginning of most chapters. These quotes are

3
Contents at a Glance

Part One
Chapter 1 First Considerations
Chapter 2 Getting Started
Chapter 3 Resources
Chapter 4 Managing: The Specifics

Part Two
Chapter 5 Educational Views, Approaches, and Methods
Chapter 6 Organizing Instruction: General Principles

Part Three
Chapter 7 Older Students
Chapter 8 Influence Outside the Classroom

Part Four
Chapter 9 Standards for Early Morning Sädhana
Chapter 10 Overview of Academics by Subject Area
Chapters 11-14 Course Overview by Grade/Age: Introduction
Chapter 11 Course Overview: Level One (grades K—2, ages 5—7)
Chapter 12 Course Overview: Level Two (grades 3—5, ages 8—11)
Chapter 13 Course Overview: Level Three (grades 6—8, ages 11—14)
Chapter 14 Course Overview: Level Four (grades 9—12, ages 14—18)

Part Five
Appendix A Addresses of Suppliers: America and Worldwide
Appendix B Creation Instruction
Appendix C Story Selections from Çréla Prabhupäda Books
Appendix D Assorted Articles
Appendix E Samples
Appendix F Supplementary Reading Books
Appendix G Preventing Child Abuse in ISKCON
Bibliography Selected References

4
Table of Contents
Contents
Please Read This First ......................................................................................................................... 3
CONTENTS AT A GLANCE............................................................................................................................... 4
TABLE OF CONTENTS .................................................................................................................................... 5
PART ONE ........................................................................................................................................ 11
CHAPTER 1 .............................................................................................................................................. 12
First Considerations .......................................................................................................................... 12
Drops of Nectar ...................................................................................................................................................... 12
What You Will Gain From This Book .................................................................................................................... 13
How to Use This Guidebook .................................................................................................................................. 14
Prepare to Make a Commitment............................................................................................................................. 15
A Few Small Requests ............................................................................................................................................ 16
Resources ............................................................................................................................................................... 16
Twelve Steps for Success ........................................................................................................................................ 16
CHAPTER 2 .............................................................................................................................................. 25
Getting Started.................................................................................................................................. 25
Drops of Nectar ...................................................................................................................................................... 25
Setting Goals and Priorities .................................................................................................................................... 28
Organizing and Deciding Areas of Responsibility ................................................................................................... 33
Money .................................................................................................................................................................... 36
Legalities ................................................................................................................................................................ 38
Legal Resources — United States ........................................................................................................................... 39
CHAPTER 3 .............................................................................................................................................. 40
Resources .......................................................................................................................................... 40
Drops of Nectar ...................................................................................................................................................... 40
Teachers - The Main Resource ............................................................................................................................... 41
Facilities................................................................................................................................................................. 50
School Calendar Possibilities.................................................................................................................................. 51
Different Ideas for Semester Breaks ........................................................................................................................ 52
CHAPTER 4 .............................................................................................................................................. 54
Managing the Specifics...................................................................................................................... 54
Basic Structure Related to Administrative Needs .................................................................................................... 57
Admitting Students ................................................................................................................................................ 57
Staff ........................................................................................................................................................................ 63
Relationships with Parents and Community........................................................................................................... 68
Keeping Accurate and Helpful Records .................................................................................................................. 72
Placement and Testing ........................................................................................................................................... 72
Foundations of School Administration ................................................................................................................... 77
The Parent-Teacher Partnership ............................................................................................................................. 83
Nourishment for Parents and Teachers .................................................................................................................. 85

PART TWO ....................................................................................................................................... 87

CHAPTER 5 .............................................................................................................................................. 88
Philosophy of Education ........................................................................................................................................ 88
Philosophy of Education .................................................................................................................. 89
SUMMARY & BRIEF OVERVIEW……. .................................................................................................... 89
Introduction ...................................................................................................................................... 90
Defining “philosophy of education” ....................................................................................................................... 90

5
 The purpose of articulating a philosophy of education ........................................................................................... 90
Why this philosophy of education is based on the Çré Éçopaniñad of the Yajur Veda, and upon the Bhagavad-gétä of
the Mahäbhärata .................................................................................................................................................... 91
How this document was created ............................................................................................................................. 91
The Philosophy of Education ............................................................................................................. 92
The purposes of education: benefits for individual learners.................................................................................... 92
The purposes of education: benefits for society ...................................................................................................... 93
The constitutional nature of the learner ................................................................................................................. 94
Classroom management and discipline .................................................................................................................. 94
How learning takes place within the learner........................................................................................................... 95
A learner’s qualifications for learning ..................................................................................................................... 96
Qualifications of a teacher ...................................................................................................................................... 97
How teachers teach: values, attitude, approach, basis ............................................................................................. 98
Learning strategies: skills and process by which teachers teach .............................................................................. 98
Assessing learning .................................................................................................................................................100
Educational Views, Approaches, and Methods ................................................................................. 105
Drops of Nectar .....................................................................................................................................................105
Purpose, View .......................................................................................................................................................108
Educational Approaches ......................................................................................................................................109
Methods of Teaching and Evaluating ....................................................................................................................116
Specific Teaching Methods ....................................................................................................................................116
Learning Styles ......................................................................................................................................................122
Criteria for Evaluation ..........................................................................................................................................122
Methods of Evaluation ..........................................................................................................................................124
Conclusion............................................................................................................................................................125
Instructional Strategies ................................................................................................................... 127
Elementary Curriculum Development ............................................................................................. 133
CHAPTER 6 ............................................................................................................................................ 141
Organizing Instruction: ................................................................................................................... 141
General Principles .......................................................................................................................... 141
Drops of Nectar .....................................................................................................................................................141
Classroom Organization ........................................................................................................................................142
Choices .................................................................................................................................................................142
Selection ...............................................................................................................................................................143
Planning................................................................................................................................................................144
Conclusion............................................................................................................................................................144
Choosing Textbooks and Educational Materials ....................................................................................................145
The Return of the One-Room Schoolhouse ...........................................................................................................154
Individualizing Instruction in Secondary Schools..................................................................................................157
Tips for Successful Classroom Management ..........................................................................................................162
Resources ..............................................................................................................................................................164
Methods of Discipline ...........................................................................................................................................165
Internal Discipline.................................................................................................................................................165
External Discipline ................................................................................................................................................166
Motivation for Obedience......................................................................................................................................170
Just Say No to No ..................................................................................................................................................172
"Do You Force Your Children?" ............................................................................................................................174
Why Children Misbehave ......................................................................................................................................176
Training Through The Stages of Childhood ..........................................................................................................178
Discipline in Krsna Consciousness ........................................................................................................................181
Resources ..............................................................................................................................................................192

PART THREE ................................................................................................................................... 193

CHAPTER 7 –.......................................................................................................................................... 194
Older Students ................................................................................................................................ 194
Drops of Nectar .....................................................................................................................................................194
Psychology of the Adolescent ................................................................................................................................196
Resources ..............................................................................................................................................................202
Academic Aims .....................................................................................................................................................202

6
 Preparing for College ............................................................................................................................................203
Resources ..............................................................................................................................................................204
Possible Programs .................................................................................................................................................205
Resources ..............................................................................................................................................................205
Formal Classroom .................................................................................................................................................209
Informal Education ...............................................................................................................................................210
Drug Free ..............................................................................................................................................................213
Higher Vocations ..................................................................................................................................................215
Teens and Celibacy ...............................................................................................................................................217
CHAPTER 8 ............................................................................................................................................ 219
Influence Outside the Classroom ..................................................................................................... 219
Drops of Nectar .....................................................................................................................................................219
Determining Standards..........................................................................................................................................224
Books ....................................................................................................................................................................225
Reviewing Non-Vaiñëava Books ............................................................................................................................227
Video ....................................................................................................................................................................257
Your Kids And the One-Eyed Guru .......................................................................................................................258
Radio and Audio Recordings .................................................................................................................................266
Games and Sports..................................................................................................................................................266
The Company We Keep ........................................................................................................................................268
Dress .....................................................................................................................................................................270
Stepping Out .........................................................................................................................................................272
Prasädam...............................................................................................................................................................274
A Diet for Spiritual Health .....................................................................................................................................275
Enforcement .........................................................................................................................................................277
Observing Secular Holidays...................................................................................................................................278

PART FOUR .................................................................................................................................... 280

CHAPTER 9 ............................................................................................................................................ 281
Standards for Early......................................................................................................................... 281
Morning Sãdhana ........................................................................................................................... 281
Drops of Nectar .....................................................................................................................................................281
Maìgala-äraté Kértana............................................................................................................................................283
Japa Chanting .......................................................................................................................................................284
Bhägavatam Class ..................................................................................................................................................286
Guidelines for Breakfast Präsada ...........................................................................................................................287
The Need for an Äçrama Curriculum ....................................................................................................................288
Paying Attention in Bhãgavatam Class...................................................................................................................290
A Taste for the Lord's Name ..................................................................................................................................291
Accepting a Spiritual Master..................................................................................................................................294
An Offering of Love...............................................................................................................................................295
Meditation—While Watching Children? ...............................................................................................................297
Spiritual Holidays..................................................................................................................................................299
CHAPTER 10 .......................................................................................................................................... 301
Overview of Academics by Subject Area .................................................................................... 301
Drops of Nectar .....................................................................................................................................................301
Kåñëa Consciousness - Jïäna.................................................................................................................................302
English (except Reading) ......................................................................................................................................305
Mastery Learning ..................................................................................................................................................309
Reading-Beginning Instruction (K-2 Best Programs) .............................................................................................310
Reading (excluding beginning decoding) ..............................................................................................................311
Reading (excluding beginning decoding) ..............................................................................................................312
Phonics .................................................................................................................................................................312
Mathematics ..........................................................................................................................................................315
Teaching Elementary Mathematics........................................................................................................................317
Resources ..............................................................................................................................................................320
Social Studies – Logic ............................................................................................................................................321
Social Studies – Geography ...................................................................................................................................321
Social Studies – History .........................................................................................................................................322

7
 Names and Dates...................................................................................................................................................324
Social Studies ........................................................................................................................................................327
Social Studies ........................................................................................................................................................327
Science/Health ......................................................................................................................................................328
Science/Health.......................................................................................................................................................331
Art/Music/Enrichment ..........................................................................................................................................332
The Creative Urge .................................................................................................................................................333
Enrichment ...........................................................................................................................................................336
CHAPTERS 11-14 .................................................................................................................................... 337
Course Overview by ........................................................................................................................ 337
Grade/Age: Introduction.................................................................................................................. 337
Multilevel ..............................................................................................................................................................337
CHAPTER 11 .......................................................................................................................................... 339
Course Overview: Level One (grades K—2, ages 5—7) .................................................................. 339
Drops of Nectar .....................................................................................................................................................339
Kåñëa Consciousness.............................................................................................................................................340
Multilevel Organization ........................................................................................................................................340
TEACHING BHAGAVAD-GITA TO NONREADERS .............................................................................................. 341
Considerations for Each Grade, K—2/Whole Classroom.......................................................................................344
English ..................................................................................................................................................................345
Considerations for Each Grade, K—2/Whole Classroom.......................................................................................346
Grade I ..................................................................................................................................................................352
Mathematics ..........................................................................................................................................................356
Considerations for Each Grade; K—2/Whole Classroom.......................................................................................357
Grade I ..................................................................................................................................................................358
Social Studies........................................................................................................................................................361
Considerations for Each Grade, K—2/Whole Classroom.......................................................................................361
Science and Health ................................................................................................................................................363
Considerations for Each Grade, K-2/Whole Classroom .........................................................................................364
Considerations for Each Grade, K-2/Whole Classroom .........................................................................................366
The Playful Mood..................................................................................................................................................369
CHAPTER 12 .......................................................................................................................................... 373
Course Overview: Level Two (grades 3—5, ages 8—11) ................................................................ 373
Drops of Nectar .....................................................................................................................................................373
Kåñëa Consciousness.............................................................................................................................................373
English ..................................................................................................................................................................376
Considerations for Each Grade, 3-5/Whole Classroom..........................................................................................379
Computer Pros and Cons ......................................................................................................................................380
Grade 4 .................................................................................................................................................................382
Grade 5 .................................................................................................................................................................384
Mathematics ..........................................................................................................................................................386
Considerations for Each Grade, 3-5/Whole Classroom..........................................................................................386
Grade 4 .................................................................................................................................................................387
Grade 5 .................................................................................................................................................................388
Social Studies ........................................................................................................................................................388
Considerations for Each Grade, 3—5/Whole Classroom .......................................................................................389
Grade 4 .................................................................................................................................................................390
Science/Health.......................................................................................................................................................391
Considerations for Each Grade, 3-5/Whole Classroom..........................................................................................392
Grade 4 .................................................................................................................................................................392
Grade 5 .................................................................................................................................................................393
Second Language...................................................................................................................................................393
Multilevel Organization ........................................................................................................................................393
Enrichment ...........................................................................................................................................................394
Considerations for Each Grade, 3-5/Whole Classroom..........................................................................................395
Grade 5 .................................................................................................................................................................395
CHAPTER 13 .......................................................................................................................................... 396
Course Overview: Level Three (grades 6-8, ages 11-14) ................................................................. 396

8
 Drops of Nectar .....................................................................................................................................................396
Kåñëa consciousness .............................................................................................................................................397
Considerations for Each Grade, 6-8/Whole Classroom..........................................................................................398
English ..................................................................................................................................................................399
Considerations for Each Grade, 6-8/Whole Classroom..........................................................................................400
Mathematics ..........................................................................................................................................................410
Considerations for Each Grade, 6-8/Whole Classroom..........................................................................................410
Social Studies ........................................................................................................................................................412
Multilevel Organization ........................................................................................................................................412
Considerations for Each Grade, 6-8/Whole Classroom..........................................................................................413
Science/Health.......................................................................................................................................................415
Multilevel Organization ........................................................................................................................................415
Considerations for Each Grade, 6-8/Whole Classroom..........................................................................................416
Second Language...................................................................................................................................................417
Multilevel Organization ........................................................................................................................................417
Enrichment ...........................................................................................................................................................418
Multilevel Organization ........................................................................................................................................418
CHAPTER 14 .......................................................................................................................................... 421
Course Overview: Level Four (Grades 9-12, ages 14-18) ................................................................ 421
Drops of Nectar .....................................................................................................................................................422
Kåñëa Consciousness.............................................................................................................................................423
Multilevel Organization ........................................................................................................................................423
Course-by-Course Description for Appropriate Grades, 9-12 ................................................................................425
Multilevel Organization ........................................................................................................................................426
Course-by-Course Description for Appropriate Grades, 9–12 ...............................................................................427
Multilevel Organization ........................................................................................................................................429
Course-by-Course Description for Appropriate Grades, 9-12 ................................................................................430
Social Studies ........................................................................................................................................................431
Multilevel Organization ........................................................................................................................................431
Course-by-Course Description for Appropriate Grades, 9-12 ................................................................................432
Science/Health.......................................................................................................................................................434
Multilevel Organization ........................................................................................................................................434
Course-by-Course Description for Appropriate Grades, 9—12 .............................................................................436
Foreign Language..................................................................................................................................................437
Multilevel Organization ........................................................................................................................................437
Course-by-Course Description for Appropriate Grade, 9–12 .................................................................................438
Other Electives ......................................................................................................................................................439
Multilevel Organization ........................................................................................................................................439
Course-by-Course Description for Appropriate Grade, 9—12 ...............................................................................440

PART FIVE ...................................................................................................................................... 445

APPENDIX A ........................................................................................................................................... 446
Suppliers: America and Worldwide ................................................................................................. 446
APPENDIX B ........................................................................................................................................... 451
Creation Instruction ........................................................................................................................ 451
Notes for teaching .................................................................................................................................................454
Ideas for Class Structure........................................................................................................................................458
Kick Out Darwin ...................................................................................................................................................460
APPENDIX C ........................................................................................................................................... 463
Story Selections from Śrīla Prabhupāda Books ............................................................................... 463
List of Stories from the Śrī Caitanya-Caritāmṛta ..................................................................................................463
List of Stories from the Srimad-Bhagvatam ............................................................................................................465
APPENDIX D ........................................................................................................................................... 470
Assorted Articles ............................................................................................................................. 470
Conversation Between Šrila Prabhupãda and Teachers ..........................................................................................470
Fifteen Principles of the Gurukula System ............................................................................................................477
Some Advice on a Tricky Situation in Bombay ......................................................................................................478
What a Local Board of Education Can Be ..............................................................................................................481
Overview of the Gurukula Elementary School Academic Program ........................................................................485

9
 Becoming Gurus for Our Children ........................................................................................................................487
Šri Rãma Interview ................................................................................................................................................490
Teaching Writing ..................................................................................................................................................494
Training for the Soul .............................................................................................................................................499
Gurukula Mental Health .......................................................................................................................................504
Children and Pets..................................................................................................................................................507
Children as a Blessing ...........................................................................................................................................509
Crack in the Universe............................................................................................................................................512
Detachment from Children ...................................................................................................................................515
Divine Consciousness Of a Previous Life...............................................................................................................517
How to Love Children ...........................................................................................................................................520
Is Experience the Best Teacher? ............................................................................................................................522
Nursery Nectar ......................................................................................................................................................524
Pay the Price .........................................................................................................................................................526
Prepared for Death ................................................................................................................................................527
Revolutionary Cleanliness .....................................................................................................................................529
The Test of Education ...........................................................................................................................................531
Thoughts at the Births of Grandchildren ...............................................................................................................533
"Your Children Are ... Different" ...........................................................................................................................534
Loving Our Children .............................................................................................................................................536
APPENDIX E – ........................................................................................................................................ 537
Samples .......................................................................................................................................... 537
Sample Classroom Schedules ................................................................................................................................538
Blank Class Schedule.............................................................................................................................................545
Sample Forms .......................................................................................................................................................546
Academic report card ............................................................................................................................................553
Parent book order form .........................................................................................................................................557
Calendar ...............................................................................................................................................................558
Permanent record..................................................................................................................................................560
Enrolment form ....................................................................................................................................................562
Tuition ..................................................................................................................................................................568
Teacher questionnaire ...........................................................................................................................................570
Letters to Parents ..................................................................................................................................................573
Rules .....................................................................................................................................................................579
Miscellaneous........................................................................................................................................................584
APPENDIX F ........................................................................................................................................... 586
Supplementary Reading Books ........................................................................................................ 586
Grades K-1 ............................................................................................................................................................586
Grades 2—3 ..........................................................................................................................................................587
Grades 4-6.............................................................................................................................................................588
Grades 7—12 ........................................................................................................................................................590
Teaching the Harm of Meat-Eating, Intoxication, Illicit Sex, and Gambling ..........................................................591
APPENDIX G ........................................................................................................................................... 592
Child Protection .............................................................................................................................. 592
Policy and Procedures ...........................................................................................................................................592
Handbook .............................................................................................................................................................592
BIBLIOGRAPHY ........................................................................................................................................ 623
Selected References ......................................................................................................................... 623
Courses .................................................................................................................................................................623
Video ....................................................................................................................................................................624
Audio ....................................................................................................................................................................625
National Home School Convention .......................................................................................................................625
Bob Jones University .............................................................................................................................................625
Association of Christian Schools International ......................................................................................................626
Books ....................................................................................................................................................................627
ABOUT THE AUTHOR ............................................................................................................................... 629
END NOTES............................................................................................................................................ 630

10
Part One

11
Chapter 1

First Considerations
It is extremely assuring to me to hear that
Drops of Nectar gurukula is doing nicely. The importance of
the school in Dallas cannot be overestimated,
both for our ISKCON movement, and for the
outsiders as well, indeed it is important for the
Modern civilization is in dire need of an whole world. I was discussing this point in my
lecture last night here in Bombay, that human
educational system to give people instructions
life means tapasya, and tapasya must begin
on what happens after death. In actuality the
with brahmacäryena, life at gurukula. The boy
present educational system is most defective
is supposed to lie down on the floor, collect
because unless one knows what happens after
alms for the spiritual master - not that they are
death, one dies like an animal. (Matchless
trying very hard to make a comfortable
Gifts, Chapter Two)
material arrangement. (Letter to Dayãnanda,
April 11, 1974)
Any five-year-old child can be trained, and
within a very short time his life will become
In our Kåñëa consciousness movement, the
successful by realization of Kåñëa
gurukula plays an extremely important part in
consciousness. Unfortunately, this training is
our activities because right from childhood the
lacking all over the world. It is necessary for
boys at the gurukula are instructed about Kåñëa
the leaders of the Kåñëa consciousness
consciousness. Thus they become steady
movement to start educational institutions in
within the cores of their hearts, and there is
different parts of the world to train children,
very little possibility that they will be
starting at the age of five years. Thus such
conquered by the modes of material nature
children will not become hippies or spoiled
when they are older. (Çrémad-Bhägavatam,
children of society; rather, they can all become
7.5.56-57 Purport)
devotees of the Lord. The face of the world
will then change automatically. (Çrémad-
I am especially pleased that your gurukula
Bhägavatam, 4.12.24 Purport)
project is going forward nicely. I consider that
this is one of our most important projects.
The old system of gurukula should be revived
(Letter to Satsvarüpa, December 17, 1971)
as the perfect example of a system designed to
produce great men, sober and responsible
I am simply surprised that you want to give up
leaders, who know what the real welfare of the
your child to some other persons, even they
citizens is. Just as in former days, all big big
are also devotees. For you, child-worship is
personalities were trained in this way. Now
more important than deity-worship. If you
you have got the responsibility to inject this
cannot spend time with him, then stop the
idea in your country. Please do it with a cool
duties of püjari. At least you must take good
head, and very soon we shall see the practical
care of your son until he is four years old, and
benefit for your countrymen. (Letter to
if after that time you are unable any more to
Satsvarüpa, November 21, 1971)
take care of him then I shall take care. These
children are given to us by Kåñëa, they are

12
Vaiñëavas and we must be very careful to association in the schools and colleges, and I
protect them. These are not ordinary children, became completely out of practice. But in my
they are Vaikuëöha children, and we are very youthful days, when I met my spiritual master,
fortunate we can give them chance to advance Çré Çrémad Bhaktisiddhänta Sarasvati Gosvämé
further in Kåñëa Consciousness. That is very Mahäräja, again I revived my old habit, and the
great responsibility, do not neglect it or be same playful deities became my worshipful
confused. Your duty is very clear. (Letter to deities in proper regulation. This was followed
Arundhaté, July 30, 1972) up until I left the family connection, and I am
pleased that my generous father gave the first
So, from the very beginning of life one has to impression which was developed later into
learn this Kåñëa consciousness, and thereby regulative devotional service by His Divine
one may become fully Kåñëa conscious and act Grace. Mahãräja Prahlãda also advised that
accordingly. Lust is only the perverted such impressions of a godly relation must be
reflection of the love of God which is natural impregnated from the beginning of childhood;
for every living entity. But if one is educated otherwise one may miss the opportunity of the
in Kåñëa consciousness from the very human form of life, which is very valuable
beginning, that natural love of God cannot although it is temporary like others. (Çrémad-
deteriorate into lust. When love of God Bhägavatam, 1.12.30, Purport)
deteriorates into lust, it is very difficult to
return to the normal condition. Nonetheless, In the language of Bhagavad-géta (Bg. 7.15),
Kåñëa consciousness is so powerful that even a people who are engaged in gross sense
late beginner can become a lover of God by gratification are müòhas - asses. The ass is a
following the regulative principles of symbol of stupidity. Those who simply engage
devotional service. (Bhagavad-géta, 3.41, in the profitless pursuit of sense gratification
Purport) are worshiping avidyä, according to Çré
Éçopaniñad. Those who play the role of helping
Çréla Jéva Gosvämé remarks in this connection this sort of civilization in the name of
that every child, if given an impression of the educational advancement are actually doing
Lord from his very childhood, certainly more harm than those who are on the platform
becomes a great devotee of the Lord like of gross sense gratification. The aim of real
Mahäräja Parikñit. One may not be as education should be self-realization,
fortunate as Mahäräja Parikñit to have the realization of the spiritual values of the soul.
opportunity to see the Lord in the womb of his Any education which does not lead to such
mother, but even if he is not so fortunate, he realization must be considered avidyä, or
can be made so if the parents of the child ignorance. By the culture of such nescience,
desire him to be so. There is a practical one goes down to the darkest region of
example in my personal life in this connection. ignorance. (Éçopaniñad, Text 9, Purport)
My father was a pure devotee of the Lord, and
when only four was or five years old, my father
gave me a couple of forms of Rädhä arid Kåñëa.
In a playful manner, I used to worship these
deities along with my sister, and I used to
imitate the performances of a neighboring What You Will Gain
temple of Rädhä-Govinda. By constantly
visiting this neighboring temple and copying From This Book
the ceremonies in connection with my own
deities of play, I developed a natural affinity for
the Lord. My father used to observe all the Çréla Prabhupäda desired the International
ceremonies befitting my position. Later on, Society for Kåñëa Consciousness to be a society
these activities were suspended due to my

13
of teachers. All his followers have the mission line with the guidelines established by our
to instruct others in the theory and practice of beloved spiritual master.
living as devotees of Kåñëa. The duties of
parents in this regard are very serious, and no In general, if you are just starting, you will find
less weighty than the duty of the guru to his very specific instructions for operating various
disciples: types of educational programs. If you have
“One who cannot deliver his been teaching or running a school for some
dependents from the path of repeated time, we hope you will discover ideas for
birth and death should never become a improving problem areas, confirmation of
spiritual master, father, a husband, a successful policies, and inspiration.
mother, or a worshipable demigod.”
(SB 5.5.18) Future volumes in this series will deal with
detailed teaching methods and techniques,
While ISKCON as a society has a duty to build äçrama training, gurukula programs for self-
the educational system Çréla Prabhupãda sufficient varëäçrama communities, etc.
envisioned, we must also recognize that it is a
young movement - short on centralised
resources and experience. Parents, dedicated
teachers, and local ISKCON leaders who want
to see their communities grow, must take the
initiative now to see that every ISKCON child
How to Use This
can receive a proper Kåñëa conscious
education from other devotees of Kåñëa.
Guidebook
Accomplishing this goal is clearly on the
minds of our parents and teachers. The
ISKCON board of education receives dozens of
You will notice that we refer to the material
letters a month from devotees around the in this book as “suggestions.” It is not possible
world, begging for all available information on (or desirable) to mandate a certain textbook or
how to start and maintain Kåñëa conscious teaching method as being the “only way.” It is
schools. This guidebook is meant to satisfy for this reason, primarily, that this handbook
that need by providing step-by-step was so long in coming. No one wanted to say
instruction, resources, and guidance for any that “such and such is the authorised program
kind of Kåñëa conscious educational project. and everything else is mäyä.” Please do not
take the instructions here in that mood! Every
Çréla Prabhupãda himself gave many general country and community has different needs,
and specific instructions for providing Kåñëa and access to different resources. Individual
consciousness education for our children and schools and teachers have their own preferred
teenagers. ways of doing things. Also, it isn’t even
possible to know about all the available
This present volume attempts to supplement textbooks, teaching methods, enrichment
that information by providing specific details materials,
on school organization , curriculum selection, forms, schedules, and discipline techniques.
subject organization , and other related topics. Many items or ideas not mentioned in this
It will be especially helpful to those who arc book may be superior to what we have
finding it difficult to implement a traditional presented.
gurukula program, but still want to keep the
essential mood of gurukula. We are humbly This handbook is written mostly (though not
attempting to keep all suggestions strictly in completely) by Americans who have
experience with the American educational

14
system, and with American and Canadian bear. Unfortunately, all valuable gems have a
resources. However, we have tried, to the best high price.
of our ability, to give suggestions that can be
applied anywhere in the world. When looking The austerity of creating and maintaining a
at specific textbooks and educational supplies, school in Kåñëa consciousness - whether you
we have tried to find companies that are teach one child at home or 500 in a large,
internationally accessible. Of course, even that institutional ãçrama setting - is formidable.
is useful only for English-medium schools. Education, even if very simple, is expensive.
Schools and parents who teach in other Teaching is demanding, both of time and
languages can still use the general suggestions energy. Supplies, rooms, buildings, books,
in each area. The section entitled, “Choosing etc., require constant maintenance. Proper
Textbooks and Educational Materials” in prasädam must be provided. Local laws have
Chapter 6 was specifically designed for those to be learned and complied with. Young
who cannot use our recommendations. children need constant protection—physically,
emotionally, and spiritually. Adolescent
The approach to academic subjects presented students require even more time and energy to
here is designed to ensure that students attain insure that they are happily engaged in
a level of academic proficiency that is at least devotional service. Great care is needed to
equivalent to what they would achieve from a maintain harmony with parents, local ISKCON
standard public education. Since this is a legal authorities, and the local community in
prerequisite for having a school in most general. All these concerns hardly touch on
countries, we have outlined the program to the content of instruction! Planning,
meet those requirements. Many parents and updating, evaluating, and reporting the
students also strongly desire this kind of specifics of spiritual and academic instruction
equivalency, because they perceive that in the are time-consuming, full of confusing choices,
absence of a well-developed ISKCON and never-ending.
varëäçrama college program, it gives them a
wider range of options after graduation. We could say, “Relax—this handbook will tell
Several of our schools in India however, have you everything you need to know.” However,
chosen to follow the more traditional gurukula we are trying to warn you that putting these
system and we strongly urge our readers to into practice requires a serious commitment.
consider that model also. Each parent must Therefore, it is important to have a firm,
ultimately decide for himself how he will seek philosophical determination. Decide that once
to fulfill his responsibility to his children and you begin a school program, you will not stop.
to Çréla Prabhupãda. Then, you will have the strength to persevere.

It is certainly true that whatever is done for

Kåñëa has eternal benefit. It is surely better to
Prepare to Make a try, than to take the apparently easy road and
never give our children a chance for Kåñëa
Commitment conscious education. Yet it is self-defeating to
start an educational project as “an
experiment.” It takes about five years to
It is an open secret that teaching Kåñëa become a master teacher or administrator. It
also takes time to fully understand the
consciousness to favourably inclined children educational needs and moods of your
is a vast ocean of nectar. The transcendental
community. Expect the first year or two to be
happiness of seeing your students enthusiastic difficult and challenging, though not without
about japa, kértana, philosophy, pastimes, and
reward. As you gain experience, you will also
preaching is unlimited and almost too sweet to gain confidence in Kåñëa’s guidance and

15
arrangements. After all, teaching in Kåñëa Elementary School Academic
consciousness is not different from japa, deity Program,” by Bhürijana Dãsa.
worship, or study. We need patience,
confidence, and enthusiasm. 4) How do we put together an
educational system in ISKCON’s
present circumstances without
A Few Small Requests watering down Çréla Prabhupãda’s
vision and instructions? See: “Is
Gurukula Obsolete?” by Çré Räma
Please don’t consider this handbook as final Dãsa.

or comprehensive. We hope to revise it yearly,

and we ask that you provide us with whatever
suggestions, resources, etc., you feel would
help our readers. Twelve Steps for Success
by Çré Räma Dãsa
If you are looking for information about
teaching a particular subject or grade level,
please read Chapter 10, “Overview of When I first started working with gurukula
Academics” before jumping to your specific in 1979, the atmosphere was full of optimism
section. Seeing the complete picture is and confidence about the gurukula system and
essential to becoming a good specialist. Also, the future of our educational programs. There
be sure to at least glance through every were twelve established or fledgling schools
section—there are many teaching tips and and the number of gurukulas and students
short special articles interspersed here and increased steadily over the next few years. But
there. by 1983, things were declining. Lack of vision
and bad judgment, combined with external
events in the ISKCON society, took their toll
on the gurukulas and on the faith and
Resources enthusiasm of the parents, students and
teachers.

In Appendix D you will find several articles In spite of everything, I still haven’t lost my
optimism and confidence. After all, organizing
which answer in detail some of the questions schools for transcendental education is not a
raised in this introduction: mundane effort, but is governed by spiritual
principles of success and failure. By following
1) Why do we need our own the order of the spiritual master and working
educational system? See: “Training for hard to please him, success will come in course
the Soul,” by Urmilã Devi Dãsi. of time. Complete fulfillment of the desire of
the guru cannot always be achieved overnight,
2) Who is really responsible for as we know from the personal example of Çréla
educating ISKCON’s children? See: Prabhupãda. Sometimes we have to make a
“Becoming Gurus for Our Children,” plan to get from where we are now to where
by Bhürijana Dãsa. we know we should be in the end. Intelligence
and endeavor are required to find the ways and
3) What kind of academic training did means of fulfilling the order of the spiritual
Çréla Prabhupäda think was necessary? master - not just expecting that things will
See: “Overview of the Gurukula automatically move along in the right
direction.

16
 aspirations. Students need to see the relevance
During my involvement with several gurukulas of their education if they are to be enthusiastic.
and observations of many, I’ve had a chance to
witness the successes and failures of quite of
few programs. I would like to explain some
elements of these programs which I feel 2. Plan to Come to Çréla
enhance the possibility of success and
eliminate some of the most prominent causes Prabhupãda’s Standard
of unnecessary failure. They are not eternal
principles of Kåñëa conscious management,
but rather suggestions to be used when Çréla Prabhupãda’s standards on gurukula
establishing and maintaining educational have proven themselves to be more difficult to
institutions in the reality of present-day institute and maintain than we perhaps
ISKCON. thought they would be. I’ve seen in the last few
years that many parents, teachers and leaders
have taken inadequacies in gurukula programs
as demonstrations of the impracticality of Çréla
1. Work with Reality Prabhupãda’s instructions. The issue is seldom
confronted head-on, but subtly it is voiced
again and again. But we have to react to our
Idealism is valuable, as it points us toward the failures in a spiritually rational way.
future. But we must also be firmly grounded in
the reality of where we are right now. We can’t The disciple should not be surprised when he
imagine that we are working in a society of can’t understand, or finds himself unable to
fully surrendered souls, who have no material implement, the spiritual master’s instructions.
desires or conceptions and who follow the But he shouldn’t give up trying. If one finds
wisdom of authority without question, or that that he is unable to immediately follow the
ISKCON is presently capable of unified action. guru’s order, he should develop a plan in
After Çréla Prabhupãda disappeared in 1977, conjunction with the spiritual master or other
we didn’t foresee how things were going to Vaiñëava to gradually come up to the standard.
change, and when they did change, we often For example, when in ISKCON’s early years,
didn’t recognise what was happening around some disciples were having difficulty giving up
us. We didn’t comprehend how difficult it was smoking, Çréla Prabhupãda advised them to
going to be to organise international projects, regulate it, first smoking a few cigarettes a day
or how parents and leaders were going to at certain times, gradually cutting down to one
develop drastically different ideas about what per day, and finally eliminating them
Çréla Prabhupãda’s instructions on gurukula altogether.
meant. We didn’t see the necessity of
organizing the gurukulas from the grassroots Now in practice we find that there are many
level up, rather than the other way around. We adaptations (and compromises) of Çréla
must learn the lesson of always looking around Prabhupãda’s instructions on children’s
and seeing what we have to work with, instead education. This is generally done in the name
of imagining that we are working in a society of “time, place and circumstance.” But to be on
that in reality doesn’t exist. the safe side when making such adjustments,
and to be sure that we are not just giving in to
The children’s education must enable them to our own spiritual weaknesses, we should apply
fit into the ISKCON they will encounter when two tests, asking ourselves:
they graduate - not into an ISKCON that 1) What has actually changed so as to require
presently lives only within our desires and this adjustment? and

17
2) What is my plan to come to the right
standard when the opportunity allows?
For example, a community might decide that it
is not feasible to have ãçramas for all students 4. Parents Must Take the
at present. But if in the future, qualified
teachers are found in whom the parents have Primary Responsibility
sufficient faith, then the situation should be
reevaluated to see if the standard could be
increased. In the past, when ISKCON was working in a
united way under one leader, it was much
We should make a diligent effort to easier to do things in a cooperative manner.
understand exactly what is impeding our Since the disappearance of Çréla Prabhupäda, it
attainment of Çréla Prabhupäda’s goals and has been quite difficult to get the kind of
plan to improve our implementation of his cooperation needed to make international or
instructions as soon as it is practical. even regional or national projects work.
Differences have come up due to sectarianism
and divergent expectations of just what the
children should be trained for.

3. Work in a Strong At one time, parents could be reasonably

confident that ISKCON leaders would provide
Community the necessary educational arrangements for
their children. Now it is clear that this is a
more difficult task than was once envisioned
Gurukula can’t stand on its own; it needs a and the Society is less prepared than ever to
strong community to depend on and interact deal with it. Instead of the number of
with. It is part of a larger Kåñëa conscious functioning gurukulas increasing, the number
culture, and if the culture or community is of Kåñëa conscious educational alternatives is
weak, the gurukula cannot be expected to diminishing year by year. Therefore, parents
survive. must realize that if they don’t take the
initiative to see to their children’s education in
Good cases in point were the Lake Huntington Kåñëa consciousness, it probably won’t get
and Bhaktivedanta Village gurukulas. In their done. No one is as concerned about children as
prime, both had about seventy students and their parents are, and the necessity of this
were more or less working well. But the grass-roots approach must be recognized.
communities in which they were based did not
hold together and the schools were forced to Teachers, parents and school administrators
take over more and more of the community must consult together like never before to
functions and finances. Once the gurukulas make sure that full understanding and
became the support for the communities, cooperation exists between them. Parents must
rather than the other way around, it was only a work closely with community leaders to see
matter of time before complete collapse took that the educational program is given the
place. proper attention and priority. If parents see
Educational institutions require stability, that adequate educational facility cannot, be
support and a lot of work to succeed. Before organized in a particular place, then they must
starting a gurukula, it should be seen whether act on their own, or in cooperation with other
the community itself has good prospects for parents, to see that their children are provided
longevity and stability and can provide for a some kind of Kåñëa conscious education.
school without later considering it an
unwanted burden.

18
For the time being, the best emphasis is enthusiastically participated in it have been
probably on local development, even though quite pleased with the results.
that process is sometimes limited by the small
number of children and lack of facilities in a My experience is that if the students sense that
given community. the parents and teachers want the same thing,
then they are satisfied, even if the program is
very simple. But if they think the parents and
teachers have contradictory opinions about the
5. Develop Unity of Purpose standards, the children are never happy, no
matter how nice it may really be.

The Bhaktivedanta Swami Gurukula in Therefore, it is important that there be

Våndãvana was founded by Çréla Prabhupäda agreement between parents, teachers,
in 1974 to function as the main school for boys administrators and local leaders on what the
in ISKCON. More or less all the boys were goals and program of a particular school will
expected to go there. After some time, the be. If separate groups have vastly differing
policy devolved into that all boys should expectations, the results will surely be that
attend school there at least for a year or two in none will be satisfied. If in a community there
order to get the “Våndävana experience.” As is a wide divergence of opinion on the goals
problems arose, devotees developed differing and program of the local school, it might be
conceptions of what purpose the school should wiser to start several schools, rather than
serve in the Society. These conceptions were cripple a single one by failing to give it a clear
often at odds with each other. The school tried mandate in a specific educational direction.
for some time to be “everything to everybody,”
but without a clear vision of what it was trying In Jagadéça Goswãmé’s 1986 proposals to the
to achieve, enthusiasm waned. Under such GBC on secondary education, he
circumstances, the movement-wide support recommended that a community or region first
which is required for such an international decide what kind of Kåñëa conscious social
project was lacking and problems multiplied. environment it was expecting the students to
live in when they graduated, then proceed to
That is, of course, an over-simplification of the design the educational program accordingly.
Våndãvana situation, but it does serve to
illustrate some of the difficulty which can
come when the goals of an institution are
muddled, for whatever reason. Now the 6. Realize the Influence of
Våndãvana gurukula has redefined its short-
term aspirations and policies and is
Culture
encouraging students to come there who share
those goals and can benefit most by its
program. The result is happier students and a
Did you ever notice when you visited
more successful course of study. different temples, how much the atmosphere
of the temple is influenced by the culture
The Mäyäpura gurukula has evolved into a around it? The devotees in New York seem to
traditional Vedic-style school which is much take on some of the city’s intensity and sense
different than Våndãvana or any other ISKCON of urgency, while those on the west coast
institution. The program there would appear a bit more laid-back and easy-going.
undoubtedly not satisfy everyone in the The point is, never underestimate the
society, but within the scope of its self-defined influence of the surrounding culture, even in
purpose, it is successful and those who have an apparently transcendental place.

19
We shouldn’t expect that the same cultural 7. Aim for the Top of the
results can be achieved in a gurukula in the
West as in one located in India. We would also Culture
expect some difference of atmosphere in a
rural gurukula compared to one in a city.
Even though the adults in the Kåñëa
As Sukavaka Däsa pointed out in his paper, consciousness movement are far from perfect
“What Will the Second Generation Do? — The examples, we can still do a pretty good job of
Problem of Apostasy in Kåñëa Consciousness” staying above the material muck if we follow
(ISKCON Education, Winter 1987), we can’t the rules and regulations of the scriptures with
expect our children to live in a cultural void. diligence. While we cannot expect our
Until we have established a full Kåñëa gurukula students to perform miraculously
conscious culture that satisfies all the needs of better than we do, we should set a standard for
our devotees, the influence of the culture that the students which at least aim for the top of
surrounds us will seep in. our present spiritual achievement.

It would be a mistake to think that we live in In other words, we should try to train gurukula
Vedic culture. Presently, we live in ISKCON students to be as good as (or a little better
culture, which is a unique blend of traditional than) the best devotees they have as examples
Vedic culture, modern Indian culture, the all- in the local environment. There is no need to
pervasive Western culture, and whatever our permit unnecessary influences from mundane
local culture happens to be. And what we are society to enter our schools in the name of
heading for is also not Vedic culture - which giving students a well-rounded cultural
can never be perfectly revived in the Kali-yuga experience.
- but our own special saìkértana culture.
Sometimes ISKCON parents say, “I went
While we are in the process of developing and through all these experiences, and I became a
maturing our own culture, we should not devotee. If it was okay for me, it’s okay for
expect our children to come out like perfect them.” But look at all the problems we have.
Vedic progeny and automatically accept all the Shouldn’t we try to give our children a better
standards of Vedic society, even as we are so chance than we had, letting them be free from
much compromised by what is going on the many varieties of miçra-bhakti we are
around us. attached to? Çréla Prabhupäda once said that
we should try to prolong our lives as long as
Often when a man and woman get married in possible so that we have the best chance to go
Kåñëa consciousness, the man expects his wife back to Godhead without taking another birth.
to be Devahuté and the wife is expecting Birth in the material world is so dangerous. So
Kardama Muni. The marriage doesn’t mature even birth as a devotee shouldn’t be taken
until each accepts the other as they really are, lightly or considered an automatic ticket to the
not as they imagined they would like them to spiritual world. The duty of the parent is to
be. Likewise, we must set reasonable give the child the best chance to become as
expectations for our children, taking into perfect as he can possibly be.
account the environment they are actually
growing up in, not the one we wish they were
growing up in.

20
8. Get the Teachers Trained Appropriate books are available from college
bookstores and the teacher libraries that are
found at most universities.
Training teachers isn’t just for the benefit of Another valuable resource is educational
the students. Training is essential if one wants
seminars. Seminars and workshops for
to keep good teachers on the staff. Teaching is
teachers are often arranged by school districts
a demanding job, and if a teacher isn’t
or private institutions which specialize in
confident in what he’s doing, it becomes
encouraging teacher competence. Costs are
impossible.
usually reasonable and many are free.
Ideally, teachers should get training before
The ISKCON board of education is also
taking their own classes. ISKCON doesn’t have
beginning to organize teacher training
much of a centralized program for teacher
programs. Bhürijana Dãsa has conducted a
training yet, so the best procedure is to spend
number of successful workshops on writing
between three months and a year working with
and discipline and plans to have some on-
an experienced teacher.
going facilities established within the next few
years. Everyone should take advantage of these
In practice it is seen, however, that teaching
highly-praised and economical seminars.
candidates are often put in the classroom with
little or no training and expected to figure out
Lastly, give teachers a chance to associate with
on their own what to do. Only the most self-
other teachers. Invite instructors from other
reliant and motivated people survive this
gurukulas to visit your institution and let your
approach. Still, the headmaster who finds
teachers travel when there is an opportunity.
himself with such a staffing situation can do a
lot to facilitate what is called in-service training
or training that takes place while the classroom
teaching continues.
9. Organize the Program
First, the headmaster should require that around the Personnel
teachers be thoroughly familiar with the
textbooks they are using. Teachers should
carefully read through textbooks, make sure
they themselves can do all the work required
When putting together an educational
program, the question naturally comes up as to
of the students, and study teacher’s editions if
what skills to teach. Of course, in many places,
they are available. Headmasters should also
government requirements will make some
require teachers to develop and provide lesson
things mandatory and there’s nothing that can
plans for each semester. This will force
be done about that. But outside the basic
teachers to get an overview of their material
subjects there are a tremendous number of
and give them a standard by which they can
possibilities.
judge the performance of themselves and their
students.
One will probably be tempted to sit down and
draw up an ideal list: “Let’s have music,
Instructors should read other books about
sewing, cooking, art, gardening, swimming,
teaching their particular subjects. A reading
deity worship, etc., etc., etc.” But who’s going
teacher can study the theory of reading
to teach all that?
instruction. Math teachers should know why
Figuring out the program and then trying to
the material is presented in the order it is and
find the teachers to fulfill it can be a very
what the important concepts are that students
exhausting exercise, especially if the school is
must understand in order to master a skill.
small or just starting out. Usually, we don’t

21
have the advantage of being able to hire people concentrate on perfecting their own devotional
to fill a particular vacancy in our curriculum, service, not worrying too much about what
but have to work with what we have. others are doing or not doing.

So let’s work with what we have. Find out Parents must want to voluntarily surrender
from the teachers and other community their children to their teachers. And the
members what skills they have and what they teachers must feel inspired by the attitude of
might be interested in teaching. Plan the the parents to want to take responsible care of
curriculum around the already existing talent. the students. The element of forced
If one organizes the curriculum around the participation on both sides must be eliminated
personnel, there is much stronger chance that in order to build a foundation for genuine
the individual projects will be successes and trust.
continue for a long time. The teachers will also A responsible administrator should carefully
appreciate that they can share their previously evaluate the resources that are available to him
learned skills with others and that they aren’t and plan to accept those children whom he can
forced to teach subjects that they have little or accommodate successfully. Undoubtedly, such
no proficiency or interest in. a policy will mean that some potential students
will not be able to find a place in gurukula at
the present. But it is more important that there
are no more failures and that every ISKCON
10. Don’t Take On More Than educational project becomes a success within
the scope of its own aspirations.
You Can Handle
If a program is successfully established, even if
it is only for a few grades, it can gradually
There was a time when ISKCON education expand and turn into a first-class institution
was more or less compulsory on all sides. covering a full range. A gurukula with a proven
Parents were required by their authorities to record of competence and achievement will
put their children in the local gurukula, have no difficulty attracting good students and
whether or not they had any faith in the teachers. But an over-extended school,
teachers or administrators. And the schools especially where sufficient qualified teachers
were expected to accept all students, whether are lacking, is bound to be an unpleasant
or not they had qualified teachers and facilities experience for all involved and result in deep-
or felt that a student would actually benefit rooted frustration and loss of faith. Once there
from the gurukula experience. has been a serious gurukula failure in a
community, it is hard to do anything positive
The result of these policies, especially seen in in that area for a long time.
light of the lack of qualified teachers, has been
a string of gurukula failures and a consequent One scheme which is becoming popular is to
loss of faith in the whole gurukula process. start a school for five-year-olds and expand it
one grade at a time, year-by-year as the
A sense of voluntary participation must be original group gets older.
introduced. It is not exactly the responsibility
of gurukula administrators to try to forcefully
induce everyone to enroll their children in
gurukula. Çréla Prabhupäda’s instructions on
the matter are available for everyone’s study.
Whether or not an individual elects to follow
the orders of the spiritual master is ultimately
his own affair. Gurukula personnel need to

22
 sufficient. If the full burden for developing the
11. Establish Sound school is placed on the shoulders of the
current group of parents, the result is that the
Economic Policies current group is paying for the facilities which
will be enjoyed by students who come in the
future. In this circumstance, the tuition cost
In this age, nothing keeps running very long becomes too high, discouraging all but the
without sufficient money. I remember some most well-off from enrolling their children.
fairly nice gurukulas that suffered for lack of This has the unfortunate effect of delaying
funds. Things went on by sheer determination gurukula self-sufficiency by limiting the
for some time, but eventually the teachers number of potential tuition-paying students
became worn out from lack of facility and and making it more difficult to reach an
could no longer give their full attention to efficient teacher-student ratio.
their real business of teaching.
In fact, most public and private schools are
We are finding that education is an expensive subsidized in one way or another, either by
business. Just how expensive, often eludes us wealthy individuals, endowments, or tax
when we start out. It doesn’t seem to be a big collections. The point is that the local
thing to find some space and a teacher for a community must find a way to spread out the
few five-year-olds. But as we expand and have costs of developing a Kåñëa conscious school
to finance buildings, provide for more in a fair and efficient manner and see that it
teachers, meet government regulations, etc., has both the personnel and finances to develop
the costs start to pile up. until it reaches self-sufficiency. In many cases,
total self-sufficiency may never be attained.
Developing projects are often also plagued by
inefficiency. When the 5 and 6-year olds turn
seven and can no longer be taught with the 12. Do Something!
younger ones, a new teacher may be needed,
even though in absolute terms the number of
students doesn’t justify a second teacher. Perhaps the most important thing is to not
Äçramas and classrooms that could be become discouraged by the complexities of
occupied by ten or twenty students are often establishing a Kåñëa conscious educational
used by only five. system. Lord Caitanya warned that devotees
should strictly avoid the association of non-
When the number of students increases devotees. How then could we think of sending
beyond eight or ten, the school starts to be a our children to be educated by them? Parents
strain on the community resources, and the and leaders of ISKCON must realize that they
temple authorities start pushing the gurukula have a solemn responsibility to give the
to get its own facilities. The gurukula also children of this movement a fair opportunity
begins to be more conspicuous, and to achieve the perfection of life.
government requirements must be considered.
All these things have to be calculated and The vision of a system of successful Kåñëa
planned for in advance. It may be a fact that conscious schools, giving training to devotees
not every community can afford its own from the primary through the varnäçama
school. This must be realistically evaluated. college level, seems far off. Even one such
school would be a great accomplishment.
Don’t expect all expenses to be covered by
tuition. That may be possible for a fully- But success is often measured in a series of
developed and efficient school, but under any small steps. We must be brave enough to take
other circumstances tuitions alone will not be

23
those steps with care, determination and make any arrangement for a school, at least let
planning. Even if the step we take today the parents come together and cooperate to
doesn’t solve the whole educational problem, it give their children some kind of educational
is one part of the solution. We can’t let the program. If nothing else, a parent can always
awesomeness of the situation freeze us into a take the matter in his own hands and educate
state of inertia. his own children.

If you can’t start a comprehensive gurukula and Whatever is done, it is one step toward a
varnäçama college, then at least begin with a complete solution. That step should be taken
few grades. If that is too much of a strain on with determination to always increase and
the community, then combine together with improve until the orders and desires of Çréla
other Kåñëa conscious communities and do Prabhupãda regarding Kåñëa conscious
something cooperative. If the community can’t education have been completely fulfilled.

24
Chapter 2

Getting Started
“My dear boy, you come and take your meals,”
Drops of Nectar then he will take.

Otherwise, if the teacher forgets to call him

one day for his meals, then he should not go
çré-närada uväca and ask the teacher that “Sir, I have not taken
brahmacäré guru-kule my food. Give me my food.” Rather, he
vasan dänto guror hitam should starve. So much penances, so much
äcaran däsavan néco regulation was there. These are called
gurau sudåòha-sauhådaù sacrifice. So student life is meant for sacrifice.
They should undergo training under serious
Närada Muni said: A student should practice regulations and penances so that
completely controlling his senses. He should life may be built up for future hope and future
be submissive and should have an attitude of spiritual realization. (Prabhupäda’s Lectures,
firm friendship for the spiritual master. With Bhagavad-gétä August 8, 1966)
a great vow, the brahmacäré should live at the
gurukula, only for the benefit of the guru. Therefore one has to fix his faith staunchly in
(Çrémad-Bhägavatam Canto 7, Chapter the bona fide guru. So if one has got bona fide
Twelve, Text 1) guru, and if he follows that bona fide guru,
then his life is success. This is the process.
The spiritual master, the teacher, he did not Sakñäd-dharitvena samasta-çãstrair. So
accept any payment in pound shilling pence. gurukula means to teach how to become very,
That was not accepted because mostly very faithful, cent percent faithful, to the bona
brähmaëas, they used to become the teachers. fide guru. That is gurukula. So you have to
So they were not accepting any salary. The teach like that. By behaviour, by life, by
brähmaëas are forbidden to accept any service. action. That is gurukula. This sum and
So the education was free. So every student, substance of... brahmacäré gurukula vasan dãnto
education was free. And village to village guror hitam. (Room Conversation, Paris, July
education was... So in former days — even 31, 1976)
fifty years before I have seen in villages—there
was some small school, and all the villages Therefore our young men must be trained at
boys, they were coming and taking education. the earliest age to not be attached to so many
So education was very much widespread things like the home, family, friendship,
because education was free in this way. So society, and nation. To train the innocent boy
students were meant to go for begging alms for to be a sense gratifier at the early age when the
the teachers. These are some of the regulative child is actually happy in any circumstance is
principles. Now, that is sacrifice. They the greatest violence. Therefore; brahmacäré
sacrificed their labour for the spiritual master, gurukule vasan dãnto guror hitam. The
for the teacher, and whatever they got, they brahmacäré lives at the place of the spiritual
surrendered to the teacher. And it is said that master and works for the benefit of the
after cooking, if the teacher asked the student, spiritual master by begging for his
maintenance, by cleaning, learning the

25
principles of Kåñëa consciousness, and sense gratification at an early age, children will
engaging in the process of bhägavata-dharma, turn out very nicely as sober citizens, because
whereby his life will have a firm, sane they have learned the real meaning of life. If
foundation with which he can overcome the they are trained to accept that austerity is very
forces of mäyä by strong training in the enjoyable then they will not be spoiled. So you
beginning. organise everything in such a way that we can
deliver these souls back to Kåñëa - this is our
The karéis cannot accept this because they are real work. Some of our girls may be trained in
too much attached to their bodies and cannot colleges and take teacher exams, and their
tolerate any austerities. Since they are too husbands also. As you develop our program
attached to their children they are even more there I shall give you more hints. (Letter to
insistent that the child be drowned in bodily Satsvarüpa, November 25, 1971)
consciousness so that he may avoid all types of
austerities and enjoy life to the fullest, thereby There are many saintly persons, they are ...
going to hell at the earliest age; mahat sevãà brahmacäré, or .... Brahmacãré, they avoid. It is
dvãran ãhur vimuktes tamo-dvãram yoñitäm not only for men. It is meant for woman also
sagi-saìgam. Those who associate with the because here we are dressed like men or
mahãtmãs through service to them become woman. Otherwise the mentality is manly, to
eligible for liberation whereas those who are enjoy, puruña. Puruña means who wants to
associating with woman or those who are too enjoy. And yoçik means enjoy. So our
attached to woman are paving their way to relationship in this material world, that either
hell. Therefore the [karmé] school systems in the dress of woman or man, the mentality is
require so many codes and regulations so the puruña, how to enjoy. The mentality is puruña.
children will not feel any inconvenience. The So when we give up this mentality, enjoyer,
training is geared to producing cats and dogs because we are not actually enjoyer. Enjoyer is
who will feel quite at home in a society of Kåñëa (Prabhupäda’s Lectures, Çrémad-
sense gratification. (Letter to Jayatirtha, Bhägavatam, April 13, 1975)
January 20, 1976)
Tamäla Kåñëa: You said that your Guru
Guru says there are four principles to be Mahäräja said…
followed, they should be taught in that way. Prabhupäda: “If I could produce Kåñëa
No illicit sex, no gambling, no meat-eating, no conscious children, I am prepared to produce
intoxication. Guru says that you chant at least hundreds of children. ”What is the use of
sixteen,that should be taught. Risen early, rise producing children like cats and dogs?
early in the morning, that should be taught. Produce children like Prahläda Mahäräja. The
So whatever guru says, you have to teach them whole world will be benefitted. Ekaç candras
perfectly, from childhood; then there will be tamo hanti na ca. Progeny, that is not
no deviation when they are grown-up. (Room condemned. Why it should be condemned?
Conversation, Paris, July 31, 1976) Let there be pregnancy, but Kåñëa conscious.
That, our Pradyumna’s son, these, all children.
That is the gurukula system. The children Tamãla Kåñëa: Aniruddha.
should take complete protection of the Prabhupäda: Very nice. They should be
spiritual master, and serve him and learn from trained up properly. Special care should be
him nicely. Just see how nicely your taken. That is the idea of my Guru Mahäräja, a
brahmacäré are working. They will go out in gurukula. Gurukula, we are not going to make
early morning and beg all day on the order of some big, big scholars. We don’t require
the guru. At night they will come home with a scholars. We require ideal men by character,
little rice and sleep without cover on the floor. by behavior, by Kåñëa consciousness. Not by
And they think this work is very pleasant. If studying grammar. There are many
they are not spoiled by an artificial standard of grammarians. Let them study our books

26
nicely, English, little Sanskrit, that’s all. being placed by the father in the womb of the
Gurukula organise like that. We don’t want mother. Both the father and the mother were
big, big scholars. Unnecessarily. There are so responsible for the boy’s success in being
many scholars in the universities, drinking and liberated from the material bondage. That is
woman-hunting, that’s all. (Morning Walk, the process of successful family planning. It is
New York, July 13, 1976) to beget children for complete perfection.
From the very beginning of life our Kåñëa Without being self-controlled, without being
conscious children are getting the opportunity disciplined and without being fully obedient,
to learn how to chant and dance, so when they no one can become successful in following the
are grown up they will not change, but instead instructions of the spiritual master, and
will automatically make progress. They are without doing so, no one is able to go back to
very fortunate. Regardless of whether he is godhead. (Çrémad-Bhägavatam, 1.5.24,
born in America or Europe, a child will purport)
advance if his father and mother are devotees.
He gets this opportunity. If a child takes birth Please accept my blessings. I beg to
in a family of devotees, this means that in his acknowledge receipt of your very nice
last life he had already taken to the yoga Éçopaniñad papers, with Sanskrit,
process, but somehow or other he could not transliteration, translation and purport. You
finish it. Therefore the child is given another are all very nice devotees. You are very, very
opportunity to make progress under the care of fortunate to have the opportunity to be going
a good father and mother so that he will again to this gurukula. It is the only one of its kind
advance. In this way, as soon as one completes in the world. You are the first students and
his development of God consciousness, then you must set a good example for the others,
he no longer has to take birth in this material always being very enthusiastic to learn from
world, but returns to the spiritual world. your teachers, offering all respects to your
(Science of Self Realization, Chapter Five) teachers, leading the kértanas with exuberance.
In future you will be the leaders of this Kåñëa
In Vedic civilization , boys were trained from consciousness movement, so now you must
the very beginning of life as first-class take this training preparation very seriously.
brahmacärés (celibate students). They went to (Letter to Ekendra, Shawn, Christina, May 21,
the gurukula, the school of the spiritual master, 1973)
and learned self-control, cleanliness,
truthfulness, and many other saintly qualities. Humility; pridelessness; nonviolence;
The best of them were later fit to rule the tolerance; simplicity; approaching a bona fide
country. (Science of Self Realization, Chapter spiritual master; cleanliness; steadiness; self-
Six) control; renunciation of the objects of sense
gratification; absence of false ego; the
In the system of varnãçrama-dharma, which is perception of the evil of birth, death, old age
the beginning of actual human life, small boys and disease; detachment; freedom from
after five years of age are sent to become entanglement with children, wife, home and
brahmacäré at the guru’s ãçrama, where these the rest; even-mindedness amid pleasant and
things are systematically taught to boys, be unpleasant events; constant and unalloyed
they king’s sons or sons of ordinary citizens. devotion to Me; aspiring to live in a solitary
The training was compulsory not only to place; detachment from the general mass of
create good citizens of the state, but also to people; accepting the importance of self-
prepare the boy’s future life for spiritual realization; and philosophical search for the
realization. The irresponsible life of sense Absolute Truth - all these I declare to be
enjoyment was unknown to the children of the knowledge, and besides this whatever there
followers of the varnãçrama system. The boy may be is ignorance. (Bhagavad-gétä As It Is,
was even injected with spiritual acumen before Chapter Thirteen, Text 8-12)

27
 will constantly be torn, as participants with
The international board of education has differing goals attempt to pull the school
defined some general types of Kåñëa conscious toward their own preferred visions. At best,
educational programs. These include publicly this results in a schizophrenic, ineffective
accessible gurukulas with ãçramas, community program - and at worst, a totally dysfunctional
gurukulas with ãçramas, day schools, parent operation.
cooperatives, and home schools. The goals,
needs, and resources of the devotees involved It is also important to recognize who is entitled
determine what structure will work best. This to participate in this goal-setting process.
chapter gives details for deciding or redefining Basically, there are two kinds of schools:
your structure.
 A truly private institution which has
been conceptualized, planned,
financed, organized and operated by
Setting Goals and one individual, or a small, tightly-knit
group. Such an institution typically
Priorities has a clear educational philosophy and
methodology, and tries to attract only
those teachers, parents and students
Once you’ve determined to start a Kåñëa who share an identical, or nearly
identical vision. Standards are rigid
conscious school, the first step is to decide
and exceptions to policy are rarely
what kind of school you will have, and to
made.
make sure that all the devotees involved share
a common vision of the school’s purpose and
 A community school which attempts to
general operation. The devotees who want to
provide an acceptable education for all
start a school, or the ones already so involved,
children of the community. Many
must meet and establish primary and
people are involved, and compromises
secondary goals. These should be general
must often be made in order to get
principles. They must be established
everyone participating.
according to the desire and realization of the
above devotees, as well as the specific external
Which kind of school you have depends on
situation.
who is providing the money, facilities and
manpower. Sometimes teachers or
Failure to take this first step properly has often
administrators wish they had the first kind of
been a cause of serious problems. On the
school, where they would have absolute
surface, the purpose and goals of an ISKCON
freedom in setting policy. But more often we
school would seem to be clear, because our
find our schools are community-based, and
founder-äcärya himself laid down the basic
decision-making must involve all participants.
standards and principles. However, experience
Therefore, the ISKCON board of education
has shown that devotees sometimes have
generally recommends that school goals and
greatly varying ideas as to how Çréla
policies be made by a local board of education
Prabhupäda’s instructions should be
- comprised of representatives from the school,
implemented, and also differing impressions of
the parents, and the local ISKCON
the application of the “time, place and
administration.
circumstance” principle.
The goals and purpose of your school should
Unity of purpose and method in a project is of
be clear enough that they can be stated in two
the utmost importance. Without clear
or three short paragraphs and easily
agreement from all involved parties, the school
understood by any parent or teacher. Below is

28
a sample of such a statement from one school (Although this school has no ãçramas,
in the United States. By reading it (and the it requires strict attendance at the full
school rules), a perspective parent could morning program, and forbids karmé
quickly evaluate whether or not it is the right television watching.)
school for his children:
After putting the general purposes of the
The purpose of a gurukula education is school in writing, the devotees who are (or will
to enliven and enthuse the student be) involved in taking the primarily
with faith and love for Kåñëa and a responsibility should now write down the
bona fide spiritual master through general elements required to fulfill those
regular attendance of the devotional purposes. Again, we must stress that each
programs and spiritually exemplary situation is different. Although we can state
teachers. The school also aims to that particular goals are best on an absolute
provide the child with the necessary platform, each situation has its best solution.
philosophical background in Therefore please understand that the following
transcendental science, and sufficient examples are provided simply to clarify the
knowledge of standard academics to process, not to suggest what is better or worse.
allow him or her to pursue his
devotional service without difficulty.
This academic proficiency should Example 1
match or exceed that offered by most
Western educational institutions,
without molding the vulnerable child’s School goals: Strict practice of brähminical
mind to the temporary, bodily goals set life; extensive preaching experience; academic
by such establishments. training sufficient to satisfy minimum
requirements.
The scope of our educational direction
goes beyond faith and academics. The Specifics and priorities:
traditional relationship of master and  Facilities that encourage
disciple enables students to easily celibacy and chastity.
realize all good qualities. The students  Fixed-up, serious ãçrama
are expected to develop discipline, teachers.
respect for authority, humility,
 A system of supervision and
tolerance, control of the mind and
evaluation of ãçramas.
senses, detachment, simplicity,
 An ãçrama director who is
honesty, cleanliness, obedience,
responsible for arranging
patience, and freedom from the bodily
saëkértana programs, etc.
concept of life.
 An academic system which is
efficient, but easy to administer
Achieving the above goals, the student
and supervise.
will be equipped to work fully within
ISKCON as a preacher, contribute his
special abilities to the creation of a
God- centered society, or live as an
exemplary Vaiñnava within the larger
society. For the serious student,
gurukula provides an ideal
environment for attaining the complete
purity that will enable him to live in
the spiritual kingdom of God.”

29
 Steps to Start or Reorganise a School

create local board of education

set immediate and long range goals

set priorities

decide what people (positions) are needed

describe responsibilities organise structure

find people and money

decide spiritual structure decide academic structure Decide on physical facilities

rules and schedules and classroom educational

standards programme organisation philosophies

get training make it suitable

purchase educational materials purchase educational supplies

write a description of your school’s

•purpose
•spiritual programme
•academic programme
•admission procedure
•calendar
•tuition
•rules
•discipline programme

admit students

Figure 2.1
30
Example 2 to be accomplished no matter how small or
large your planned school is to be.

School goals: Intensive academic training; We can summarize the above process by
describing the experience of one American
basic exposure to Kåñëa conscious practice and
school:
philosophy; varied opportunities for vocational
training.
There had been an adequately functioning
community ãçrama gurukula in the
Specifics and priorities:
community, with about fourteen children aged
 An academic program that
5-9. It closed. After some months with no
follows the best local schools.
school, the GBC requested devotees to reopen
 Trained, steady academic the gurukula. The immediate goal was an
teachers.
adequate academic program with solid devotee
 Teachers who can supervise teachers. The specific priorities were to find a
the children for the morning devotee with experience teaching academics
program. and to locate a building. There were some
 Arrangements with devotees, books and supplies from the previous school.
members, or outside After this was functioning for a few months,
institutions for vocational with confidence that the school could
training. continue, the devotees involved set long-range
 goals. They wanted a steady morning
program, first-class prasädam, well-planned
curriculum, and better-than-average academic
Example 3 instruction. They then made a priority of
finding a reliable teacher for the morning
program, curriculum development, a garden,
School goals: Academic training equivalent to cook, and teacher training. As the school has
the materialistic schools in the country or grown, the goals have shifted and enlarged,
region; exposure to the entire morning along with the priorities for achieving them.
program and all Vaiñnava practices and
philosophy; experience of a simple, austere life
in a rural setting.

Specifics and priorities:

 An academic program that is
standard for the locality.
 Steady, trained teachers.
 Adults in the community who
are willing to let the students
participate with them in
various community activities.
 A vibrant community where
students feel a place for
themselves when they grow up.

This kind of forethought, goal and priority
setting, and sharing of common vision, needs

31
 Organization within School

Small School 1

local board of education

principal/teacher

teachers cook maintenance security/treasury

Small School 2

local board of education

principal/teacher cook maintenance security/treasury

teachers

Large School

local board of education

administrator

elementary principal maintenance security/treasury

elementary teachers janitors, cooks

ãçrama principal secondary principal Sunday school principal

ãçrama teachers secondary teachers Sunday school teachers

Figure 2.2
32
 various positions that are needed to run the
Organizing and Deciding school, and their relationships.

Areas of Responsibility When planning school organization , keep in

mind that it is a generally accepted
management principle that no one directly
Once the basic elements of the school have supervise more than nine people. The ideal
situation is for each person to supervise no
been outlined, the next step is ready to be
more than five or six others. Also, supervision
taken: assigning areas of responsibility. The
is generally vertical not horizontal. In other
importance of doing this properly cannot be
words, teachers don’t generally have
overemphasized. When everyone involved
jurisdiction over other teachers.
understands clearly what is expected of them,
this is a much greater chance than things will
For every staff member, their should be a clear
work efficiently and peacefully. Whether you list of specific responsibilities. Every staff
are starting a project, or managing an ongoing
member should be aware of each person’s
one, the general steps for assigning and responsibilities throughout the entire school,
following up on responsibility are the same:
so he knows what to expect from his
associates. Here are some typical examples:
1) There must be someone in charge - a
Administrator:
headmaster, principal, chairman of the
— General oversight of the school.
board, etc. His primary responsibility — Liaison between school and community.
is to see that everyone else does what
— Choose staff (with approval of board of
they have agreed to be responsible for. education).
— Inspire and evaluate staff.
2) A list of all the different functions — Plan school calendar.
which need to be performed on an ongoing
— Admit new students.
basis, plus all onetime tasks, should be
— Assign staff responsibilities.
compiled.
— Supervise administration of diagnostic and
achievement tests.
3) Responsibility for each function and — Evaluate instructional program.
task should be assigned.
— Be available for counseling with students,
staff and parents.
4) There must be a process for continual
evaluation, review, and adaptation. For
Academic teacher:
example, if a
— Assist with testing and orientation.
board of education meets once a
— Plan daily schedule within classroom.
month, the chairman should first
— Inspire the students.
review the minutes of the previous
— Plan extracurricular activities.
meeting and see that all agreed-upon — Maintain discipline.
tasks were satisfactorily completed. If
— Follow the academic guidelines set by the
not, the cause for failure should be school.
identified and corrected. Only then,
— Conduct parent-teacher conferences.
should the board move on to new
— Maintain accurate student records.
business.
Cook:
A functioning school will have an organization
— Do the shopping.
similar to one of the examples in figure 2-2 on
— Tend the garden in season.
page [??]. An organization al chart shows the — Keep purchases within budget.
— Maintain strict cleanliness of kitchen.

33
— Submit menus that conform to the school’s
standards. 3. The relationship which was, when
— Follow school guidelines for cooking (no gurukula was first established in
hot spices, all tomatoes peeled). ISKCON, the only one, is where the
— Have prasãdam hot, on time, and in school is completely under the
adequate amounts. direction of the local temple president
(or temple council). It is in the same
It is very important, when writing an category as the deity department, or
organizational chart and descriptions of kitchen department. Although this
responsibility, to establish lines of authority arrangement is fairly straightforward,
not only within the school itself, but from the relationships of authority still need to
school to the local temple, local GBC be delineated. Devotees who are
representative, and international board of involved need to know who they can
education. If you teach even one student approach with a suggestion or problem
outside your family, everyone must understand about the school.
who sets the standards and make decisions in
spiritual, academic, and general (use of rooms, These different relationships apply also to
hours of instruction) matters. We can group home schools and parent-cooperatives,
ISKCON schools several ways, according to the depending on whether or not classes are held
type of relationship they have with local and on ISKCON property, and whether or not the
international authorities. parents are directly working under a temple
president.
This is illustrated in figure 2-3 on page [??]
and explained as follows: Please don’t think the above process only
applies to a large, complex institution. In a
1. One type is completely independent of small school, one person often “wears more
the local authority. Its building and than one hat.” In such cases, it is even more
land are privately owned by ISKCON important to define areas of responsibilities. A
members. Funding and personnel teaching principal, for example, should not
come completely from the community also have to shop and pick from the garden! If
of devotees and friends. In such a case, an individual finds himself with more
which is very rare, the local temple responsibilities than he can possibly handle, he
would only have concern if and when needs to set personal priorities. First, set
the children attend programs there. overall priorities. The most important duty is
your own sadhana. You cannot be a good
2. Another arrangement is for the school teacher/principal if you don’t attend the
to be a separate department either under the morning program, chant sixteen rounds, and
local GBC study. Your next priority, if you spend any
representative or local temple time directly in the classroom, is your
president (or temple council). The school may students. Administrative duties are next.
be However, various items take first priority at
independently financed and run but is different times. It is wise for the overworked
on ISKCON property and uses as staff teacher/principal to set aside a regular time
members devotees who also work each day/week for administrative duties. In
under the temple president. This can this connection, we quote from Çrémad-
lead to misunderstandings unless the Bhägavatam, 10.9.5 purport:
lines of authority in various areas are
clearly drawn and agreed to. This
arrangement is fairly common and
growing.

34
 School Organisation

Example 1 Example 2
Independent School Temple Related School

GBC Body GBC Body

international board of education international board of education

establishes general policies establishes general policies

local board of education local GBC representative

locally applies standards local liaison, appoints board, evaluates

principal
puts policies into action local board of education
locally applies standards temple council
helps provide manpower,
staff principal sets minimum standards
plan details puts policies into action for jointly used facilities,
and doesn’t conflict with
educational policies

staff
plan details

Example 3a Example 3a
Temple Controlled School Temple Controlled School

GBC Body GBC Body

international board of education international board of education

establishes general policies establishes general policies

local GBC representative local GBC representative

appoints board, evaluates appoints board, evaluates

local temple board local temple board

with school committee
locally applies standards
Local board of education temple president
temple president
appoints principal and staff, evaluates
principal security/treasurer maintenance

principal
puts policies into action teachers

staff
plan details

Figure 2.3
35
 Everything in the household affairs of See related article in Appendix D, entitled,
mother Yaçodä was meant for “What a Local Board of Education Can Be”.
....Sometimes one must take care of
more than one item of important
business for the same purpose.
Money
Therefore Mother Yaçodä was not
unjust when she left her son to take
care of the overflowing milk. On the Once we know what we need, how are we
platform of love and affection, it is the going to pay for it? Obviously, a home school
duty of the devotee to do one thing or parent cooperative would have to be
first and other things later. The proper financed by the parents involved so we will
intuition by which to do this is given only consider day schools and community or
by Kåñëa in Bhagavad-gétä, 10.10. In publicly accessible ãçrama gurukulas.
Kåñëa consciousness, everything is
dynamic. The initial expense of starting a school can be
Kåñëa guides the devotee in what to do overwhelming. Buildings, textbooks and
first and what to do next on the supplies are costly. In the beginning, many
platform of absolute truth. schools use already existing buildings. Make
sure these conform to the local fire regulations.
New and very small schools may wonder
whether or not they need a local board of It is often hard to raise initial building money
education in the beginning. If there is no for a school that doesn’t yet exist! Even with
board, the principal will have to make all the existing buildings, the cost of operating
local decisions. This is a very bad idea because materials is high. The devotees who are
he is the one who is carrying out the policies organizing the school may need to have a
and will sometimes meet student, parent or fund-raising campaign for this purpose. Also,
temple resistance to these policies. The it is not necessary to get everything at once.
principal desperately needs a buffer. There Start out with the basic essentials and add as
needs to be school policies, not his own you re able. One note – many people would
policies! A parent cooperative should have all rather give a specific gift rather than money.
the parents as the “board” rather than putting You can approach people with catalogues and
the burden of decisions on the teacher. A order forms, asking them to buy items – a
home school usually means that the mother is globe, math books for the third grade, etc.
doing the bulk of the teaching. However, the This works well with friends of the temple and
father should at least be involved to the extent the children’s grandparents.
that he and his wife are the school “board”.
Do not ever have the same person make and Everyone will accept that parents have the
execute all the administrative and curriculum primary responsibility for providing their
decisions! children’s education but putting together a
schools system for ISKCON also requires the
In summary, getting started or reorganizing involvement of the Society on both
involves deciding the immediate and long- international and local levels. Therefore, the
range goals, specifics and priorities, what ISCKON GBC board of education has
people are needed, their responsibilities and mandated that the responsibilities must be
how they will structure their relationships. It shared between the parents and ISKCON.
is essential that they school administration go
through the above process regularly, once a Local ISKCON leadership should provide
year or once every two years. reasonable assistance in the form of space for
classrooms, access to manpower, support

36
facilities and even financial help during the should be given enough money or facility so
initial period. This is necessary because the they are not in anxiety. It is a sad fact that
scope of the required facilities is simply many excellent teachers are engaged in other
beyond the means of the small number of service because they could not peacefully
parents in most current ISKCON communities maintain themselves or their families. We
– no matter how responsible or well- show our appreciation partly by the
intentioned they may be. We would also hope willingness to compensate good people fairly,
that farsighted temple leaders understand that without debating over every penny.
their communities will never develop beyond a
certain point unless there is facility for We state this elsewhere, but it bears
education. repeating—watch for “hidden” expenses.
Teachers who are fully maintained (housing,
On the other hand, the board of education vehicle, children’s education, medical) are a
expects the parents to be responsible for all the big expense. Any children attending for free
ongoing expenses of the school which should (because their parents are teachers or VIP’s)
be covered wholly or primarily by tuition. can put a serious strain on the school treasury.
Parents are also expected to give part-time Be careful and honest when evaluating the
assistance in practical school work and should actual cost of engaging a person.
be prepared to engage in extra fund-raising
projects if tuitions are not sufficient to cover Even with tuition and careful budgeting, most
expenses. schools’ ongoing expenses need extra help
until the school reaches a level of efficiency.
In most cases, schools will start out small and By “efficiency” we mean that the size of the
a plan will be needed to keep expenses low. student body is large enough that the tuitions
Such a plan should include: cover all the basic operating expenses. Even
efficient schools may need monetary help with
 Teachers with low overhead (for extras, such as a computer or video machine.
example a woman whose husband
supports her and is willing to let her When extra money is needed, there are two
teach for free or a minimal salary or a basic approaches to filling the gap: 1) stipends,
brahmacäré whose temple authorities and 2) fund-raising.
are willing to allow him to do some
teaching. In many countries government and private
 Multilevel classes. grants are available for this purpose. These
 Reusable materials. generally require a devotee to spend many
 Used furniture and supplies. (Try hours in research, writing letters, and meeting
schools that are closing.) with organization officials. Some devotee
businessmen, or temple members, may also be
The tuition needs to cover ongoing expenses, willing to give a regular contribution.
but be reasonable for your community. It is Sometimes a principal or local school board
probably wise to see what various member may start a business with the express
boarding/private schools in your area are purpose of supporting the school. There are
charging. also several existing schools which are
receiving temporary stipends from the temples
However, in the attempt to keep expenses low, they service.
common sense must be used. It may be
important to find teachers who are volunteers When done properly, fund-raising is also a
or are willing and able to live very simply. good source of extra money. Usually, people
However, once finding such teachers, they are more willing to give for specific projects or
school improvements than they are for general

37
school operating expenses. But be careful, as students to get “credit” for their education.
some ideas take more time, energy, and money This is not presently true anywhere in
than they generate. Auctions, benefit dinners, America.
and student performances are all time-tested.
See what private schools in your area do to By “legal” we do not mean “accredited,” at
earn money. least not in the United States. In the U.S.
accreditation is done by private organization s
which in turn may be recognized by the
government. Legal requirements cover the type
Legalities of building materials, space per child,
handicapped access, required number of hours
of operation per year, and sometimes
curriculum requirements and teacher
First, find out the legal requirements for a qualifications.

school in your area. In America, requirements If we can be legal without jeopardising our
vary widely from state to state. Laws change, spiritual purity, now or in the future, it is
and sometimes rapidly. The home school certainly less anxiety, in the long run, to
movement, which is gaining momentum cooperate completely. Government approval,
around the world, often generates enough however, often means creeping infringement
political pressure to change the laws. on the essence of your spiritual program.
Therefore, we will make no attempt to define Suppose, for example, that your local
specific legal requirements. government mandates a certain curriculum.
Even if you presently can institute it without
The best place for learning your local laws is compromise, by agreeing to this government
probably a local home school or private school control you set the stage for them to later
organization . These often produce free legal impose on you a curriculum that you cannot
newsletters dealing with home and private accept. And suppose they start to mandate
schools. In America, most of the organization how many minutes or hours of each subject
s who are concerned with the law are you must teach? And from what book? Such
Christian. Their schools are numerous and rules are not improbable.
often large. When dealing with them, do not
generally make it obvious that you are Kåñëa‘s Government money is also a tricky area. In
devotee, so as not to disturb their sectarian some countries, the government offers
feelings. There are “alternate” school financial aid to private schools. However, our
organization s that can also be a good source of experience is that it almost always comes with
information and advice. These people are gross and subtle strings attached. Therefore,
usually more favorable to Kåñëa consciousness. we strongly recommend that you avoid
accepting money from your local school
You may wonder if you need a legal school and district. The best arrangement with the local
how you will comply with the laws. It is school authorities is an informal
generally possible to start a very small school understanding that, “We won’t take any of
in a temple or a devotee’s home without your money, and you leave us alone.” In some
initially concerning oneself with legal countries, Australia for example, this is not
requirements. Eventually, however, the school possible. There, you are either government
will become known and will have to become approved, or you are closed. So if you are
accountable. Also, it has been our experience approved to be open, the government is
that parents feel more confident with a legal required by law to give you money. Just
school. Depending upon your location, your remember, “You never get anything for free.”
school may need to be legal in order for your

38
Another sticky problem is teacher
requirements. Often, these are very Legal Resources —
reasonable. Sometimes, however, all teachers
need a certificate that can only be obtained
United States
completing a government-approved teaching
course and practice-teaching in government-
Christian Law Association, P.O. Box 30290,
run schools. If such teachers already exist
Cleveland, Ohio, 44130, 216-696-3900
within the community, well and good, but this
http://theclcenter.net/index-5.html
is rarely the case. However, we wish to
cooperate with the government without
National Association for the Legal Support of
sacrificing our principles and there are often
Alternative Schools, P.O. Box 2823, Santa Fe,
ways to get around strict requirements.
New Mexico, 87501, 505-471-6928
Perhaps one or two teachers with certificates
http://www.healthline.com/galecontent/alterna
can supervise others who are their assistants.
tive-school
If we cannot avoid having our teachers receive
degrees or certification, we can try for these in
Home schools only—Home School Legal
ways that are not at variance with our Kåñëa
Defense Association, P.O. Box 950, Great Falls,
consciousness. This is explained under
VA, 22066, 703-759-7577 (Excellent)
“Training Teachers” in Chapter 3.
http://www.hslda.org/Default.asp?bhcp=1
If you absolutely cannot comply with
government regulations at present, make a
plan to gradually do so. Most officials will
cooperate, if they see that you have sincere
intentions.

39
Chapter 3

Resources
Drops of Nectar
education amongst the citizens at large.
Çré Caitanya Mahäprabhu has said that in Otherwise, the children of your country
order to preach, one must live a practical and other countries, they are simply
life and show people how to do things. growing up to be sophisticated animals, so
Äpani ãcari’ bhakti sikhämu sabäre. One what good will their education do? But if
cannot teach others unless he behaves the they will agree to try to understand our
same way himself. (Çrémad-Bhägavatam, Kåñëa consciousness education or way of
5.4.8, Purport) life and allow their children to be educated
by us, they will see them come out as the
I am especially stressing the importance of topmost citizens with all good qualities
our Dallas gurukula for training up the such as honesty, cleanliness, truthfulness,
next generation of Kåñëa consciousness loyalty, etc. So that is a very important
preachers. This is the most important talk work and you are especially responsible to
ahead. I am seeing practically how make it successful. All other GBC men
wonderful the children are coming out. should give you all assistance for building
Therefore, we shall be very, very vigilant up the standard there. (Letter to
and careful to maintain the highest Satsvarüpa, July 1, 1972)
standard of temple atmosphere and
conduct in Dallas. You may install Rädhä- That school is very, very important
Kåñëa deities and worship Them very, very business, and the best man must be found
gorgeously. Simply by associating with the out for taking charge there and developing
elderly members, the children will learn it nicely, and if he sticks and works hard to
everything. So, the quality of the elderly build it up, that will please me very much.
members must be also very much to the (Letter to Satsvarüpa, November 5, 1972)
standard of excellent Vaiñnava; otherwise,
the children learn by example and they It is not necessary to say that women only
will very easily be misguided if their senior can instruct the girls and men only can
god-brothers and god-sisters are instruct the boys, not when they are so
themselves neglectful. I shall certainly young. (Letter to Chäyä Dãsi, February
come there to Dallas to see how things are 16, 1972)
going on as soon as there is opportunity.
We must develop our Kåñëa consciousness One thing, if a devotee is shaky in his
school at Dallas to be the model for Kåñëa consciousness, how he can teach the
education in all the world, and let anyone children? Unless one is firmly convinced
see our Kåñëa consciousness children and about Kåñëa consciousness, I don’t think
they will immediately understand the the children will learn properly from such
importance and necessity for such a person. Other experienced teachers may

40
be called from other centers. (Letter to teachers. All schools under the direction
Satsvarüpa, February 16, 1972) of Çréla Prabhupäda will probably state
their goal like this:
In teaching the children, you should refer
very carefully to my books. The qualities We want to train our children to develop
of a brähmaëa as mentioned in Gétä saintly character as described in the
chapter 18, text 42: çamo damas tapaù Bhagavad-gétä (cleanliness, detachment,
ñocaà. You must teach these qualities. simplicity), inspire firm faith in Kåñëa and
These qualities will naturally come out, if guru, and provide academic training to
you just give the process purely. The prepare them for a life of service to Kåñëa.
information is there in my books so if you It is important that these general goals
strictly adhere to them then your program then focus on specifics. All teachers must
of teaching will be successful. First of all be in harmony with this overall vision
you must teach by your personal example. before they can think of how to achieve it.
This is the principle of Lord Caitanya
Mahäprabhu (ãpani äcari’ bhakti What is teaching? The following is from
pracäram). So you yourself must chant 16 Teaching for Learning by Louis Raths.
rounds and follow the regulative principles
and automatically they will do as you are 1. One very important aspect of the
doing. Then they will become strong total teaching performance is
Vaiñëavas. (Letter to Hiraëyagarbha Däsa, associated with informing and
August 19, 1974) explaining.

Satsvarüpa: They had another question, 2. The tasks of a teacher involve

whether these sannyäsis’ widows that they showing how. New skills and
would like to engage them, those who techniques are often taught in this
want to do it, as teachers. They think that manner.
would be a good...
3. The existing curriculum and
Prabhupäda: That’s nice. (Room supplies are never completely
Conversation, Bhubaneswar, January 31, adequate for every child. Teaching
1977) involves supplementing the existing
curriculum.
Teachers - The Main 4. In our society another requirement
Resource of teaching is to provide
opportunities for children to think
Definition of Teaching and share their thinking with each
other.

As Kåñëa conscious teachers, we need to 5. The teacher is expected to guide the

begin with an assessment of our purpose. development of values.
Each school may have a broad, overall goal
achieved in daily increments by individual

41
 The Perfect Teacher

6. The teacher is expected to relate the academic difficulties and remedy them.
life of the community to the work
of the school, and that of the school 10. All teachers are expected to have
to the community, with the direct competence in evaluating,
object of enriching both. recording, and reporting on
educational matters of concern, not
7. It is expected that every teacher will only to the students in the
do those things which contribute to classroom but to the institution as a
a classroom climate in which every whole.
student may earn status and respect
from his peers.
The following is from The
8. Teachers are expected to create a
relatively secure emotional climate
Seven Laws of Teaching by
to facilitate learning. This involves Milton Gregory.
attention to the emotional needs of
the individuals who make up the 1. The teacher must know that which
group. he would teach.

9. Teachers are expected to have the 2. The learner must attend with
skill to diagnose behavior and interest to the material to be learned.

42
 Definition of a Teacher1
3. The language must be common to
teacher and learner.
Having excellent devotional qualifications
4. The truth to be taught must be is not enough to be a good teacher. Even
learned through truth already known. though one cannot be a good teacher
unless he is a good devotee, one can be a
5. Excite and direct the self activities very good devotee and a very bad teacher.
of the pupil and as a rule tell him nothing Everyone has different qualifications
that he according to his situation in various
can learn by himself. varëas, and one may have a propensity for
being a first class pujari or farmer, rather
6. The pupil must reproduce in his than a teacher.
own mind the truth to be learned.
Teaching is more than simply knowing the
7. The completion, test and subject matter one is supposed to teach.
confirmation of the work of teaching must Above everything it means knowing how
be made by to deal with children on the various levels
review and application. of their daily life: their happiness, distress,
anxiety, fear, frustration, emotional
The Procedures Manual of Christian Light disturbances, physical conditions,
Education restates the above as the exaltation, frivolity, playful nature, anger,
following principles of learning. challenges, fights, efforts, simplicity,
naivete, affectionate and confident nature,
1. The student must be placed on a lying tendency, and need for love and
level of material where he can function security.
effectively.
Gurukula is meant to form the character,
2. The student must be controlled so not just to give knowledge. This involves
he can absorb and experience the material. training everything in the child - his
physical emotional, mental and spiritual
3. The student must be motivated to requirements in addition to the
the point of wanting to learn. intellectual. The teacher must therefore be
sensitive, emotionally and mentally strong,
4. The student must set goals. self-controlled, equipoise, determined,
with willpower and experience. One
5. The student’s learning must be cannot become a good teacher without
measurable. experience.

6. The student must assume One must be sincere and determined

responsibility for learning. before deciding to become a teacher. It is
not a service that one takes for a few
7. The student’s work must be months and then leaves. It takes about five
rewarded.

1
Adapted from Jyotirmäyé Devé Däsé

43
years to become really successful in this
service. Teachers must be a good example,
materially and spiritually, at all times when
Teaching is very mentally exhausting with children. We teach by example as
work. The teacher must always be a good well as instruction. The teacher is as
example and self-controlled at least as long carefully watched by the children as an
as he is seen or heard by the children. As actor on a stage. Whatever he does the
far as possible he must always remind the children judge, praise, or criticize and
children of Kåñëa at all times of the day imitate. When they are young, they just
and throughout all kinds of activities. At accept the teacher’s behavior as being
every moment a teacher has to subdue his standard Kåñëa conscious practice and
own material tendencies, desire, and imitate naively. When they are older they
problems for the sake of the children. often imitate the wrongs as an excuse to
Although a devotee may not make this display their own material desires. Know
sacrifice for his own spiritual life, he must that a child is always more keen to imitate
do it for the children. This sense of a materially pleasing defect or error than a
responsibility is essential. Without it, no spiritually advantageous but materially
one has the right to become a teacher. He unpleasant quality or a good action. Older
cannot sacrifice the children’s material and children, who can discriminate between
spiritual needs for his own. A teacher’s Kåñëa conscious and materialistic words
influence on a child, through his words and actions, judge the whole movement
and actions, is formidable. He can perfect from the teachers and devotees around
or destroy a child’s material and spiritual them. Even before endeavoring to correct
life. a child’s bad qualities and errors, therefore,
one should correct one’s own.
There are great spiritual and material
rewards from being a good teacher. A The teacher must be self-controlled. When
teacher’s spiritual strength and stability a teacher has personal problems in Kåñëa
will increase. A serious teacher will make consciousness, he must never tell the
very rapid advancement. This service, like children about them. They are not his
many others that are directly preaching, confidants. He should also not let his
perfectly illustrates the Bhagavad-gétä’s activities as teacher be influenced by his
68th verse of the 18th chapter: “For one mental state. On his own he can cry and
who explains the supreme secret to the be disturbed, but in front of the students
devotees, devotional service is guaranteed, he must always show happiness,
and at the end he will come back to Me.” equilibrium, and conviction. This does not
The teacher also feels emotional, mental, mean that he should never show any
and intellectual satisfaction. He has the personal feelings. He can display feelings
happiness of being greatly loved by so of displeasure and pain as long as they are
many children. There is joy in related to the children and used to train
contributing to the happiness and spiritual them beneficially. The teacher must also
progress of these devotees. At most times be aware of a common pitfall. Sometimes
of the day, the teacher has the thrill of adults think that children are so
stimulating and interesting discussions unconscious that we can do and say things
about Kåñëa conscious topics, reminding in front of them of which we’d be ashamed
us of Bhagavad-gétä 10.9. in front of adults. Children may not say

44
anything at the time, but they register and
remember it.
The commitment to teach involves
thoughtful review. Before teaching, it is
important to know that Kåñëa and guru are
directing us to this service. Such
Finding Teachers conviction will keep us strong in times of
difficulty. We need to individually review
our reasons for teaching. Do we have firm
commitment to the authority of guru and
So, now we know what we wish to çästra? Do we enjoy working with devotee
accomplish - right now and in the future. children? Although all teachers may not
We broke up our goals into steps and have had classroom experience before
decided what positions need to be filled to teaching in a particular school, it is
have devotees who will take responsibility important to have experience in some
to put those steps into action. How do we teaching/preaching capacity. Every temple
find such people? has programs where devotees teach
friends, new members, and children about
philosophy. You may have experience
teaching cooking or deity worship,
Look first of all at yourself. What accounting or farming. It is unwise to
position(s) are you ready to fill begin classroom instruction without some
immediately? What can you do with more experience with teaching in general. Not
knowledge and training? Next, look at all of us have a knack for teaching, no
your immediate community. Talk to matter how much we may be needed.
everyone about the possibility of helping
start/run the gurukula. Kåñëa sometimes Training Beginning Teachers
surprises us by revealing eager, qualified
people in unlikely places. Finally,
and Staff
consider devotees you know in other
communities. Would any of them be able
to relocate? You may decide to advertise
for staff members, as well. You may be blessed with local devotees
who are strong in their sädhana, willing to
help, and filled with experience for the
needed position. Most of us are not so
After you have a general idea of possible
fortunate all the time. Therefore, training
teachers/staff, make sure you know the
is a necessity for all teachers. We may
people well before they actually deal with
tolerate an adequate cook who needs
the children. A formal process for this is
further instruction and experience, but we
described in Chapter 4, under “Staff -
need superior teachers.
Hiring.” Some ISKCON schools have had
difficulty with unscrupulous people who
We will assume here that all prospective
wish to interact with children for a sinister
teachers are fixed-up, initiated devotees.
purpose. Be cautious.
Such teachers need two types of training -

45
theory and practice. By reading this book Prabhupäda’s approval of college training
and taking advantage of the suggested doesn’t imply encouragement. He felt that
resources, administrators and teachers will the qualifications for teaching are gained
have a working knowledge of theory. It is through primarily a spiritual process.
of course expected that such knowledge, Most devotee teachers feel that the
being dynamic, will grow through in- problems of university training are serious.
service programs. But this is enough to
begin. Unfortunately, practice can only be The main danger is materialistic
achieved by practice. Every teacher must association, about which we should be
start somewhere. very careful. In fact, since about 1913 the
entire goal and method of education has
undergone a drastic change in the West.
The teachers’ colleges have become a
Practice and experience should, if possible, stronghold of the most sinful and atheistic
be gained in a classroom where the same philosophies. The results of modern
educational approach and teaching teacher training are often students who
materials that the teacher will use are have no sense control, no respect for
employed. If that is impossible, authority, no religious principles, and not
prospective teachers and administrators an inkling of love for God. Modern
should observe other schools with similar students often have very little useful
approaches and materials. A feel for and academic skills, either. They are suited, at
confidence about teaching doesn’t best, to be a çüdra in a company or factory.
necessarily have to be gained in a formal These results have come about from the
classroom. Work with children in the intentional, strategic ploys of those who
nursery school, or at the Sunday feast. Get teach teachers. Their methods, ideas, and
experience teaching by teaching others very foundation are the antithesis of Kåñëa
how to cook, or how to practice Kåñëa consciousness. It is not a fact that students
consciousness at home. It is an actual fact are full of bad qualities in spite of expert
that, if you sincerely desire to teach in teachers who desire their real wellbeing.
order to please Kåñëa, He will carry what Unfortunately, many non-devotee teachers
you lack. That doesn’t necessarily mean are more or less innocent. They don’t
that you will be enlightened from within understand the implications and effects of
like Lord Brahmä, but that Kåñëa will give the techniques they so diligently learned in
you opportunities to gain teaching the university. The rare teacher who is
experience. dedicated to superior academic learning,
and the even more rare instructor who also
Most teachers outside of ISKCON receive cares about the students’ character and
their training through university courses values, soon gets “burnt out” by the system
and certification. Çréla Prabhupäda did and often takes up another profession or
allow devotee teachers to get university surrenders to the status quo. This is the
training for legal reasons. If this is legally result of purposeful demons who are
required, you may be able to have some directing teacher education.
teachers with legal credentials supervise
other assistants without these. We should also understand that the very
nature of the teaching profession has
drastically changed in the last hundred

46
years or so. Teachers used to be case, it is possible, anywhere in the world,
brähminical. They lived simply, to get such a degree through independent
sometimes supported by various families in study, particularly if the devotee had some
the local community at different times in formal college education and has done
the school year. They understood that much practical work within ISKCON
their profession worked for the welfare of and/or the gurukula. It is feasible to
humanity. Even these standards are far maintain a full program of sädhana and
below the guru or his assistant in a teaching and at the same time finish one’s
gurukula! But now teachers are common degree. In most cases this can be
laborers. They form unions and regularly accomplished with little or no time in a
strike for more pay and benefits. They classroom. For example, suppose the
have brief, impersonal relationships with teacher is planning to institute a concept
the students. Many teachers see teaching learning program for his third to sixth
as a temporary means of attaining a higher graders in geography. This service, which
paid job as an administrator. he was going to do anyway, can be
presented to the appropriate department
Having said this, some devotees may find a and be counted as college credit toward his
suitable program that they feel overcomes degree. Courses within ISKCON, such as
these problems and which would best daily Bhägavatam classes, or the adult
serve their needs. As a general rule, education programs of the Våndävana
however, training programs should be with Institute, can be used toward college credit
other devotees as far as possible. When we by preparing a portfolio.
need help from materialists, the
relationship should be formal and brief. Most primary and elementary teachers can
Education is one of the main weapons of gain the knowledge and experience they
the illusory energy. We can never assume need to become excellent teachers without
that a materialist’s motives and methods university courses or degrees. Even on a
are benign and easily dovetailed with high school level, a devotee who is
Kåñëa consciousness. When in doubt, we intelligent and a fast learner can teach with
do well to humbly consult other Vaiñëavas. a good curriculum, whether or not he has a
When we decide that we must take help college degree. The best program for a
from outside ISKCON, look for teachers new teacher is to observe and assist an
and organization s that stress personal experienced teacher, and participate in the
“religion” and morality. There are school’s ongoing training program.
materialistic individuals and organizations
who, more or less, desire genuine spiritual Even the most confident and experienced
and high quality academic education for teachers feel encouraged if they get
children. When we use their help in Kåñëa ongoing opportunities to associate with
service, these people get the benefit they other teachers and share skills and ideas.
actually desire. Secular, impersonal, and The school staff will become very loyal if
immoral philosophies can pollute the mind they feel that the institution cares about
of an advanced, serious teacher if he’s not their individual spiritual and
vigilant. “professional” growth. Each devotee
should want to see himself and his
Sometimes it is best for our service to get a associates improving their service. It is a
college degree/teacher certification. In that source of great personal satisfaction to

47
serve Kåñëa with expertise, and a staff should give the teacher the necessary time
member who feels such happiness will and money for such training. This will be
function with ever-greater enthusiasm. paid back many times in the loyalty and
competence of the teacher.
There are many types of in-service training
and they should all be used whenever Some teachers will find it helpful to visit
possible. First, all teachers should have local schools periodically to see a different
access to books about teaching in general curriculum or teaching approach. For
and their subject matter. The principal example, a nearby private school advertises
must keep himself informed about the an individualized program. You can
most rewarding and up-to-date books. The usually arrange a brief visit to see it in
school should subscribe to education and action and learn if it is something you can
teaching magazines which are made easily apply in your classroom. Watching expert
available to the staff. Some teacher teachers at work can give inspiration and
training programs have audio and video specific help.
tapes for sale. Have such tapes and the
equipment to play them accessible. Some Sometimes devotees who’ve been teaching
schools have a formal “seminar” based for many years without a college degree
around such tapes. may decide to earn one as part of their
ongoing training. Or they may see the
Use your expert teachers to teach others. need for specific training offered in a
A large school can have yearly workshops college or university. Please refer to the
where each teacher gives a presentation in section on training beginning teachers for
his area of expertise. Even in a very small ideas and resources in this regard.
school, the principal should make sure that
any teacher’s good ideas and techniques
are passed on to others, even if informally.
Arrangements should be made for teachers Resources
to observe each other’s classrooms.

All teachers should, if at all possible, ISKCON would like to have regular
attend at least one conference a year when conferences and workshops to help
they are exposed to many workshops and teachers and administrators in many areas.
exhibit booths. It is best if teachers can In addition, you may want to take
attend ISKCON conferences, as devotees advantage of local conventions sponsored
have a unique perspective. The association by outside organizations, such as private
of other devotee teachers is most and home school groups. At conferences
enlivening. Private and home school you can usually review and purchase
conferences are valuable if there is no curriculum materials that will help achieve
alternative. your academic and spiritual goals.

Sometimes a particular teacher desires Bhürijana dãsa offers a workshop in

training in a specific area, such as teaching assertive discipline, and Çré Rãma däsa
foreign- speaking students. The principal teaches a workshop in interpersonal
should have a file of various community relationships. A six-month teacher
resources for adult instruction. The school

48
training program is now offered by the This is the story of a woman’s fight to
VIHE. improve education for disadvantaged
children. Many of her successful methods
are explained.

It is extremely helpful to subscribe to Procedures Manual, Christian Light

magazines for educators. “ISKCON Education.
Education” is essential. Magazines Detailed instructions for a mastery
designed for government schools are learning/Individualized program.
practically useless. You will however, find
many ideas in private and home school
publications, although we recommend Conferences, recommended
them with reservations. Two of the best
are The Teaching Home and Home
with reservation:
Education. There you’ll find much
guidance for the nonprofessionally trained
teacher and multilevel classrooms.
ACSI (Association for Christian Schools
International)
The places and dates are regularly listed in
The Teaching Home. These are
comprehensive and professional, for the
administrator, teacher, secretary, or
librarian in a private religious school.
Recommended books: From the workshop descriptions, choose
ones that focus on facts and techniques
rather than philosophy. At these
Teaching for Learning, Louis Raths, conferences, hundreds of publishers have
Merrill Publishing Company. booths where you can purchase or review
This is a general overview of what makes a material and ask questions. These booths
good teacher and school. alone are worth attendance, especially for
schools that are making curriculum
Classroom Question—What Kinds?, Norris decisions. Don’t go in devotee clothing.
Sanders, Harper and Row
This is an analysis of different levels of Occasionally Bob Jones University has
thinking in students and how to evaluate regional workshops. Although their
them. textbooks are extremely Christian and
sectarian, their academic conference is all
Schoolproof, Mary Pride, Crossway Books. business. These workshops are probably
Light and easy reading that covers all the most valuable available. Don’t go in
aspects of education. It contains many devotee clothing. (Please note that they
excellent points. only display their own materials.)

Recommended with reservations: Various home schooling or alternate

schooling organization s hold regional
Maiva Collins’ Way, Collins and Tamarkin, and/or national conferences. Most English
St. Martin’s Press. speaking countries have such organization

49
s. You can often attend these openly as a
devotee. Educational approaches can Change Agents in the Schools, Barbara
differ widely, and you need to do some Morris. Evidence of how modern schools
advance research to see if the conference is want to change our children’s character
suitable. Most of these conferences have and ideals, rather than educate them in
exhibit booths from educational publishers skills and facts.
and suppliers. These are often listed in
Home Education Magazine. In addition, the
Teaching Home lists all the home school
organization s worldwide. Contact your
Facilities
local organization to enquire about their
conferences. Also, local “alternate”
schools can often connect you with How do we know what we
conventions. need?
Audio and Video tapes of workshops for
teachers and school staff are available at an Generally, we don’t wait to open a school
ACSI conference. You can purchase until we have a building built from scratch
excellent tapes by mail from Bob Jones to our specifications. The children are
University, although they tend to be overly usually there and needing a school soon or
Christian. Choose carefully. now. In such situations we may make
some temporary facility while planning a
For information on independent college permanent situation.
degree programs (international): Each school has to examine its own goals
Bear’s Guide to Nontraditional College and community when choosing how much
Degrees, also, College Degrees by Mail, Ten to plan for the future. Financial
Speed Press, P.O. Box 7070, Berkeley, CA considerations are often the deciding
94707. factor. How many school-aged children
are attending your school now?
For a historical understanding of Western Approximately how many can be expected
education, teachers, and teacher training: in one year? Two years? Would more
The Graves of Academe by Richard students come if you had better facility?
Mitchell. This scholarly book, with
advanced vocabulary, is a very funny We need to remember that parents and
history of the demise of the educational people in general often judge a school
establishment. It is useful for primarily by externals. We discuss this at
understanding what types of materials and length in “Relations with Parents and
courses to avoid. Community.” Therefore a clean, neat,
spacious classroom without unnecessary
Is Public Education Necessary? and NEI4, distractions can change the atmosphere for
Trojan Horse, by Samuel Blumenfeld. the community, teachers and students. At
Although this is very biased toward the same time, Kåñëa conscious education
Calvinistic Christianity, it is an informative is an emergency - students shouldn’t have
history of public education in America, to attend materialistic schools while they
and to a lesser extent, in the West in wait for “ideal” conditions.
general.

50
 teacher.) Level one should be taught
When deciding on how much and how separately because these beginners need a
many rooms are needed, look at the tremendous amount of the teacher’s
number of classes (grades or multilevel attention. Level one students can be
groups) rather than the number of taught with other levels for brief periods,
students. There probably is some local such as a few days, if there is an
requirement about square footage per emergency. In a home school with both
student. This should be adhered to. beginners and older students, the parent is
wise to schedule at least some time with
For most schools, the ideal grouping the beginner when the other children are
would be as follows - one classroom for the engaged in independent work or
begin- nonacademic activity. In addition, she can
fling, primary, students. This level one have an older child tutor the younger
could be kindergarten through second while she works with a third.
grade (ages five through seven or eight).
Level two’s classroom has the elementary A large school that could have three
students, grades three through five (ages separate classrooms for level one, divided
eight through ten). Level three classroom by grade with ten students in each class,
has upper elementary or junior high might still wish to have a multilevel
students, grades six through eight (ages structure. The advantages are that the
eleven through thirteen). Another school needs less classrooms, and the
classroom is needed for high school, students have more academic flexibility.
grades nine through twelve (ages fourteen
through eighteen). If you have both boys These thirty level one students could be
and girls, it is highly desirable that there be divided into two groups of fifteen, with
separate classes in levels three and four. each group having students aged five to
Therefore, the ideal facility for a multilevel seven or eight.
school with both boys and girls, grades
kindergarten through twelve, would have Dividing all students into age/grade groups
six classrooms. (One each for levels one with each grade having its own classroom
and two, and two each [one for boys, the and teacher can only be done in a large
other for girls] for levels three and four.) building with many qualified teachers. If
you wish to structure your school this way,
If there are not enough students, teachers, the building plans must be considered
or classrooms to have six classrooms, accordingly.
levels two and three can be combined.
Levels three and four can also be
combined. With a very small number of
students, you can combine levels two,
three, and four. This arrangement,
School Calendar
however, will not work with the Possibilities
inexperienced teacher or with a large
group. (The number of children that can
be taught in a classroom of levels two Each school has to consider their unique
through four depends on the educational situation when deciding the calendar.
approach, materials, and expertise of the Children who travel a great distance at

51
much expense to attend school benefit by of pace they provide but some problems
few and long vacations. Children who keep surfacing, break after break, year after
attend a local day school are better served year.
by shorter, more frequent vacations. Any
time students are absent from school It is not easy for parents who are engaged
longer than four weeks necessitates review in full time service to take two weeks off
of academic work when school resumes. from their work two or three times a year
When deciding about the wisdom and and devote that time completely to their
necessity of a long summer break, the main children. Unfortunately, the alternative is
consideration is whether the student will often insufficient supervision of the
be at an academic or spiritual disadvantage children who then irritate their parents
during the time out of school. with bad behavior because they got too
little sleep or didn’t chant any japa, etc.
Some schools may want to follow the Usually, some kind of balance can be
calendar of the local non-devotee schools. worked out but often by the end of the first
However, we generally have to have more week, signs of strain are clearly showing
days per year to cover the same academic and by the time students come back to
material. This is because ãçrama gurukulas school, they’ve lost any semblance of
or day schools that begin at maìgala- äraté regulation, much to the exasperation of
cannot have as many classes a day as a their teachers.
materialistic school. Even a day school
with no morning program requirements Here are a few ideas for improvements
has classes, such as Bhagavad-gétä, that are which may be worthy of consideration:
not included in a standard curriculum.
Some schools solve this problem by having The Våndävana gurukula has the longest
school six days a week, with vacations at break of any ISKCON school (about two
the same time as the local schools. Other months in the summer) and it is especially
schools have fewer vacations. difficult for parents to satisfactorily engage
those older and very active boys. So for
Some sample calendars are included in the last few years, some teachers have been
Appendix E. Please establish a calendar taking older boys on a trip around
yearly which is distributed to parents. America, attending festivals, preaching and
taking a lot of Vaiñnava association. The
Våndävana gurukula has been running a
Different Ideas for similar programme for the boys who
remain in India and both programmes have
Semester Breaks been highly successful.

by Çré Rãma Däsa The Swedish gurukula is planning

something similar but with adaptations for
a different break schedule of two weeks,
Teachers and parents often greet the three times a year. In the future, those
parents who want to spend the entire two
periodic semester breaks/vacations with a
weeks with their children will have that
mixture of relief and horror. Most
facility. The school will also organise a
everyone enjoys the breaks and the change
special trip for the second week of vacation

52
which the children may optionally take “This system requires some flexibility but
part in. The parents, of course, provide has proven itself successful in that the
the funding. children never have those awful weeks of
running wild while their parents are too
Paramananda Däsa, the former president of busy with their normal full service. They
the Gétä-nägari Farm wrote as follows: go with the parents when the parents can
arrange free time from regular duties to
“Here we do not have regular school spend with their children. Also, the
breaks. The students and teachers take children feel more centered in the gurukula
time off as they need it or as parents are than in their homes since school is always
free to spend time with the children. going on.
Teachers are replaced by a substitute when
they take time off. Children must keep up “Initially this program was difficult and
with school while they are away, if they are confusing. Everyone was conditioned to
working in a group (non tutorially) they wanting their breaks and afraid they
must keep up their lessons and be at the wouldn’t actually get them but now
right level when they return. teachers, students and parents are all very
satisfied and it is definitely better for the
“We instituted this after the headmaster’s children’s consciousness”
meeting in Lake Huntingdon where
everyone complained about the mäyä
during breaks and the problems re-
orientating the children when they
returned.

53
Chapter 4

Managing the Specifics

Aniruddha. So does it mean that the parents
Drops of Nectar can...
Prabhupäda: He complained that “My boy is
Jyotirmäyi: Okay. You also allowed... You said not being properly...” So I said that “You teach
your son.”
that some parents can keep their children with
Jyotirmäyi: She can keep him and teach him all
them and teach themselves.
the time? Until he’s older and so on?
Prabhupäda: You follow that, brahmacäré
Prabhupäda: Yes. Yes. Yes. That is the duty of
gurukula, that I’ve already explained. That
the father and mother. Along with that, he can
should be done. Don’t bring any new thing,
teach others also. These things are to be
imported ideas. That will not be helpful. It
organised. But some way or other, our
will be encumbrance. Truth is truth.
students should be given education and
“Experiment” means you do not know what is
spiritual life, Kåñëa consciousness.
truth. It is a way of life, everything is stated
Individually, collectively, somehow or other.
there, try to train them. Simple thing. We are
The principle is laid down there, brahmacäré
not going to teach biology or chemistry. They
guru-kule vasan dänto guror-hitam. That’s the
are not going to... Our students are not going
beginning. Everything is there, we have to
to... Our students should be fit for teaching
simply follow it. We haven’t got to
Kåñëa consciousness. By their character, by
manufacture anything. That is a waste of time.
their behaviour, by their knowledge, that is
Whatever is there, you follow. Is that all right?
wanted. Biology, chemists, physicists, and
(Room Conversation, Paris, July 31, 1976)
mathematician there are hundreds and
thousands. We are not going to waste our
Get children and raise them very nicely, make
time that gurukula should produce a great
them Vaiñëavas, take the responsibility. So we
grammarian, a great geologist, biologist, don’t
are organizing this society, we welcome. Some
want that. There are many other educational
way or other we shall arrange for shelter. But
institutions. If you can get a good driver of
to take care of the children, to educate them,
your car, so what is the use of wasting your
that will depend on their parents. Now our
time to learn driving? Is it not? If you have
Pradyumna was complaining that in the
got important business, you can do that. Why
gurukula, his child was not educated to count
should you waste your time to learn driving?
one, two, three, four. So I have told him that
Better employ one driver, pay him some fare....
“You educate your child. Let the mother
That is our position. We should not waste a
educate in English, and you educate him in
single moment for so- called material things,
Sanskrit.” Who can take care? So similarly
happiness. Best save time and utilise it for
every father, mother should take care that in
advancing in Kåñëa consciousness.... That’s all?
future they may not be a batch of unwanted
Jyotirmäyi: Yes, and just one more.
children. We can welcome hundreds and
Prabhupäda: Huh?
thousands of children. There is no question of
Jyotirmäyi: Because you were saying that the
economic problem. We know that. But the
parents can keep their children and teach them
father, mother must take care at least.
themselves, like Arundhaté is teaching
Properly trained up, they should be always

54
engaged. That is brahmacäré gurukula. should be trained as a kñatriya. (Prabhupada’s
Brahmacäré guru-kule vasan dänto guror hitam. Lectures, General - 1969)
From the very beginning they should be
trained up. From the body, they should be Adopt whatever means are necessary for
trained up how to take bath, how to chant raising funds for the loan repayment and
Hare Kåñëa or some Vedic mantra, go to the permanent maintenance of the gurukula.
temple, offer obeisances, prayer, then take (Letter to Jagadia, April 6, 1977)
their lunch... In this way, they should be
always engaged. Then they’ll be trained up. You have suggested that some men are best
Simple thing. We don’t want to train them as engaged in doing business. I agree. All
big grammarians. No. That is not wanted. gåhasthas who are interested in doing business
That anyone, if he has got some inclination, he should do so in full swing. Vat karoñi yad
can do it personally. There is no harm. açnäsi yaj juhoñi dadãsi yat/ yat tapasyasi
General training is that he must be a devotee, a kaunteya tat kuruñva mad-arpaëam. Let this be
pure devotee of Kåñëa. That should be the guiding principle. So let all the gåhasthas
introduced. Otherwise, the gurukula will be... who wish to, execute business full-fledgedly in
Otherwise Jyotirmäyi was suggesting the the USA and in this way support gurukula.
biology. What they’ll do with biology’? Don’t Business must be done by the gåhasthas, not by
introduce unnecessary nonsense things. the sannyäsés or brahmacäré. Neither the
Simple life. Simply to understand Kåñëa. sannyäsés or brahmacärés can be expected to
Simply let them be convinced that Kåñëa is the support gurukula. The parents must take
Supreme Personality of Godhead, it is our duty responsibility for their children, otherwise they
to serve Him, that’s all. Huh? What is that? should not have children. It is the duty of the
mäyãr boçe, jäccho bhese’ khãccho häbuòubu individual parents. I am not in favour of
bhãi liv kåñëa-dãs e biçwãs korle to ãr duùkho taxing the temples. The parents must pay for
näi. So organise. If you have got sufficient the maintenance of their children. Neither can
place, sufficient scope, let them be trained up the BBT be expected to give any loans. Now
very nicely. If some four, five centres like this the BBT 50% for construction is pledged to the
there are in Europe, the whole face will be projects in India— Bombay, Kuruksetra,
changed. Important places like Germany, Mäyãpura. The profits from the businesses
France, England. (Room Conversation, Paris, should first go to support gurukula and balance
August 3, 1976) may be given for the local temple’s
maintenance. Gåhasthas can do business. It is
Guru-gåha means teacher’s house. Formerly, best if the temple presidents are either
for being trained, there was no such big scale sannyäsés or brahmacäré. If the gåhasthas want
school and colleges. Every village... Still, fifty to do book distribution, they should be given a
years before in India, in every village there was commission of 5 to 10% of which part must go
a small school conducted by the brähmana, and to gurukula. For any others who are engaged
the village children would be trained up there. in important society projects, they must get
So he was sent for training. And there was no something for maintaining their children at
school fee. The boys will go there, and on gurukula. (Letter to Jayatirtha, January 22,
behalf of the teacher or spiritual master, they 1976)
will go brahmacäré, door to door, and beg and
bring forth alms, rice, dahl, grains, and Gopãla Kåñëa: I was thinking, Çréla
everything. That was the system. There was Prabhupäda, we should get this gurukula
no school fee. There was no problem how to accepted by the government also...
send a boy to the school. Saàskära. Now he’s Prabhupäda: No, no, no. Never do that.
trained up. The teacher sees the psychology of Gopala Kåñëa: No, when our gurukula children
the boy, in which way he should be trained. apply for entry visas, they should give them
Either he should be trained as a vaisya or he

55
visas right away, because these kids from Where is such thing as transmigration of the
abroad will come to India for gurukula... soul being taught in classroom? If they simply
Prabhupäda: Our program is open. Brahmacäri learn to rise early, cleanse, all hygienic
guru-kule vasan däntaù. We are training like principles, their study will be greater than any
this, covered in the Bhagavatam. Never mind government program. Whatever the elder
government. members are doing, the children should do if
Tamäla Kåñëa: If you get accepted by the possible. But for teaching the teachers
government, you may have to change you themselves should be fixed up initiated
curriculum so much. devotees, otherwise how the children can get
Gopala Kåñëa: No, I mean, just this is a the right information and example? (Letter to
Vaiñëava institute, so when our students apply Aniruddha, March 7, 1972)
abroad for an entry visa, they’ll get it right
away, and they can get a student visa for four, From your report it appears that the transfer of
five years. I don’t think the gurukula kids the older gurukula boys above ten years old has
come from abroad and then train them six, you proven successful. I am glad to hear they are
know... housed in a clean building with electricity and
Prabhupäda: No, no, the parents are prepared hot and cold water and that their teacher from
to pick up the expense. That’s all. Dallas is with them instructing them just as
Government curriculum is useless. They’ll before. I am always eager to hear that gurukula
enforce kids to take eggs, three eggs in is going well so be very vigilant that this
daytime, and four pounds flesh. Otherwise program with the older boys in New
there will be vitamin, less vitamin. Or “Give Vrindaban as well as all levels of teaching at
them vitamins pills, this...” These... “Don’t go Dallas are just to the standard as I introduced
to Yamunä. It is polluted.” it. There is no more important school in the
Yasodanandana: Even want us to follow their world, so it requires careful guidance. (Letter
textbook, follow their mundane textbook. to Jagadéça, June 18, 1974)
Prabhupäda: Keep this institution pure, not
that we have to make it impure. Fighting, we I have read that you are “screening very
want carefully” the children who want to come
fighting. If we don’t get, it will remain vacant, there. That is not a very good proposal. All
but we don’t want to introduce impure. That children of devotees should be welcome. Even
should be a principle. (Room Conversation, they have developed some unfavorable
Vrndävana, June 24, 1977) qualities, they are only young children, how do
you expect them to behave in the best way?
Simply follow the program of the elders, let the You have to make them very nice behavior by
children associate as much as possible with the training them and simply giving discipline
routine Kåñëa conscious program, and when So let everyone come to our school. That is
the others go out for working and business our policy, not to discriminate. (Letter to
matters, the children can be given classes as Aniruddha, January 10, 1972)
you describe. They can learn our method of
Kåñëa consciousness by rising early, cleansing, Complete separation from the boys is not
plus knowledge of Sanskrit, English, a little necessary for girls at such young age, so I don’t
mathematics, history, geography, that’s all. require that they must be educated separately,
We haven’t got to take any help from the only that they should live separately. What do
government by getting so-called accreditation. they know of boy or girl at such young age?
If outsiders want to send their children to us, it There was one question by a little girl like
will not be for their accreditation, but because Sarasvati to her father:
they will get the best education for relieving “Father, when you were young were you a boy
them of all anxieties of material life and for or a girl?” So when they are grown up, at
this education the government has no idea. about 10 to 12 years old, then you can make

56
separate departments for teaching also. But homeschooling, starting out with four five
while they are so young, although they must year-olds, or acting as teacher/principal for ten
live in separate boys and girls quarters, they students of various ages, many of the specifics
may be educated sometimes together, there is of management related here will not be
no such restriction that little girls should not relevant. However, the basic principles of
have association with little boys, not until they management apply to all situations. You may
are grown up. (Letter to Chayã Dãsé, February not need a teacher application form and
16, 1972) interview when asking a godbrother you have
known for ten years to teach, but you do need
When the boys and girls become ten or twelve to make sure that you know your staff
years and above, then should be separated. At members! You have to answer for their
that time special care should be taken, because character and behavior. This applies to the
once they become a victim of sex their whole janitors and cooks, as well.
life becomes spoiled. (Letter to Satsvarüpa,
October 4, 1973) Similarly, unless you only teach your own
children, you need an admittance policy and
Our next program is to start children’s schools procedure. You need in-service training, even
in all our centers. (Letter to Yogeçvara, June if you only train yourself! If two or more
12, devotees are involved in the school, we need to
1971) understand staff relationships. Records and
testing are important even if you homeschool
There should not be more than twelve students only one child, although in such cases you will
for one teacher. This is tutorial system. I am decide what’s important for your own family to
also glad to see that you have 9 devotees doing record and test.
full- time book distribution. That is nice and
also it is sufficient. Book-selling is our most It is sometimes difficult for those of us who
important engagement. (Letter to Jagadiça serve by teaching children to accept that most
Däsa, November 20, 1975) people will judge our school by its
“professional” dealings and appearance. We
would like only to be judged by the learning
and enthusiasm of our students. However, you
Basic Structure Related will find that, the more “school-like” you
operate, the more the students, parents, and
to Administrative Needs community will cooperate. Take up, then, as
many of the following management
suggestions as relate to your present situation.
The ISKCON board of education recognises If you expand, use this information to do so
expertly.
that, due to time and circumstance, there are
varieties of administrative structures and needs
within the broad scope of Kåñëa conscious
education. A home school may have the Admitting Students
mother as principal, teacher, secretary, cook,
and janitor. A gurukula of 500 students may Policies
have a headmaster who oversees elementary
and secondary principals, an äçrama director,
and custodial department. At the present, it seems that no Kåñëa
conscious school can educate every child.
We are giving suggestions here that can apply Schools should keep as open an admissions
to a large institutional school. If you are policy as possible, while maintaining honesty

57
about their program. We need to consider Emotional problems are hard to spot before a
several factors. child enters school. It is probably wise to use
care when admitting students with known
The first is academic. Can your school teach records of such activity in other schools. Make
students of any intellectual ability? What sure your school can handle the situation.
extent of serious retardation can the teachers Sometimes a child who could not overcome a
accommodate without detracting from the problem in one environment can do so in
regular students? Can you provide facility for another. If a student is an obvious problem
a genius? Look honestly at your staff, building after you admit him, you have every right and
facility, and materials for your answer. If you obligation to insist that the parents get help for
take children who are barely educable, you will their child before he can continue his
probably need a specially trained teacher, a education with you. You should be aware,
special room, and special materials. On the however, that many times emotional instability
other hand, maybe such children could attend is simpler than it appears. A child may not be
the devotional program with your students, getting enough rest regularly. He may be
but get whatever academics possible from an improperly placed in his äçrama or academic
outside professional. A different kind of class. He may have some physical problem
problem arises with learning disabilities. If that isn’t so obvious. (For example, one child
you take such students, who can fit into thought to be retarded was deaf. Another child
regular classrooms, your teachers need some who kept falling asleep had a birth injury.) He
special training. Please see “Teaching may have had bad experiences in other schools
Methods” in Chapter 5 for suggestions for such and needs time to feel secure. There may be a
students. temporary problem at home. Make sure you
eliminate these types of possibilities before you
Next, consider physical factors. Can you teach label the child as having a serious emotional
students who are deaf...blind...crippled? What problem.
about children who are diabetic or epileptic?
Maybe special arrangements can be made for A school needs to have a clear picture of its
students with serious health problems. financial situation. If you need to support the
school with tuition, it should be applied fairly
A difficult situation arises when considering to all students. Admitting non-paying students
emotional problems. Unfortunately, there are out of sentiment causes anger among the
many such children. Children with serious paying families, restricts the amount and kind
emotional disturbances can become violent, of facility you can provide for all your
injuring themselves, other students, staff students, and may end up closing the school.
members and property. More often, they can If you feel moved to teach poor but otherwise
be an unremitting discipline problem, stealing deserving students, you need a scholarship
the teacher’s energy from the other students. fund or a sponsor. However, an efficient
We don’t want to wrap ourselves up in school (one with enough paying students to
problems that we cannot solve. An individual slightly more than cover expenses) may be able
teacher, principal, or school cannot be to accept a limited number of students who
expected to help every emotionally disturbed pay reduced or no tuition. Such a decision
child. Sometimes we may fall into a fruitive should be agreed upon by the parents and
mentality, feeling we can control the situation school board.
to achieve a desired result. Or, out of love and
concern, we may persist with ineffective Each school needs a clear policy for dress,
“help.” It is better to humbly admit our behavior, food brought to school, and extra
limitations and pray that Kåñëa will make an activities. Don’t admit students who have no
arrangement for the child’s spiritual life. interest in complying with the school’s
standards. Usually the discussion with parents

58
and older students before admission, as well as won’t admit a student if there is meat, fish,
a written policy statement which the parents eggs, intoxication, gambling, or illicit sex in
sign, is a good indication of a cooperative the home. This should be clear to the families
attitude. Rarely, parents enrol their children when you accept a child. If the home gives the
with the intent of drastically changing the child free access to a television or radio, all
school. Such parents should be told, usually four sinful activities are in the home in a subtle
by the school board, to adopt a more form which will affect the child’s mind. It is
cooperative attitude or find another school. therefore reasonable and justifiable to ask
parents not to expose their children to such
We look at spiritual considerations last influences. (There are Christian schools that
because Prabhupäda wanted everyone to be will expel any student who listens to rock
given a chance for Kåñëa consciousness. We music.) Parents who resent such a standard
don’t usually require that one or both parents will simply cause trouble in your school. It is
be devotees. Nor do we require the same better to have a few students who are sincere
standards in the home that are followed at than many who will compromise your
school. Yet it is in this area that teachers have program and sap your enthusiasm.
the most complaints about students and
parents. Each school needs an admission (A final note on spiritual standards: Even if
policy, not of control, but mutual trust. The students and parents comply with the above,
parents trust the school with the spiritual, many ISKCON schools want children to have
mental, intellectual, physical, and emotional at least one or two month’s exposure to Kåñëa
wellbeing of their children. They expect good consciousness before entering the school.)
teachers and textbooks, a loving atmosphere,
fresh and healthy prasädam, and faith in Kåñëa. Considerations of age and maturity are
They expect safe buildings, playground discussed under “When to Start School” later
equipment, and vehicles. They expect the in this chapter. It is better for some children
school to report their child’s progress honestly. to wait six months or a year than to start too
The school also trusts the parents. The school early. We don’t suggest that any child start a
must make it clear what support they need disciplined academic program until three
from the family to do their service. They need months before their fifth birthday.
financial support, the child at school regularly Some schools, especially in their beginning
and on time, proper care of health that comes stages, can only accept students of certain
under the parents’ jurisdiction, and spiritual grade levels. The school may only have space
support. We should not admit a student if the for one or two classrooms. Or, the teacher
parents have serious disagreements with our may not be experienced enough to teach more
basic spiritual policy. If the previously agreed- than one group of at least very closely related
upon policy is that it’s an all äçrama school, grade levels. A common practice is to start a
and a parent feels this is psychologically school for grades K-2, adding a grade each
harmful, suggest they try another school or year. Older children in the community can be
consider home education. Of course, there encouraged to learn at home. The school may
will never be complete agreement between all have to address the greatest need of the
parents and the school, but all parents and community, rather than trying to teach
students (particularly older students) must everyone. It is possible for a teacher with
agree with and support the basic school some years of experience with multilevel to
philosophy. It is also entirely justified to insist teach ten children scattered over grades 3
on certain minimal standards when the through 12, but many excellent, hardworking
children are home. It is certainly the school’s teachers cannot teach well in such a situation.
business if the child’s actions at home affect his
learning and the school! Keep such standards Apply your admission policies fairly and
simple. For example, most ISKCON schools without discrimination. Don’t give special

59
consideration to the children of your staff spend about one hour with the parents. First,
members, GBC, etc. Such actions make other go over each aspect of your educational
parents extremely angry. If your exceptions program. Cover your äçrama and spiritual
are financial, many staff children attending program, academic placement procedure,
without pay can bankrupt your school. curriculum, educational approach, types of
After you establish your standards, put them in materials used, classroom organization , rules
writing! Give a copy, maybe in a nice booklet and standards, schedule and calendar, tuition
form, to all parents that are considering your and prasädam. If you have rules or procedures
school. As your school changes and grows, that are sources of misunderstanding and
adjust your policies accordingly. conflict, make sure you have a clear
understanding with the parents at this time.
Give the parents ample opportunity to ask
Procedure about and discuss issues related to your
school. If there is something questionable on
the application or from the previous school’s
All prospective students should receive the records, bring it up to the parents at this time.
above mentioned written policy explanation.
They should also be informed of tuition If the child is older, it is wise to interview him
requirements. Parents fill out an enrolment also before admitting him to the school. Find
form, permission for the school to deal with out if he really wants to be there, and how
health problems, release form for previous committed he is to Kåñëa consciousness. If the
school records,* and a consent to discipline child has been in another school, obtain his
form. Samples of these are in appendix E. If academic records from that institution. It is
everything is in order, the school then best to do this before admitting the student, if
schedules an interview with both parents. at all possible. If the child has been expelled
Don’t meet with only one parent unless the from an ISKCON school, be sure the source of
other lives in a distant city with no influence the expulsion has been rectified before
over the child! It is difficult to know who has admitting him. Beware of accepting a student
the most say over the child’s behaviour and who has unpaid debts at another school. Some
attitude. The parent with whom you have not families have a history of travelling to different
met may not understand a basic point of schools and then leaving with unpaid bills.
school policy, and can create friction between Perhaps as a courtesy you should insist that
home and school. their bills are paid to the other school.

*It is important to send for students’ records from After these proceedings, accept a student only
the previous school. First, it gives you a picture of after an initial payment is made. Some schools
the child’s progress. Second, it allows you to have a require a registration fee in addition to tuition
complete record of the student’s education. Third, to discourage uncommitted parents. Such
the other school may report the student to the registration will cover your loss if you
government as truant if you don’t request their files.
purchase additional books for a student who
One American school was operating for years
then leaves after one or two weeks.
without any concern of the local government.
When students came from a local government Gurukulas with äçrama that accept students
school and records were not requested, local from outside their locality may want to take
government officials came to investigate the further financial precautions. Some schools in
gurukula. The mother was also temporarily this situation require a “deposit” of an extra
harassed for having truant children. month’s tuition and return air fare to the
student’s home.
The interview’s purpose is twofold: to decide
whether or not to accept the student and to Brähmaëas have wealth in austerity and
avoid future misunderstandings. You need to detachment. Although we desire every child in

60
the world to receive a Kåñëa conscious Preparing for School
education, we understand that everyone will
not be interested. Both the guru and the
disciple have to be bona fide in order for an  If parents of preschool children want
exchange of transcendental knowledge to take to know how to prepare their children
place. If parents and/or student are firmly for school, teachers and administrators
opposed to the school’s basic premises, it is should be familiar with the lifestyle,
unwise to pressure or coerce them into diet, atmosphere, and other factors
sending their child to your school. They will which stimulate a child’s intelligence,
simply be dissatisfied, cause discord, and personality, creativity and Kåñëa
eventually leave. Parents and children who consciousness. Çréla Prabhupäda gave
have their own established faith in Kåñëa instructions on these topics, and
conscious education and are satisfied with additional information can be had from
your physical and academic programs will be a experienced educators. Among the
constant source of joy and inspiration to the most important elements of school
entire staff. On the other hand, even if a preparedness are:
student stays for only a brief time, he gets  Regular exposure from birth to a
eternal benefit. It is better, therefore, to give a sensory stimulating environment.
chance to “borderline” families. Even if the  No television viewing. TV is dulling to
teachers and principal suffer materially from the active mind, rather that
accepting the student(s), that austerity stimulating. Kåñëa conscious video is
undertaken for Prabhupäda’s pleasure brings alright as long as viewing hours are
spiritual happiness. limited to two or three a week.
 Plenty of outdoor play.
 Diet of milk, rice, wheat, beans, and
fresh fruit and vegetables.
When to Start School  Regular exposure to and involvement
in conversation.
 Age-appropriate pictures and books
Although local law and custom specify readily available.
varying ages for the start of school, Çréla  Parents who regularly read in the
Prabhupäda indicated that five years was the children’s presence and read to their
appropriate age to enter the gurukula program children.
and our experience has born that out. Most  Regular exposure to music and singing.
five year olds are mentally and emotionally  Access to pens, pencil, crayons, etc.
ready to begin a light academic program  Simple toys that encourage
consisting primarily of reading, writing, imagination.
arithmetic and Bhagavad-gétä study.  Freedom to explore within safe limits.
 A peaceful, loving, and supportive
Generally, we do not recommend children “intact” family
starting school before five years. Çréla  Regular attendance of the morning
Prabhupäda mentioned that during the first program in a temple.
five years children should more or less be
allowed to do as they please. That doesn’t There he is impressed with the importance of
mean that they shouldn’t be disciplined - only regulated spiritual activity and gets to widen
that it isn’t necessary for them to have any his circle, feeling himself part of a spiritual
specific work or duties. They will have plenty community.
of opportunity for service in the form of school
work after they turn five.

61
Additionally, children entering school should started. Therefore, although an experienced
know how to dress themselves, go to the toilet teacher may be able to group children by
properly, take prasädam nicely, and have subjective observation, a written, objective
respect for parents, teachers and other people’s assessment prevents many parent-school
property. misunderstandings.

What exactly are we measuring? We discover

how much knowledge the child has about
numbers and letters, how well he
Readiness comprehends verbal language, and how mature
his visual perceptions are, among others. We
Children enter school in kindergarten or first are not interested in evaluating intelligence or
learning potential, but we would like to know
grade with widely different backgrounds, if a child is prepared for the kinds of academic
skills, and knowledge. It is important for the challenges that will be put before him and how
teachers, administrators and parents to have a much he might already know about the things
clear, objective idea of what the child knows he will be expected to learn in his first year.
before he receives any instruction.
As soon as a child first enters school (third or
Perhaps the most important reason for a fourth day), and definitely before starting to
teacher to understand the extent of a student’s teach the alphabet, it is wise to administer a
readiness is the resultant ability to correctly “readiness test.” We recommend the
place the child in an appropriate reading and Metropolitan Reading Readiness Test. It is
mathematics group. The more a classroom is simple to administer, and takes a total of 2 or 3
tailored to the actual learning needs of hours. Carefully follow the directions. If for
individual children, the more the children will some reason you cannot formally test your
be full of enthusiasm and free from boredom. students, see if each knows the names and
Ideally, each student should work at his own sounds of the alphabet letters. Does the
pace. However, the teacher in a large class will student recognize written numbers? Can he
probably find her energies better allocated, understand and follow simple directions?
without a significant disadvantage to her Show an alphabet chart. Working with each
students, by dividing the students into several student individually, ask him to point to the
(usually three) groups for reading and letters which you randomly ask for. (Show me
mathematics. This will allow the teacher to where “s” is. Where’s the “e”?) Do the same
assign enrichment work to those students who with a chart of numbers from 0-10. Then find
learn the subject quickly and give extra pictures of people engaged in various activities.
instruction to those who have trouble catching Showing three pictures at a time, ask the child
on. While this initial grouping is helpful, the to point to the picture you describe. (There’s a
teacher must be prepared to change a child’s devotee picking flowers. The flowers are red
group whenever it would be to the benefit of and yellow. The temple is far away. Which
the student. picture is that?) Show pictures containing
many items and ask the child to point to
Knowledge of a child’s readiness upon entering specific things. (Point to the bird. Point to the
school is also important to parents and lake.) Next, show the student pictures and ask
school administrators who are below average in them to indicate the number of objects, up to
skills and knowledge before entering school ten. (See the row of apples. Which is biggest?
may quickly climb to the top of the class, it is Which is the seventh bird from the nest?
more likely that the extent of each student’s Which clock shows three o’clock? Which of
progress measured at the end of the first year these numbers tells how many pennies there
will depend in large part upon where they

62
are in a dime? Mark the house that has seven
windows.) Staff
The student should then try to copy a series of
shapes involving simple closed, open, and Filling Positions
intersecting figures. Finally, tell the student to
“draw a man”, allocating ten minutes.
Consider the drawing superior if it has non- Personnel make a school. No matter how
transparent clothing, firm lines meeting at the nice the building, how glossy the textbooks,
proper points, and details like a neck, hands, how much money is spent on enrichment, and
shoulders, correct number of fingers, and a how perfect the philosophy and methods,
waistline. Consider the drawing above average expert teachers and staff have to use
if it has arms and legs in two dimension, the everything appropriately and well. Poor staff
length of the trunk greater than its breadth, selection has been the bane of many an
and clothing clearly indicated. Consider it otherwise sound institution.
average if there are any number of fingers,
ears, and nostrils, and parts in a somewhat The hiring policies will depend greatly upon
realistic proportion. The drawing is below the size of the school and its relationship to a
average if it has most of the following features: devotee community. In a very small school the
arms and legs (may be one-dimensional), principal may approach devotees and ask them
trunk, head, mouth, nose, and hair. An to take up positions. The administrator has, in
immature drawing is not recognizable as a such cases, probably known and observed the
human being and, the parts of the body such person for some time. The guidelines
as arms and head, when given, are not presented here apply completely in a large
connected. school where prospective staff members are
virtually unknown. Each school will have to
If the student does below average on these look at its situation to discover how to apply
tests, he probably needs more time with these principles.
manipulatives (see arithmetic section in
Chapter 10, “Overview of Academics by First, all applicants can fill out an application
Subject Area”) and the basic alphabet than form. (A sample of a teacher questionnaire is
most children. If he is able to answer 55-75% included in Appendix E.) Generally, we want
of your questions, put him in the middle teachers who are initiated, preferably
group. Children who easily answer more than brähminical initiation. Sometimes we may
75% of the questions are put in a group that’s engage an uninitiated person for a very
on an accelerated program. Whether you use a specialised position where he has limited,
commercial test or one of your own making, supervised contact with the children. For
make sure a written record of the test and example, many schools will have to have an
results is kept in each student’s file. uninitiated Indian friend of the temple for a
Sanskrit teacher. Such decisions may be made
carefully. All teachers must agree with the
philosophy of Kåñëa consciousness and follow
Çréla Prabhupäda. After receiving and
reviewing the application, if you are interested,
arrange an interview. If you have no interest
in selecting him, inform the person that you
don’t have a suitable position for him at this
time.

63
GBC Policy on Child Abuse
ISKCON Governing Body Commission, Mayapura, India, 199O Resolution 119

1. The local governing of the project, away from make available to all
authority of each ISKCON children; banishment from ISKCON educational
school or community is the project (and possibly projects and temples the
responsible to appoint two from other ISKCON projects names of all accused,
or three devotees to with children); or in severe admitted, confirmed and
investigate and follow-up on cases, banishment from all convicted child abusers.
all suspected or confirmed ISKCON projects.
cases of child abuse. 6. Abused children
The degree of segregation must get appropriate
2. Suspected or will be determined by the professional counseling so
confirmed cases of child nature and severity of the that the serious ill-effects of
abuse must be reported to offense; the attitude of the the abuse can be minimized.
local government authorities perpetrator; the feasibility of
for investigation and/or protecting the children from 7. All ISKCON
prosecution. further abuse or educational projects must
intimidation; and the have preventative programs
3. All suspected or sentiments of the local which train children how to
confirmed incidents of child devotees, especially the avoid and report child abuse
abuse must be reported parents. In no case should a incidents.
immediately to the local confirmed or suspected
GBC secretary and within perpetrator remain in the 8. The local GBC man
thirty days, to the ISKCON local community unless the (or men) are directly
Board of Education. The local ISKCON authorities responsible to implement
ISKCON Board of Education obtain the written the measures outlined
shall review the authorization of no less than above. Should the GBC
investigation and give a ¾ of the parents of children Body find a GBC man or
finding as to the status of at the project or in the other ISKCON manager
the alleged perpetrator as community. The local responsible for suppressing
confirmed, suspect, or government authorities or covering-up complaints
innocent/not-suspected. and/or the ISKCON Board of of child abuse, or supporting
Education will make the intimidation of those who
4. The perpetrator or final determination of the might complain, the GBC
alleged perpetrator must be appropriate degree of man shall be open to
immediately segregated so segregation. censure or probation and
that he has no possible the ISKCON manager shall
contact with the victim or 5. Any confirmed child be open to appropriate
other children. This abuser may never again disciplinary action. ¤
segregation may take the serve in association with
form of relocating the children in any ISKCON Note: for more details see
perpetrator to another part project. The Board will also Appendix G

64
 During the interview, first note your general with your local government social services
impressions. Is the individual neat and clean? department for advice on how to conduct this
What about the hair and fingernails? Is their check. The North American regional board of
appearance to the standard of a Vaiñëava? Do education is developing an application form
their clothes match? How do they walk and that includes instructions for such a character
sit? Do they appear confident and check.
enthusiastic? All interviewers need a list of
standard questions. We want to know why the You need to consider the results of the
person feels drawn to the position, and application, interview, and references in light
whether they are planning to serve with your of the specific position. For example, an
school permanently or just for some time. Ask administrator needs drive, vision, and
them what the most important event in their leadership qualities above those of a teacher.
life was. The second most important. What Have the courtesy to inform the person of your
do they really want to do with their life? What decision. The applicant, if he has any access to
is their greatest accomplishment? Do they the children, must sign an affidavit regarding
have many things left undone? These child abuse. Please see the sample in
questions can tell a lot about the spiritual and Appendix E. You need to work out specifics
material qualities of the person. For example, regarding living arrangements, pay, and
someone who wants to become materially expected responsibilities. It is helpful,
well-situated as a primary goal will probably especially in all but the smallest schools, to
not make a good brähminical teacher. What have each person’s responsibility and “chain of
was their biggest mistake? Be careful if they command” spelled out for them in writing
have none! How do they feel about their before they begin their service.
previous service? Be wary of complainers.
How many days did they miss their service in
the last five years due to illness or other
reasons? The interviewer needs to discover the Dropping Devotees from the
applicant’s lifestyle. How much does he spend
on personal expenses? Will the school be able Staff
to support him? Is he simple or extravagant?
It is a very good idea to meet the applicant’s
spouse and children. Will the family be a help Sometimes, although we take all reasonable
or hindrance? If the applicant lives in the precautions, a staff member must be dismissed.
community, notice the condition of his living Often Kåñëa will arrange for a poor teacher to
arrangements. leave, but there are times when the principal
must do the unpleasant task. Firing is always
After the interview, it is essential to contact difficult, because often the staff member will
previous references. Don’t do this after you be a close friend. He is simply not a good
engage him. Never engage anyone, for any teacher. In such cases the principal has to act
position in the school (including janitor), who in a loving way toward the teacher, as well as
has any past history of abusive treatment of the children. He should be concerned for the
children. Please see the article entitled “GBC teacher’s proper situation in devotional service,
Policy on Child Abuse” on page [?] for more as well as the children’s education and
information. It is important to research the happiness.
legal responsibilities and liabilities that
concern schools in your particular area. There are other cases where the teacher is not
just poor, but dangerous or neglectful. When
It is also important to do a thorough a staff member has to be separated from the
background check, covering the last ten years staff for serious violations of behaviour, the
of the potential staff member. You can consult struggle is different. Here the principal may

65
contend not with his sentimental attachment should be reported to the local GBC and the
to the person, but with anger. In such cases, board of education. This is very important!
the staff member should be separated from our Parents and students, as well as people in
staff when the principal is able to deal with the general, will have much more faith in our
matter in a professional way. school when we deal with problem people than
when we cover something up to save our
Whatever the reason for asking a teacher to reputation. It will always be revealed
change his service, the principal should meet eventually.
with the staff member to be dismissed and two
witnesses. He should first give honest thanks If your school is asked for a recommendation
for service rendered. He should then, clearly about a former staff member, the ethical action
and kindly and without anger, explain the is honesty - about good and bad. We do no
reasons for dismissal. It is very good if the favours by encouraging devotees to do service
principal can get the staff member to agree for which they are unsuited. Nor do we help
with these reasons in front of the witnesses. the reputation of our school, or ISKCON
The janitor might say, “Yes, I’ve really schools in general, when we gloss over the
forgotten about my basement duties. I know difficulties of a poor teacher. If we really are
you’ve reminded me, but I just keep forgetting. working in education because of love and
” Do not, except in extreme cases, dismiss concern for the children, we won’t give them
someone for reasons that he had no less than the best teachers possible.
opportunity to rectify. This meeting should Additionally, some countries have laws
never be the first time the individual heard of concerning employee recommendations. Local
the administration’s dissatisfaction. If the research is needed before giving an oral or
principal does his job of supervision, there written recommendation of any kind.
should be ample opportunities to point out
problems and suggest solutions. If a teacher
has failed to fulfil his responsibilities, the
principal should make sure that the duties Evaluation
were clear when the teacher was hired.

The reasons for the above procedure are not The purpose of regular supervision and
only founded on proper Vaiñëava dealings. evaluation of school personnel is to assess how
Many countries have laws regarding hiring and the overall stated goals of the school are being
firing of personnel. If a staff member feels he met. It is foolish and lazy to assume that
was dismissed unfairly, he could sue for everything is progressing nicely because of
damages. The legal fees alone could close the casual, external appearances. It is also unwise
school. It is essential for the administration to to put absolute trust in the spiritual, academic,
know the local laws in this regard. (For or practical behavior of any staff member based
example, some countries, such as the United on their past record, general respect among
States, forbid firing for reasons of pregnancy, devotees, or material qualifications. Actually,
considering it sex discrimination.) teachers like to be regularly evaluated. If such
supervision is lacking, the teachers (and
We should note here that if the teacher is students and parents) gradually feel that “no
being dismissed for something illegal, he one cares.” It is then difficult for them to be
should be reported to the local governmental enthusiastic about their service. Small
authorities, as well as the ISKCON Board of problems and dissatisfaction become large and
Education. Otherwise we can be sued for unwieldy.
slander if we only “report” alleged illegal
activity within our own society. Violations of
ISKCON laws that are not government laws

66
It is actually amazing to learn the amount of teacher and administrator can, by noticing this
non-supervision that goes on in various and more, get a reasonably good picture of the
schools. It’s fairly typical for an American class in about an hour.
public school principal to put a new teacher in
a classroom, point out the supplies, and tell After each classroom visit, the administrator
him, “If you need me, just holler.” Most should share his impressions with the teacher.
teachers, in such a situation, would be loathe Whatever negative comments he must make
to “holler” as it would seem to them an should be “sandwiched” between specific,
admission of failure or lack of expertise. The positive observations. If the teacher is
result is that the teacher loses the opportunity excelling in any area, the administration
to gain help and guidance. The principal loses should make him an example and urge others
first-hand knowledge of his school. Obviously, to learn from him. It is also the administrator’s
this is a problem in proportion to the size of duty to quickly correct any serious
the school. Yet even a small school teacher- discrepancies. It is important for the evaluator
principal has to supervise the other teachers. to focus on one or two areas which he feels
Sometimes the head of a small school takes his should be changed, rather than try to correct
knowledge of the school for granted, but everything at once. Otherwise, the teacher
doesn’t spend time in the classrooms. might feel overwhelmed.
In a very large school, the principal should
visit each class at least once a year. That may In addition to these formal visits, the principal
seem much too little, but some principals don’t should be alert to the relationships between
do even that. The ideal would be four or five students and teachers throughout each school
visits per classroom per year. If necessary, the day. Every contact with the students and staff
assistant principal or other administrator can should be one of observation.
share this responsibility. Whoever supervises
teachers must have teaching experience. This An evaluation procedure can be more formal
classroom visit should last for about one hour. than the above description. About one month
During this time, the administrator should after the start of the school year, each teacher
walk around the class, look at the students’ and administrator writes down his goals for
work, desks, and classroom. the next semester and year. The teachers’
goals are reviewed individually by each teacher
First, the administrator gauges the atmosphere. and the principal (or another administrator in
Is the teacher in control? Are the students a very large school). The administrator may
eager and enthusiastic? He notices how the temper goals that cannot be realistically met
lesson is presented. The teacher should be with the school’s present budget or facility. He
supplementing the textbook and teachers’ may also suggest improvements in areas of
edition. There should be creativity and weakness. Administrators review their goals
innovation in some of the instruction. The with each other, the local board of education,
students’ work should be appropriate for their the temple president, local GBC, or member of
grade level. Students should be hard at work the international board of education, according
without unnecessary tension, and no one to the local situation.
should be bored and idle. The teacher should
handle disturbances promptly and courteously. Once a month, each staff member evaluates his
There should be an atmosphere of mutual service according to his stated goals. Once a
respect. The classroom should be neat and semester, these goals are also evaluated by the
well- ordered so that students and teachers can above-mentioned authorities. At the end of
quickly find their materials. The teacher each semester, the school administration
should be walking around the room rather decides on a course of action based on these
than sitting at her desk. She should be written evaluations.
involved in every student’s work. A seasoned

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One final note: It is extremely important that
the person ultimately responsible for Relationships with
placement and dismissal of personnel either
regularly evaluate the staff or receive the
Parents and Community
reports of the devotee(s) responsible for such
evaluations.
Teachers and Administrators should always
remember that Kåñëa has entrusted children
primarily to parents. Until the student accepts
Relationships a guru, the father is guru. The school operates,
then, as the servant of the father. Does that
It is important to have an up-to-date mean that the school must follow the parents’
whim? Of course not. The parents and school
organizational chart and, for each staff
need to have harmony of purpose, with the
member, clearly defined areas of responsibility. parents delegating responsibility to the school.
This procedure is described in Chapter 2,
In another sense, both parents and teachers are
“Getting Started.” Administrators need to servants of the paramparä, and ultimately of K
work daily on maintaining proper Vaiñëava
Kåñëa. Kåñëa is the real father of everyone, and
dealings between staff members so that the
we are caring for children on His behalf with
plan on paper can lovingly be put into action. energy, intelligence and resources given by
Him.
Make sure instructions are clear. Often we
think we are communicating one thing, but the
Still, the primary responsibility and concern
other person understands something different. for each child lies with parents. This is the
The person receiving the instruction can repeat
arrangement of Kåñëa and cannot be artificially
it or otherwise indicate his understanding. We
changed. If you’ve been teaching for some
can follow up verbal instructions with written time, think of a student with whom you’ve
notes to confirm the original understanding.
worked for many years. You have a close
relationship. Does that mean that you take
Have regular meeting times between teachers
final responsibility for that child’s discipleship,
and administrators. Every teacher and vocation, and marriage? If the family moves,
administrator should have a regular time when
where is your concern, involvement and
he is available to students, parents, teachers, or attachment? When we think soberly like this,
other concerned individuals. We don’t want to we understand our great responsibility to the
isolate ourselves from the devotees we serve,
parents. Parents deserve to receive frequent
nor make ourselves so available that our time reports of their child’s academic and spiritual
is wasted and energy sapped.
progress. They have the right to have their
wishes for their child honored, if they don’t
Administrators need to frequently encourage
conflict with school policy. Their observations
the staff. Bring the teacher a mahä garland and comments regarding their child’s
once a week. Let the cook know she made academic, spiritual, physical, and emotional
great rice on Tuesday, and give the teacher a
needs should be carefully heeded by the school
mahä plate for her birthday. When you pay personnel.
staff, (if you have paid staff) tell them that they
are worth more. (They are!) When a school respects and honors the
parents’ needs and concerns, the parents will
respond with faith and devotion to the school.
The children, seeing unity between home and
school, will be more obedient and eager to
learn. It is true that some parents will try to

68
manipulate school staff. Some can be Larger schools may have the parent sign and
obnoxious in their demands and criticisms. If return the report card.
parents are repeatedly harassing teachers and
administrators without good cause, the Immediately after a child is enrolled, he is
principal should refer the matter to the local given a diagnostic test for proper academic
board of education. If necessary, a placement. (This is explained under
representative of the international board, or “Placement and Testing” later in this chapter.)
the local GBC member, can also help to resolve These results should be given to the parents
the difficulty. Often, such parents will decide before the child is placed in a class. If the
to have a more harmonious relationship. If parents object to your placement, you need to
they continue to berate the staff, the principal work out a satisfactory agreement, carefully
should ask them either to cooperate or find a explaining your evaluation. Parents should
school where they feel satisfied. also receive a copy of the achievement test
results. Make sure you explain these, either
Having said that, we should remember that orally or in writing, as they can be bewildering.
such parents are the exception. If your school
is actually well-run with carefully selected It is very encouraging to the student and
teachers, good materials, proper placement, parents to send home occasional notices when
adequate facilities, and agreement between all the child has done something particularly
parties about school policies, you naturally good. Try to send such notices about once
eliminate most school-home conflict. every two weeks per child. You can send these
Assuming that, how can we fulfill our home when a student gets a good grade in a
responsibilities to parents with genuine subject that is difficult for him, when he
support and concern? chants japa nicely for three days in a row,
when he asks an intelligent question in
All parents should get frequent evaluations of Bhagavatam class, or solves a problem without
their child’s academic and spiritual progress. becoming angry.
Once a month is not unreasonable. Some
schools send a brief report once a week. When Schedule one or two individual parent- teacher
you issue formal report cards will depend on conferences a year as a matter of routine. In a
your academic calendar. These should contain large school, it is important to have a
evaluations in each academic subject area. conference at the beginning of the year. The
Most schools use “grades” for simple teacher will be greatly assisted by the
evaluation, while some prefer to write out, impression and information received from the
“Jéva is doing excellent work in English.” parents and the parents will be better able to
There really isn’t any difference between the assist the school if they understand the
two, but since grades are more easily requirements and standards of the particular
compared, some parents feel they are “too teacher. It is also good to have a conference
competitive”. Çréla Prabhupäda wrote, near the end of the year, perhaps after the
“Competition gives life.” So there is certainly achievement tests. Discuss with the parents
no harm in standard grades. The form isn’t so their child’s progress and give them time to
important, however, especially in the lower bring up points of concern. These conferences
grades, and the administration can use should last no more than half an hour.
whatever method is easy for them. Parents are Schedule two to four conferences per day, after
usually interested in seeing the child’s school school. Keep these conferences somewhat
work. Report card time is a good opportunity formal and always pleasant. Negative
to include all completed assignments in a comments should be stated pleasantly and kept
packet to take home. Make sure parents to a minimum. Stress solutions rather than
receive their packet! In a small school, you problems. Make sure the conference ends on a
can hand the papers to the parents personally. positive note. The school should allow

69
 Parent-teacher conferences help give children unified guidance.

then be free to visit the classrooms, where the

teachers and parents to call for a special students display projects and schoolwork.
conference if the need arises. Each teacher should be available in his
classroom. You can also limit the event to such
It is nice to invite parents and community to classroom visits. Have prasädam available!
the school once a year. This can be during You can ask the parents to each bring one
school hours or after school. Usually it is preparation. As the parents leave, the
scheduled for the evening on the day before a principal stands by the door and thanks them
vacation, to facilitate attendance by working for their support.
parents. If space allows, invite not only The behavior and education of your students,
parents, but the local temple community. especially those that have been in your school
Send and post invitations at least three weeks for some time, is your best advertisement.
in advance. This program can be as formal or Most people, including parents, feel helpless to
casual as you like. You can start with an judge an educational institution. They will
assembly with a lecture by the principal, therefore form opinions more or less by
followed by student presentations. Guests can externals. Be happy for the rare parent who

70
asks detailed questions about your classroom academic programs and goals to the parents
structure or curriculum materials! Even if you from the very beginning. Keep them involved
don’t agree on every point, such parents will in their children’s academic progress.
support you if your reasons are soundly based
on scripture and practicality. For most people, But surely, we aren’t going to take the extreme
it is very important to have a good appearance. austerity of teaching and administration just to
(Of course, if the actual school isn’t sound, have a school with excellent material learning.
appearances will only deceive for some time. Nor are we going to sacrifice our lives for such
We are not advocating covering up a bad a school with good “moral” teaching and
situation, but selling a good one.) influence. Every staff member should be
working because the gurukula gives the
People will judge the excellence of your school students an opportunity to relish the nectar of
by the mannerisms by which they see staff devotional service. At least the same amount
interacting with students. Are the relationships of energy that goes into the academic program
respectful and loving? Your staff and students should be put into the spiritual program. This
should always present a neat appropriate can only be accomplished by “practical
Vaiñëava appearance. Students’ behavior in attendance.” The children must experience
public should be controlled. Students should Kåñëa consciousness, not just have a
not be unsupervised. (This can have serious philosophy class. Çréla Prabhupäda repeatedly
legal consequences if an unsupervised child stresses regular attendance at maìgala-äraté,
has an accident.) The grounds and building the entire morning program, and meaningful
should be clean and well-kept. Classrooms service in association with adult devotees.
should be bright and cheerful. Classroom When parents and community see the “fresh
walls should have pictures and posters that enthusiasm”, of such students, they will easily
relate to the students’ spiritual and academic be satisfied with our “teaching method.”
studies. These should be changed when
appropriate. The prasädam room should be We’ve now examined how to establish
spotless with clean serving containers and relations with average and belligerent parents.
utensils. Having first-class prasädam is very Some parents present a different problem.
important! Hardly anyone will feel satisfied if They are apathetic. They may never come for
the students are ill-fed. Make sure the play conferences or encourage their children in
area and equipment is clean and safe. their work. If the child is unaffected, the
situation can be tolerated. Often, however,
Although academics aren’t external in the same such students are unmotivated and insecure.
sense as painted rooms, it’s a sad fact that most If you cannot bring the parents to the school,
parents, devotees in the community, and arrange for a home visit. Try to impress the
visitors are more interested in academics than parents with their responsibility and admit
the spiritual program. At the same time, if you your inability to help their child without their
have an excellent academic program but your support. Pray to Kåñëa that He enlighten
students reject Kåñëa consciousness as they them. This situation can become very trying
mature, everyone will consider your program a when parents are apathetic not about school in
failure. The solution here, regarding relations general, but specific problems. Some parents
with the parents, is balance. Decide how much refuse to take care of an obvious sight or
stress you are going to put on academics. It hearing loss! You can keep putting pressure
doesn’t take much endeavor to have excellence on the family while tolerating the situation, get
in this area if the educational approach is clear, care for the child at school expense, or refuse
the materials support that approach, the to teach the child until the parents take action.
teachers understand it, the teachers have initial
and ongoing training, and the academics are Many experienced gurukula teachers and
regularly evaluated. Communicate your headmasters have concluded that students

71
won’t be permanently satisfied with a Kåñëa
conscious education unless the parents are Keeping Accurate and
strictly following the principles of bhakti-yoga
in their own lives. This is not necessarily true,
Helpful Records
however. It is important for the school staff to
realise that parents change - the parent who is
lax today may be determined tomorrow and
Once a student is admitted, you need a file
vice versa. Therefore, students and parents folder. In it place the admission form and
should never be “written off” as a sure spiritual previous school records. Put his name and
failure. If parents desire a gurukula education date of birth on a permanent record form. The
for their children, they deserve the utmost address and phone number should be written
respect from the staff, no matter what they are there in pencil. After administering diagnostic
personally doing with their lives. It is tests, place the results in the folder, with an
extremely rare for someone to want indication of academic placement. This folder
transcendental education for their children. stays as long as the student is in your school.
The teachers should show their gratitude in If he transfers, the folder follows him. If a
words and action whenever possible. It may graduate desires higher education, a copy of
be strongly emphasised to parents who are the permanent record (keep the original of all
weak, however, that they must at least believe graduates) should be sent to the institution.
in and support Çréla Prabhupäda’s program
(see Bhagavad-gétä 3.31 purport). It is also As you send report cards to the parents, keep a
very important that students not be exposed to copy on file. At the end of each year, average
sinful activity at home. Prohibitions on the grades and record the average on the
television and radio in the home are not only permanent record. Record the attendance
reasonable, but intelligent protection for the record for each year. The permanent record
entire school. In North Carolina, the head of should also show achievement test scores. If
the government’s non-public school you take school pictures, one should be put in
department stated that it is reasonable and the folder. If a student is suspended or
legal for a school to suspend or expel a student expelled, a record should be in the file. You
for behaviour out of the school. He gave the also need any comments regarding pertinent
example of drinking and watching health problems, such as a hearing loss.
pornographic video. It is certainly within the
school’s rights, therefore, to insist on such
restrictions. If children are ever home, an
açrama school can have as much (or more)
problems with mäyä in the home as a day Placement and Testing
school! Be sure to decide on reasonable,
tangible rules for parent cooperation, and then
strictly enforce them. We give some
suggestions for establishing such standards in
There is a standard placement of children
according to age that is followed in all public
Chapter 8, “Influence Outside the Classroom.” and private schools. Such information can be
very helpful in insuring that all students are
learning academics according to their capacity.

The placement is as follows:

 If a child’s fifth birthday is before
December of that year: kindergarten
 If a child’s sixth birthday is before
December of that year: 1st grade

72
  If a child’s seventh birthday is before The “Basis” test is given individually and takes
December of that year: 2nd grade one hour. (Schools that regularly enrol large
 If a child’s eighth birthday is before numbers of new students at a time may
December of that year: 3rd grade therefore prefer the other diagnostic tests. The
 If a child’s ninth birthday is before advantages of “Basis” are: covers reading, basic
December of that year: 4th grade mathematics, spelling, and composition; is
 If a child’s tenth birthday is before very accurate; and applies to any instructional
December of that year: 5th grade program.) You can easily use the results of
 And so on. this test to enrol a child in either a classroom,
multilevel, or individual approach as explained
In addition to placing a child roughly by age, in the “Manual.” Students who are starting
some standard diagnostic test can be given. school with no previous academic training
Basic Education in Texas supplies tests for need more comprehensive testing at the
mathematics and English, although you will beginning level than is available in “Basis.”
also have to order their scope and sequence in Doubtful cases, where you have no clear idea
order to correlate the results with your of the student’s level, and all students with any
program. Similar tests can be obtained from previous formal schooling should be
Christian Light (or Alpha Omega). In administered “Basis.” Harcourt, Brace,
addition, some textbook companies have Jovanovich’s psychological corporation also
placement tests for particular subjects and has the Metropolitan Reading Readiness Test for
texts. One that comes to mind is the students just starting school for the first time.
diagnostic test for English 2200, 2600, and This simple test determines whether the
3200. Using this approach, you will test your student can immediately start your reading
incoming students with a variety of tests from program, requires basic alphabet preparation,
different publishers. or extended preparation. This test is described
earlier in this chapter under “Readiness.”
A comprehensive test that can be applied to
any program is available from Harcourt, Brace For example, all students who come at ages
and Jovanivich’s psychological division. It is five and six with little or no previous
called “Basis.” You have a onetime investment education are given a reading readiness test
in the “Manual” and “Content Booklet,” which such as Metropolitan. Students above age six,
are reasonably priced. Each child needs a or any student who has been in school long
“Record Form.” Those with little standard enough to develop some reading and
testing experience may feel intimidated by the mathematics skills, should be given a
language of the teacher’s manual. However, it diagnostic test such as “Basis” which covers
is very easy to use and understand (although it grades K-8. Some students come at age eight
doesn’t seem so!) Read the “General Testing or older with a background of unstructured
Considerations” and then follow the procedure learning at home or in a “free” school. You
for each section of the test. It is wise to follow may use a K-8 test, starting at the lowest level
their advice to have two “trial runs” (maybe on of testing.
your own children) before administering the
test for actual placement. To score, you need Hypothetically, suppose a student has his
to refer to the “Norm-Referenced” and “Grade- twelfth birthday in October. He would then,
Referenced” interpretation for each subject. by age, start seventh grade work in September
Scoring basically involves referencing a group of that year. Upon giving him a diagnostic
of charts and graphs. Don’t concern yourself test, he places in the middle of fifth grade in
with the “Test Development” and “Technical English, with a gap in his understanding of
Data” sections. fourth grade dictionary skills. In mathematics
he tests at the middle of eighth grade. Such a
student can be placed in an eighth grade

73
mathematics textbook, or connected with the usually supplied by the publisher along with
closest class, with instructions to the teacher to the text. Teachers should also develop their
either do enrichment or remedial work. In own methods of evaluation. (See “Teaching
English such a child can be placed on an Methods” in Chapter 5). It is also important to
accelerated program, concentrating on the give students achievement tests. These tests
most essential skills in the last half of fifth and compare each student to the average
all of the sixth grade. He should have some American student in his grade level. Other
individual work with a dictionary. If at all countries have various types of periodic exams.
possible, he can try to catch up to his proper Here we’ll look at the American system.
level within three to nine months. In some
cases, the child may strongly resist an While placement or diagnostic tests are only
increased workload and may have to be given once to a child, achievement tests are
instructed on the level of his past given once or twice yearly. These tests are
achievements. In such a case, instruct the fairly straightforward to administer, and can be
teacher to be sensitive to any opportunity to mailed away to be graded by machine. You
advance the student more quickly so that he can save money by grading them by hand, but
can do the work which is actually suited for this requires study and about 11,2-2 hours per
his age. In other subject areas, such as history, test. Achievement tests will tell you whether
Gétä philosophy, and geography, such a child your students have learned the same academic
would be placed with the seventh grade class. facts and skills that are expected of their peers
in the mundane schools. If they haven’t, go
If such a program is followed, then the back to your placement techniques, teacher
teachers and students can easily have realistic expertise, quality of instructional material, or
aspirations and expectations. When a teacher other factors. Achievement tests include
has a properly placed new student doing W.R.A.T. (Wide Range Achievement Test),
fourth grade work, she can safely assume that Stanford Achievement Test, I.A.T. (Iowa
he knows third grade material. Parents whose Achievement Test), M.A.T. (Metropolitan
child tested at a second grade level at Achievement Tests), and C.A.T. (California
admission time can expect that after one year Achievement Test). The M.A.T. has an
at your school he’ll be in third grade. This is optional section to test writing ability. Each
particularly important when the child tests test measures somewhat different areas of skills
higher or lower than he would be placed by and knowledge. You can order samples and
age alone, or when he is in widely different then choose the test that best evaluates what
levels in different subjects. you are actually teaching in the classroom.
After making such a decision, it is usually wise
An illustration may be helpful. One boy came to stick with the same test each year for an
to a gurukula at age ten. By that age he should accurate assessment of progress. In addition,
have been in fifth grade. After testing, it was all these tests have periodic new “editions”
found that he was at grade level except in which you must purchase to have scores which
mathematics, where he was functioning at accurately compare your students to the
third grade. The situation was discussed with present population. Therefore, purchase each
the parents, and, after trying him on an year only the number of tests you will actually
accelerated program, he simply worked need.
individually at his own pace. The student and
parents knew that he was behind, and accepted Some unusual situations require other types of
the situation without blaming the school. tests. In this regard, we can give some actual
examples from ISKCON gurukulas. In one
Once the student is placed properly according case, some students were consistently
to age and testing, he should be given periodic achieving below average on all achievement
tests in his various subject areas. These are tests. They were progressing very slowly in all

74
their school work. The parents became very this once a year. Many governments make
concerned, criticising teachers and school. In such testing available for free. If the cost to
this case the gurukula called in a local the school is too great, parents can be required
government agency to administer an to arrange for such testing at regular intervals.
intelligence test. These students had extremely There is a risk involved when testing routinely
low I.Q.’s. One girl was borderline retarded. for intelligence.
The government official informed the parents
that their children were learning more than Children can be unnecessarily “labeled.” Very
most students with their abilities and gave bright students may feel that they need not
guidance to the gurukula regarding the make any effort, and others will become
educational program for such students. In discouraged. Scores can be used as a
another similar situation with different competition between students. Even if scores
consequences, one girl hadn’t learned to read are known only to teachers, they may induce
or write properly by age eleven. She was the teachers to relate to students in a
professionally tested and found to have preconceived fashion. I.Q. tests are limited in
dyslexia, a brain disorder. Her teacher took a what they can measure, and imperfect in that
course on methods for the dyslexic, and the measurement. We advise that they be used
student is progressing with reasonable only when administrators and teachers find no
expectations from parents and teachers. explanation for a child’s learning/behaviour
Another gurukula found themselves with a using other methods.
restless, hyperactive child, often a discipline
problem. He always complained of boredom In Life with the Perfect Master Çréla Prabhupäda
and learned quickly. An intelligence test stresses to the Hawaiian devotees that our
revealed that he possessed the I.Q. of a genius, spiritual society must be very organized.
and his educational program was tailored to Placing a child correctly will have a
his individual needs. tremendous effect on his ability to learn, as
well as his motivation. It will also satisfy the
One of the most dramatic cases involved a boy parents if they know that their child is learning
who appeared at age five to be unusually the proper subject matter. Achievement tests
“slow.” The parents were not particularly well can reassure the insecure student, encourage
educated, nor apparently very intelligent. So the fast learner, please the parents
the staff concluded that the child was simply tremendously, and provide a valuable
below average in intelligence. However, this preaching tool.
could not explain his almost complete lack of
academic advancement after spending some
weeks in the classroom. He also did not
appear, in general, to be mentally retarded.
One day a visitor called him from behind. He Resources
did not answer. The visitor suggested that the
school have the child’s hearing checked. The The California Achievement Test is available
hearing test revealed that the boy was almost from Basic Education.
completely deaf. Yet, his deafness was due to
impacted earwax and the situation was totally The Stanford Achievement Test, Metropolitan
corrected in one simple visit to the doctor, Achievement Test, Metropolitan Readiness
with his hearing fully restored. Test, and the Basis Diagnostic and Placement
Is it wise to administer tests for vision, Test are available from the Psychological
hearing, and intelligence as a matter of Corporation of Harcourt, Brace, Jovanowich.
routine? Surely we then avoid the above
problems. It is certainly advisable to test all
students’ vision and hearing. Some schools do

75
Referral for optometrists who can provide
vision therapy and training are obtainable A free pamphlet, “How Does Your Child Hear
from: Optometric Extension Program and Talk?” is available from The American
Foundation. 2912 South Daimler Street, Suite Speech-Language-Hearing Association
100. Santa Ana, CA 92705. (949) 250-8070. (http://www.asha.org/), you to certified
They also have a free pamphlet, “Educational speech-language pathologists
Guide to Classroom Vision Problems.” 10801 Rockville Pike, Rockville, Maryland or
American Speech-Language-Hearing
A free pamphlet, “Your School-Aged Child’s Association, 10801 Rockville Pike, Rockville,
Eyes,” is available from: Communications Ctrl, MD 20852, 1-800-638-8255 or (301) 897-
American Optometric Assoc., 243 N. 8682. They can also refer speech problems.
Lindbergh Blvd., St. Louis, MO, 63141. Send a
self-addressed, stamped, #10 envelope.
http://www.charityblossom.org/nonprofit/opto
metric-historical-society-saint_louis-mo-
63141-237431667

76
Foundations of School Administration
Edith E. Best

An effective school administrator must

fulfillment of the mission in the students
themselves.
start with a clear conception of the goals
and purpose of the institution. Based on All aspects of the school—from the
sound theories of learning and teaching, structure and contents of the library to the
those goals have to exist not only on a textbooks to the discipline program—
mission statement, but also pervade the should be instrumental in fulfilling the
policies of the school. Dealings with school’s vision. Ideally, every academic
teachers, subjects, students, and other lesson, every school function, every
administrators should flow naturally from parent-teacher conference, should be
the overall school vision. The furthering the achievement of the overall
administrator has to then continually be goals. It is the mission statement that
aware of whether or not the goals are being provides the criteria against which each
met, having the flexibility to intervene and member of the school, and especially the
adjust elements of the educational program administrator, can measure any part of the
in various ways until the goals are school from the most sweeping to the most
achieved. minute.
Working within the above, the Of course, some parts of a school’s vision
administrator has duties in the following can only be measured over long periods of
general areas: goals and planning; students, time. Some must be implemented in stages,
other administrators, staff, parents, and depending on the difference between the
community; and physical facility. And the school’s current situation and its goals, as
administrator is most effective when well as external impediments that may
consistently demonstrating inspiring sometimes need to be eliminated or
leadership. overcome first. Therefore, the
administrator needs to formulate short and
Within goals and planning, an long term plans in all areas of his or her
administrator may him or herself develop responsibility. These plans translate the
the school’s vision, come into a school mission into immediate, observable
where the vision is already articulated and benchmarks that allow all members to
be expected to be instrumental in its know both progress and needs.
realization, or be part of team that
develops it. In any case, the vision or And, the mission of a school is centered on
“mission statement” of the school should its students, especially their curriculum.
be clearly understood and realistic. The best administrators are closely
Faculty, students, parents, and the involved in developing, implementing,
community in general should know the evaluating, and improving all aspects of
school’s vision both through dissemination students’ instruction. Of course,
of it in written materials, and, most administrative situations in schools of
importantly, because of the obvious varying size will affect which members of
the administration decide which aspects of

77
curriculum development and aim, achieved as far as possible. Teachers
implementation. The scope and sequence also need scheduling that maximizes their
of the curriculum has to match that of energy and efficiency. For example,
grades and schools below and above it, be students in middle and secondary school
commensurate with the overall plan, and can only be given thorough writing
realistic for the hours, facility, and staff assignments if teachers have time to read
available. An administrator has to approve and correct all of them.
all textbooks and educational materials,
approve teaching plans, observe Deciding what extracurricular subjects and
classrooms, assist teachers to develop their activities are offered is an important
particular areas of instruction, and conduct administrative function. Indeed, defining
or arrange for in-service training. He or she “extra” is crucial. For example, is teaching
should be able to share various teaching art and music an essential part of the
strategies with the teachers, modeling and academic program, or extra? What about
encouraging retention of effective policies drama and athletics? To some extent the
and materials as well as welcoming mission statement will define what is
innovative change. The administrator must integral and what is frill. But while many
have sufficient knowledge to evaluate varieties of activities and clubs, both
curricular materials and suggested during school and after hours, generally
improvements in each academic area of the enrich a school—especially at the
school. secondary level—administrators have to
beware of stretching their staff and budget
The administrator should know about so thin that the basics are no longer
available instructional resources and be adequately covered. Sometimes what is
adept and creative at procuring them for offered will vary over the years according
the school. These resources include the to the staff and resources available.
classroom organization and furniture,
equipment, core or supplemental materials Training the students goes beyond
such as video and software, placement of academics and extracurricular to the
staff so as to maximize strengths, and formation of their character and values. In
scheduling of classes and events. fact, character training is the true heart of
Scheduling needs to take into account education. Of course, much of that training
which days and times students and is done, or can be done, within the context
teachers are most likely to be productive in of academics, both as part of the content
various areas and subjects, as well as staff and indirectly through instructional
and room availability. For example, as methods that include or model ideal values
more students are absent on Mondays and and behavior. Students’ character is also
Fridays, crucial classes and events shaped through the way they see staff
shouldn’t be planned for those days. interact with each other, the way their
Students are also most alert earlier in the textbooks, video, and reading material
day, better able to concentrate on the most portray people and ideals, guest speakers,
difficult academics, while in the afternoon and the general emphasis and mood of the
classes such as art and music can be school.
taught. In a large secondary school, it may
not be possible for each student to have an How discipline and order are maintained
ideal schedule, but at least such can be the directly affects student character as well as

78
does the general learning atmosphere. criteria for that choice should support the
Administrators work with teachers and school’s goals. Certainly the makeup of the
staff to formulate, implement, and evaluate student body will affect what a school can
systems that are both based on and achieve, though inspired and creative
encourage mutual respect and administrators and teachers, working with
consideration, as well as traits such as unlikely groups of students, have created
honesty, loyalty, responsibility, cleanliness, or restructured schools that achieved
and so forth. Some administrators will impressive academic, behavioral, or
develop general guidelines and leave it to practical results.
individual teachers to have their own
discipline programs, whereas others will A program of student counseling is also a
have consistent school-wide systems. The concern of administration. Some students
best administrators will have programs that have difficulties with their studies that the
have equal or greater emphasis on reward academic teacher cannot address due to
as on punishment. Students should lack of time, expertise, or the nature of
perceive discipline as fair, consistent, and their individual relationship. Sometimes
predictable. It is best to have a few rules these problems stem from factors outside
that all can remember, with both good and the classroom. What kind of services each
bad consequences that are commensurate school offers for learning disabilities, what
with behavior and likely to be followed help is given to students with family or
through. For example, having after school psychological problems, tutoring programs
detention as a punishment is only practical available, facilities for gifted students, and
if there are staff members willing to so on, are dependent to some extent on
supervise errant students after school. space and financial considerations, but also
on the administration’s goals and
What the administration chooses to priorities.
reward, and how and when they do so,
greatly influences student behavior and the Certainly secondary school students need
general school atmosphere. Are trophies help choosing and planning their current
displayed for sports victories but not for course of study and their goals after high
debate? Do students get opportunities to school. How many students attend college
participate in interscholastic academic after graduation has a lot to do with course
contests? Are those who win, publicly choices, counselor-student ratio, and the
acknowledged? Is student work on counselors’ expertise in guiding students
display? Whatever receives public display, toward college. But the percentage that
rewards, and acknowledgement will be the attends college also is a reflection of the
goals most students strive for and is one of expectations in the school’s greater
the most tangible ways the students community. Still, administrative decisions
understand the school’s mission. about courses and counseling will have a
direct and measurable effect on student
Who can be admitted to the school and the choices.
admission process, while more a concern
of private schools that can choose their Perhaps the greatest effect an administrator
student body, is part of every has upon student success is his or her
administrator’s portfolio. If there is a attitude about students as individuals. An
choice about who can be admitted, the administrator who firmly believes and acts

79
as if every student can excel and do good professional growth, and an atmosphere of
in the world is more likely to get such a courtesy and honesty. It is also important
result. A student’s problems can be seen as that teachers be placed in an area of
evidence of “bad” character, or misdirected strength. Unfortunately, today there’s
good qualities. The latter view of students many middle and secondary teachers who
leads to a general atmosphere of are teaching out of their area of expertise.
encouragement. One should consider that a teacher may
have strength not only in a particular
It is important to maintain accurate and subject but also with certain types or ages
complete records of student achievement, of students, or with particular
disciplinary action, immunization records, extracurricular programs.
and other relevant data. Requesting
records from previous schools and sending The administration also has to hire and
records to schools to which students supervise the non-instructional staff, who
transfer is an essential school service. Some is essential to the proper running of the
schools defer deciding on admission until school. These staff members need to be
reviewing records from previous screened and compensated fairly. Their
institutions. general attitude toward their duties and the
students has much to do with the
The next general area of administration is atmosphere in the school.
the managing of the school faculty and
staff. Careful hiring of staff is crucial, and Personnel problems should be handled
should involve background checks, with a view toward encouragement of the
thorough interviews, and consultation. The positive and solving of the difficulty.
administrator should make sure that staff Incompetence and/or a mentality of non-
is compensated fairly, and knows cooperation cannot be tolerated. It is
thoroughly, in writing, what their salary, important to keep records of meetings with
job description, benefits, and so forth will staff, and to outline clearly what the
be. An on-going evaluation of all teachers problems are and suggested remedies. If
is essential, accomplished through not rectified, the person should be given
classroom visits (of both administration the option of resigning, but in no case
and peers) and follow-up conferences that should disciplinary action be a surprise.
should focus on encouragement and
positive direction. Administrators should There also must be a mechanism for
arrange for regular in-service training, and personnel to deal with their grievances
encourage professional advancement, if with administration and other staff
possible through financial assistance and members. This mechanism should be
time allowances. clearly spelled out in the policy booklets
and allow for a fair hearing of both sides.
For teachers to be satisfied long term they
need not only reasonable pay and benefits, The larger the school, the greater the
but also a sense of significant number of people in administrative
accomplishment and appreciation. They positions and the more complex their
should receive commendation for tasks relationship. Most schools, however, have
well done, participation in decisions that at least a board and a chief administrator
directly affect them, opportunities for who reports to it. Their relationship is

80
essential to the smooth running of the importance are the parents’ viewpoints and
school. School policies based on overall how well they understand the school’s
philosophy and goals are decided on the basic mission.
board level, with the administrator
(whatever his or her role in the formation Attitudes and perceptions about the
of those) responsible to translate those into school, good or bad, are communicated
everyday practical action. Similarly, the during athletic events, musical and
budget is usually decided on the board dramatic performances, field trips, and at
level, with the administrator overseeing the ceremonies such as graduations.
money within that budget. Administrators can also intentionally relate
to the public through newsletters,
Often it is the administrator who brings a orientation meetings and open house,
problem to the board, along with his or her parent-teacher activities, and school
proposed solution. Ultimately, however, handbooks.
once a board decision is reached, the
administrator needs to carry it out Perhaps one of the most overlooked values
regardless of his or her personal opinion. of good public relations is that it
The board is responsible for evaluating the encourages school improvement as much
administrator and should do so in a formal as having guests encourages one to clean
way at least annually. The evaluation the house. When the public is invited to
should be based on the job description; examine the school, those who work in it
those who do the evaluation should have a want to have something wonderful for
sufficient background in teaching and them to see.
school administration to be able to
ascertain the administrator’s strengths and A final area of interpersonal relations for a
weaknesses. school administrator is with the
government. There are rules about
Public relations are a major part of an attendance, immunizations, achievement
administrator’s responsibility. Good public testing, teacher requirements, reporting,
relation informs others about the work of building codes, and the academic content.
the school, establishes confidence in it, The administrator has to be up-to-date
gets support for the school’s maintenance, with local and state requirements, have
integrates the home, school and good relations with relevant government
community, improves the partnership officials, and make sure the school is in
between them, and corrects compliance. Additionally, there are many
misunderstandings. government resources available for various
programs, and the administrator should be
One of the most important aspects of good knowledgeable and adept at procuring
public relations is the way the non- those for his or her school.
instructional staff deals with the general
public—how a secretary answers a phone Of course, the administrator is responsible
or a bus driver handles a rowdy child, for for the upkeep of the building, grounds,
example. How the students and former and vehicles. In this respect, there is little
students behave in public and what they difference between the administration of a
say about the school has a huge influence school and any other institution or
on the public’s perception. Of equal business. If one is fortunate enough to be

81
able to design a facility or alter an existing
one, then one can have the size and Beyond being an expert manager, a school
structure of buildings and rooms reflect administrator should demonstrate
and support the school’s basic philosophy. leadership abilities. He or she should be
able to provide all needed educational
Even with a previously existing structure, resources, both tangible and intangible. He
choices about size and type of desk, seating or she should be an instructional resource
arrangements, displays, contents of the directly—a source of information and ideas
library, and so on, affect the general mood and a model of teaching and relationships.
and student performance. For example, An expert communicator who builds
there are some schools that set up teamwork and enthusiasm in the school,
individual student “workstations” along and a visible presence throughout the
the walls where each student has a desk school, the administrator as leader inspires
and a computer, with a wall separating the confidence and high expectations.
desks. There are also centrally located
tables and chairs for group work. Such a Thus his or her responsibilities for
configuration supports their individualized students, curriculum, staff, other
and group approach, but not a whole-class administration, parents and the public, and
lecture format. It’s often best if the the physical school, culminate in a place
physical arrangements allow for as much where students love to learn and teachers
flexibility as possible, such as having strive for excellence in their profession.
movable desks and room dividers, so that a
variety of teaching styles can be
accommodated.

82
The Parent-Teacher Partnership
By Urmila Devi Dasi

FOR MILLENNIA, parents sending spiritually to understand and apply what's

their sons to school were also turning them learned in school. Views held at home and
over to a guru, not just to be a student but to those taught at "philosophically neutral"
be a disciple. The boy was expected not only government schools often clash, putting
to complete academic assignments but to parents at odds with teachers, with the
serve the guru and live as he ordered for students in between.
spiritual realization. In the last few hundred
years, a boy has often continued to live with Look for the Views
his parents after becoming a disciple, but in
the ancient tradition the student lived with Though a school might appear neutral, it
his teacher, often not seeing his family for inevitably has a philosophy about the
months or even years. ultimate purpose of learning and of life. So
parents must always carefully monitor what
When a child's teacher is a bona fide points of view their children are learning
guru, the parents have full and firm faith that from the textbooks, teachers, and other
their child is properly cared for in all students.
respects. The guru, in turn, teaches the
student to obey and highly respect the Teachers and parents today are often
parents. Lord Krsna says in the Bhagavad- wary of one another, and in some cases even
gita that respecting one's parents is an antagonistic. Teachers assume that many
austerity favorable to spiritual advancement. parents will contradict their instruction. If a
When initiating one of his first disciples, religious family sends their child to a secular
Srila Prabhupada told him to offer school, the conflict can become intense, as
obeisances to his mother, who was attending the basic world views are so different.
the ceremony. Indeed, devotees of Krsna who send their
children to an ordinary school must
A bona fide guru teaches detachment frequently remind their children to filter the
from material family affection, but not words and actions of the teacher, in effect
abandonment of Vedic etiquette that aids begging their children to reject their teachers
spiritual life. So a great bond of love and as gurus.
faith forms between a child's parents and
teacher. The child is surrounded with an An Ideal Relationship for Today
identical spiritual focus from home and
school. In the Hare Krsna movement today, few
children become the literal disciples of their
Few of the elements of Vedic education teachers. Our teachers, therefore, cannot
are present in modern education. For claim the ideal guru-student relationship
example, in secular schools at least, school with the children they teach. Nor can they
lessons come not from scripture but from the expect the same trust a guru would receive
imperfect and changing conclusions of from the students' parents.
ordinary people; most modern teachers don't
consider that students need to develop

83
 Yet we can call our ISKCON schools teachers as godbrothers and godsisters who
gurukula—"the place of the guru"—because work with them to guide the children.
all the teachers are supposed to represent a
bona fide guru, both in their instructions and Neither teacher nor parent expects
in their lives. These teachers put great effort absolute trust, but both work toward a
into bringing a Krsna conscious perspective harmony of philosophy and goals. Each
to all subjects. gives the other the benefit of the doubt and
encourages the children to respect both.
Because our students haven't dedicated
body, mind, and words to their teachers, the A close bond then forms between child,
teachers understand that the children's home, and school that extends far beyond
parents stay the primary authority. Teachers the school hours and graduation date. When
see themselves as servants of the parents and the child matures and accepts a guru, parents
of their own guru. And parents see the and teachers will have worked to form the
foundation for that all-important decision.

84
Nourishment for Parents and Teachers
By Urmila Devi Dasi

ONCE, SOME WEEKS went by when and guidance or simply mechanically going
Srila Prabhupada was not writing as much through the motions.
as usual. When a disciple asked him if
something was wrong, Prabhupada replied Involving our children in our morning
that every endeavor has periods of activity spiritual practice will help us gain the
and relaxation. sustenance we need. When children are
very young, of course, they need some
We parents and teachers who guide simple diversions so that we may focus on
and care for children in Krsna our worship. But within a short time,
consciousness must consider our need to children included in daily morning
relax, recharge, and get spiritual devotions respect parents' or teachers'
nourishment. Otherwise, we'll become personal time with Krsna. On the other
exhausted. hand, when we leave children sleeping so
that we can have our own devotions, not
All who work regularly with children only do the children lose out on the benefit
need various types of recharging. Our body of attending, but gradually we will be
and mind need regular rest, meals, and tempted to stay sleeping as well.
quiet. Parents often say they can't get
proper rest and rejuvenation, especially Besides our basic morning program, we
when caring for very young children. need to faithfully set aside time for study,
Vedic society solves this problem with the prayer, and service. Our family once had a
extended family; aunts, uncles, cousins, designated time to read about Krsna for
grandmothers, and a network of relatives half an hour each evening. Over a few
help one another. In modern society we months, I found myself finishing many
may have to get help from a network of books I'd only been able to gaze at with
friends. longing. Even a young child can look at
pictures of Krsna during such a time.
Another need is our spiritual
nourishment. Children learn more through Finally, we need the association of
experience than concepts. So they'll know other devotees of Krsna. We have the
more about spirituality from what we are general society and companionship of
than from what we say. To show saintly other devotees, of course, but certain types
qualities, we must regularly immerse of association particularly help those
ourselves in a concentrated bath of serving committed to caring for children. One type
Krsna through hearing about Him, of association we need are "fans"—
chanting His names, and so on. Srila devotees who cheer us on and enliven us.
Prabhupada gave us a morning schedule of They may not know the details of toilet
such worship. During that time, we training or helping children memorize the
parents and teachers should daily examine Bhagavad-gita verses, but they care enough
whether we are begging Krsna for mercy to value our service. They're enthusiastic,
they give unconditional support, and

85
they'll step in and cheer us on in difficult formal seminars where principals, gurukula
times. teachers, home-schooling parents, and
Sunday school teachers can come together
We also need friends close enough to for support, encouragement, and problem
be honest with us about our faults. They solving. Some devotee communities have
too may not be familiar with our work, but parent support groups with scheduled
they can see if we're disturbed rather than meetings.
peaceful. Receiving correction is difficult,
but without having devotees who care Having parents or co-workers we can
about us enough to give needed advice, we talk to regularly is best. We need to know
may suffer by going far down the wrong how others in our position handle the
path. pressures that come with guiding children.
Those of us who serve the Lord by caring
We also need devotees with whom we for devotees in young bodies must live in a
can "talk shop," those who do what we do. way that helps us do our best job.
For example, in many places ISKCON has

86
Part Two

87
Chapter 5

Philosophy of Education

of the
Çré Éçopaniñad of the Yajur Veda
with references to Bhagavad-gétä

By Dr. Edith Best (Urmilä-Devé Däsé)

88
Acknowledgements

This work is the fruit of a collaborative effort, mostly among members of the Education Team
of the Krishna-Avanti School of the I-Foundation in the United Kingdom in 2006-07.

Particular thanks for participating in the development of this paper, whether in the initial
conception, details of the categories, or suggestions for editing and changes go to:

Sétä Räma Däsa

Räsamaëòala Däsa
Gurucaraëapadmä Devé Däsé
Krishna Vallabha Devé Däsé
Bhaktivijïäna Gowami
Drutakarmä Däsa
Tattvavit Däsa
Präëa Däsa
Änandavåndävaneçvari Devé Däsé
Jagaddhätré Devé Däsé

PHILOSOPHY OF EDUCATION ...............................................ERROR! BOOKMARK NOT DEFINED.

Based on Çré Éçopaniñad of the Yajur Veda, with references to Bhagavad-gétä ..... Error! Bookmark not
defined.
Introduction ...................................................................................................................................... 90
Defining “philosophy of education” .................................................................................................................90
The purpose of articulating a philosophy of education .....................................................................................90
Why this philosophy of education is based on the Çré Éçopaniñad of the Yajur Veda, and upon the Bhagavad-gétä of
the Mahabharata ..............................................................................................................................................91
How this document was created .......................................................................................................................91
The Philosophy of Education ............................................................................................................. 92
The purposes of education: benefits for individual learners..............................................................................92
The purposes of education: benefits for society ................................................................................................93
The constitutional nature of the learner ...........................................................................................................94
Classroom management and discipline ............................................................................................................94
How learning takes place within the learner.....................................................................................................95
A learner’s qualifications for learning ...............................................................................................................96
Qualifications of a teacher ................................................................................................................................97
How teachers teach: values, attitude, approach, basis .......................................................................................98
Learning strategies: skills and process by which teachers teach ........................................................................98
Assessing learning ..........................................................................................................................................100

Philosophy of Education

Summary & Brief Overview…….

89
 Introduction
Defining “philosophy of education”
A philosophy of education is a description of principles upon which learning and teaching
rest. It delineates what education is, its purpose, the relationship between education and
society, the definition of the learner’s basic needs and identity, relationship between learners
and teachers, and the process of learning.

The purpose of articulating a philosophy of education

Every school’s materials and activities imply a philosophy of education. An articulated and
applied philosophy of education can create a clear learning culture and environment for staff,
parents, students, and community. One feature of schools with high achievement is that
teachers discuss pedagogy and make clear links between their practice and educational
theory. However, for many schools, their philosophy is never openly recognized or examined.
Furthermore, it is probably true in a large number of schools that various implied or stated
philosophies of education, some in direct conflict with one another, underlie the differing
learning strategies, discipline procedures, and resources the staff employ. In addition, the
actions of leaders and teachers may bear little resemblance to stated philosophies. In
summary, it is rare for a school to have a unified theoretical philosophical base for all facets
of its operations, rarer still for that unified philosophy to be public, and exceedingly rare for a
clearly stated theory of philosophy to be practically evident in nearly all aspects of that
school.

In order for a school to achieve its purpose, staff and parents must clearly know that purpose
and how it can be achieved. Most importantly, school leaders who are most likely to
accomplish their mission are those who frequently assess whether and to what extent the
philosophy of education is evident in the materials, words, and behaviours of all school staff.
The value of a school can be determined, at least in part, by how much it reflects on and lives
its philosophy of education.

These are the major aspects of a school which should be based on its philosophy of
education:
Educational materials and resources
Methods of teaching and learning
Content of what is taught
Goals and process of student discipline and training
Methods and substance of teacher training
Methods and substance of teacher and student assessment
Relationships (student/teacher, teacher/parents, teacher/administrator,
staff/government, etc.)
Policies

90
Why this philosophy of education is based on the Çré
Éçopaniñad of the Yajur Veda, and upon the Bhagavad-
gétä of the Mahäbhärata
Since Éçopaniñad is çruti, part of the Yajur Veda, the vast majority of those who consider
themselves followers of Vedic religioni accepts the Éçopaniñad as authoritative sacred
literature. In his purports, A. C. Bhaktivedanta Swami Prabhupäda relates many of the
Éçopaniñad’s concepts to sections of the Bhagavad-gétä, a scripture that is also widely accepted
among Hindus. Éçopaniñad contains preliminary and advanced spiritual concepts in a
relatively short work, easily be used as a basis for training teachers and staff in the school’s
philosophy. Because the essential concepts are fairly simple, anyone can grasp them in a short
amount of time. It covers most of the major concepts necessary to a philosophy of education,
and contains much specifically related to education.

How this document was created

It might seem most reasonable to start with various aspects of education and then look in
scripture to find support or condemnation. However, with such a process it is easy to be
misled. It is possible to support almost any philosophy of education by using isolated sections
of scripture. However, what appears to be supported in one place will again appear to be
condemned in another. Also, what is ideal and “common sense” among educators changes
radically with time. What was once accepted as standard educational practice is sometimes
gradually considered abhorrent, only to have educators again discard current ideas and return
to what they had rejected. Therefore, starting with an idea and then looking in scripture will
only serve, in most cases, to make it appear that a philosophy currently in vogue represents
scriptural tradition.

Nor would it be best practice to use only those parts of scripture that empirical research
supports. Empirical research is flawed by definitionii, and it is a rare study that has
incontrovertible results. Even in such cases, generally various studies contradict one another,
or have results that cannot be applied in a general way. While empiricism is useful as an
adjunct to understanding, it cannot give us definitive truth.

So, rather than start with preconceptions, this project began with a thorough study of the Çré
Éçopaniñad, with a view to finding all references related to education in both the mantras and
Bhaktivedanta purports to those mantras (with some reference to the purports of Baladeva
Vidyäbhüñaëa). Relevant places where texts from the Bhagavad-gétä were cited in the
purports were also noted. All the Éçopaniñad references were then organized into categories
normally dealt with in philosophies of education. A team of educators reviewed the work at
several stages. By starting with scripture, it is hoped that this work comes closer to the
original intent of the personified Vedas.iii

Referencing the Bhaktivedanta purports in addition to Éçopaniñad mantras allows this work to
relate those mantras more clearly to education in general, and to how learning is understood
at the time of this writing. There are, however, issues relevant to modern times that are not

91
directly or indirectly addressed in Éçopaniñad or Bhagavad-gétä, but could be included when
describing a philosophy of educationiv. Because those issues need to be addressed through
sometimes extensive extrapolation from scripture at best, it is best if they are handled
separately as part of an individual school philosophy that is an explicitly changeable
document subject to current teaching trends and government initiatives.

The Philosophy of Education

The purposes of education: benefits for individual
learners
Education prepares an individual learner in relation to God, the material creation, other
living beings, and oneself.

The foremost purpose of education is to become attached to the Absolute Truth. By such
attachment, one can remember Him at the time of deathv which is the perfection of life.vi In
order to do this, one must practice during life.vii And, in order to practice remembrance of the
Supreme, a learner must regularly engage in one or more of the processes of loving devotion,
which are hearing about God, Kåñëa, chanting His glories, remembering him, serving His
feet, worshipping Him, praying, becoming a servant of the Lord, being the friend of the Lord,
and dedication of the self.viii It is especially important to note that the Supreme Being is
described in the Éçopaniñad and Bhagavad-gétä as the best friend.ix Because remembrance of
Him is the ultimate goal of life, Bhagavän is also the ultimate goal of knowledge. x Loving
service to the Personality of Godhead is the central purpose of the process of knowledge
described in both Éçopaniñad’s mantra ten and Bhagavad-gétä 13.8-12.xi Éçopaniñad clearly
states in mantra sixteen that it is the form of the Supreme which is the top goal, a form that
includes the localized aspect of Paramätmä and pervading Brahman. Indeed, in mantra
sixteen the request is made that the light of Brahman covering the Lord’s form be removed.
The supremacy of the form of Bhagavän Kåñëa over the Brahman effulgence is also confirmed
in Bhagavad-gétä.xii Attachment to the Supreme Lord includes attachment to His devotees,
especially those who act as teachers, or gurus. xiii

Attachment to the spiritual implies detachment from the material, the

next goal of education. This detachment means using everything in
the Lord’s service, not inaction. Learners must, therefore, understand
the definition of, and reaction to, action (karma), forbidden action
(vikarma), and free action (akarma).xiv To accomplish this
attachment and detachment, temporary material life and eternal
spiritual life must be complementary subjects of education pursued
parallel to each other.xv One must know of all aspects of the material
creation—science, geography, and so forth—alongside all details of
the Supreme Being, learned in a way appropriate to the particular
developmental stages of each learner.xvi

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Education is not only for knowing the Supreme Lord and the nature of matter, but also for
knowing oneself. Self-realisation operates on three levels. Learners come to know their
individual identity as soul, of the same quality as the Lord, having a spiritual form as the Lord
has a spiritual form.xvii Second, they also identify themselves as part of a society of God-
conscious persons. That identification can be very broad, so as to encompass all those who,
from whatever religious background, share a general conviction in the existence of a Supreme
Being, and who dedicate their energy to His service. Group identification can also be more
narrowly understood in terms of those whose spiritual beliefs and practices are similar to
one’s own.xviii Finally, education should help learners discover and develop their individual
interests and aptitudes that make up their conditional, external identity.xix

As learners mature they require specific training for a livelihoodxx in accord with the
individual bodily and mental proclivities that constitute their material identity. In addition,
education should prepare learners to enter the various stages of ashrama, such as marriage
and retirement, with a view towards progressive spiritual development.

Mature knowledge of the Supreme Being, matter, and one’s self will result in respect for all
living beings, the inculcation of which is a prime purpose of education.xxi Learners need both
a deep, heart-felt respect towards all, as well as training in external etiquette to behave as
“ladies and gentlemen”.xxii In order to have such respect, learners must refrain from violence
towards others, including abstaining from eating meat, fish, and eggs. Education has to
emphasise that all life forms are souls, equal in quality and value, inhabiting various bodies
according to their desires and past deeds.xxiii

While love for God and all living beings certainly is the root of good character, separate
values and behaviours whose presence indicate the fruit of education also need to be
explicitly taught.xxiv For example, satisfaction with what one achieves honestlyxxv eliminates
cheating.

Learners need knowledge, practice, and values that enable them to keep healthy in all areas,
such as emotional, mental, and physical.xxvi Intellectual health involves practice in thinking
critically and using logic appropriately.xxvii Each learner should “become a scientist or
philosopher and conduct research into spiritual knowledge.”xxviii

The purposes of education: benefits for society

Having rightly educated citizens benefits society. For example, students who are trained in
the way the Éçopaniñad directs will perform perfect social, political, communal, and altruistic
activities by dovetailing them with service to Kåñëa.xxix

Those trained in the philosophy of Éçopaniñad do not think in terms of their personal rights,
but of duty and responsibility, knowing that if everyone fulfils proper responsibility, then the
rights of all will naturally be respected. Learners know that everything belongs to Kåñëa, the
Supreme Person, and that each living being is given a quota of possessions and enjoyment.
Each person should use his or her own quota in Kåñëa’s service, while never encroaching on
the quota of others.xxx Having this value includes the practice of eating only vegetarian food,

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and first offering that food to the Lord.xxxi The principle of acting out of duty, as an offering
to God, is dominant in both the Éçopaniñad and the Bhagavad-gétä, and would form the basis
of any educational program based on those scriptures.

Learners will live lives of ecological responsibility when they truly imbibe the realisation that
all belongs to Kåñëa, and must be used with respect in His service. According to Bhagavad-
gétä, this life includes a close relationship with cows and bulls.xxxii Learners would, therefore,
ideally have direct experiences with the land and cows as part of their education.

Éçopaniñad teaches that a truly educated person sees the oneness of interest in all living
beings—to serve the Supreme.xxxiii Thus, while various religions understand God in different
features, or to different degrees, the essence of all religions is self-realisation and realisation of
God in all His features.xxxiv While a very neophyte practitioner of religion thinks God is only
in a sectarian place of worship and quarrels with other religions, education is meant to bring
people at least to the second stage of spiritual understanding, where one develops friendship
with all other theistic persons. The ideal result of education is elevating learners to
saintliness, where even the general distinction between theist and atheist in terms of “us” and
“them” is absent—there is only love for everyone.xxxv In contrast, the type of religious
identification, nationalism, and sectarianism that causes enmity and even war is simply the
result of spiritual ignorance.xxxvi Éçopaniñad rejects such ignorant “religion” which is an
anathema to genuine education

An education that facilitates the individual and societal goals Éçopaniñad suggests deserves the
support of all people.

The constitutional nature of the learner

Learners are each individual souls who are part and parcel of Godxxxvii and, therefore,
naturally all-good. Although the soul is never equal to God in quantity,xxxviii it is of the same
spiritual nature.xxxix Therefore, like the Lord, each soul is an individual entity and has free
will.xl This individual nature ultimately manifests in the original, spiritual form of each living
being that exists independently of the present material body and mind. xli While the form of
the Lord is always spiritual and is never material, individual souls can misuse their free will
to become embodied in matter, with a body and mind that are machines covering the
spiritual self.xlii These coverings constitute a conditioned nature which inclines the pure soul
to unnatural materialism.xliii

In summary, a learner is part of the Lord’s marginal energy, and can live either in the spiritual
or material nature. When under the shelter of the spiritual nature, a soul exhibits its natural,
all-good qualities. When under the shelter of material nature, the soul appears to be inclined
towards the dualities of self-centred desire and aversion.

Classroom management and discipline

Discipline policy, education in values, classroom management, and any aspect of education
which deals with the character and general behaviour of learners, all need to take the dual

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nature of learners into account. (That is, learners are all-good by spiritual constitution yet
behave as if naturally inclined toward evil in the conditioned state.) Rules, procedures,
accountability, and consequences are all necessary to control learners’ conditioned natures.
Simultaneously, loving relationships and full nurture of spirituality are needed to nurture
learners’ innate genuine natures. If teachers attempt only to redirect learners’ conditioned
natures without awakening the true godly self, the materialistic aspects of conditioned nature
will reassert themselves at another time, or in another form.xliv If teachers attempt only to
nurture the spiritual without redirecting the conditioned nature, the process will most likely
be slow and difficult.

On the side of redirecting conditioned nature, learners need training to restrict material sense
enjoyment as far as possible.xlv The goal is self-control. Particularly, learners should be
trained to abstain from illicit sex, intoxication, gambling, and the eating of meat, fish or
eggs.xlvi Discipline has the goal of gradually and progressively freeing learners from passion
and ignorance—elevating them to goodness in which one is happy, enthusiastic and
automatically learns the science of God. Passion destroys detachment, and in ignorance one
cannot know oneself and God.xlvii While the goal is having learners who have internalized
good character and behaviour, external consequences are also part of God’s universal
plan.xlviii

There are attitudes and policies which have a dual effect, acting positively to revive learners’
original, spiritual nature, and simultaneously controlling conditioned nature. The essence is
to give learners guidance, encouragement, and examples in order for them to deliberately
apply their free will to act in ways pleasing to the Lord.xlix Teachers who represent bona fide
gurus relate to learners with great kindness to awaken the spiritual nature. l At the same time,
teachers should command formal respect from the learner, not the casual friendship of
equals, in order to control conditioned nature.li

Educational and discipline policies that specifically target the

nurturing of the innate godly self of learners joyfullylii
involve both teachers and learners in the processes of bhakti-
yoga. These processes should be incorporated as fully as
possible into the learning system, both as distinct activities
and part of the regular course of study.liii When learning
cannot be directly connected with the nine processes of
bhakti, it can be God-centred and thus bring learners to an
awakening of their real selves.liv

How learning takes place within

the learner
The Éçopaniñad describes the general process of learning in
several different ways, looking at the same phenomena from
various angles of vision. Éçopaniñad explains that learning is,
in broad terms, both didactic and experiential. One must

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hear knowledge from authority,lv and must also practically experience the truth of what one
has heard.lvi Knowledge is ultimately revealed from within by the Lord, based on the degree
of sincere effort of the learner.lvii

Looking at the process empirically, one learns through the senses, evaluated by the mind,
with directions from the intelligence, and desire from the soul.lviii Guidance for this process
comes from a teacher who is a bona fide guru, lix without which learners may gain false
knowledge, more dangerous than ignorance.lx The principle of accepting a guru in order to
gain genuine knowledge is at the core of Hindu educational philosophy.lxi Each bona fide
guru is teaching the same truth, presented according to time, place, and circumstance as well
as reflecting the individuality of the particular teacher. The learner needs to ask questions of
the teacher in the spirit of inquisitiveness rather than challenge. The learner also needs to
serve the teacher with all respect. A teacher who is a guru, or representing a guru, teaches
through practical demonstration and personal example.lxii

It should be emphasised that learning is developmental, the stages of which can be described
in several ways. Learners can progress from beginners, to intermediates, to full realisation
(kaniñöha, madhyama, and uttama).lxiii The stages can also be described as beginning faith,
association with a teacher and other sincere students, removal of misconceptions and bad © Padma Inc.
habits, steadiness, enjoyment, attachment, ecstasy, and realisation of love of God (ädau
çraddhä to premä).lxiv Realisation of God may also progress from Brahman to Paramätmä to
Bhagavän,lxv though it is preferable to develop a loving service attitude toward Bhagavan from
the beginning.lxvi Bhakti yoga can be achieved independently of other yoga process, yet some
learners may progress through the stages of work dedicated to God (karma-yoga) to
philosophical search for God (jïäna -yoga) to mystic success (dhyäna -yoga) to love for God
(bhakti-yoga).lxvii

A learner’s qualifications for learning

Sacred literature such as Éçopaniñad and Bhagavad-gétä explain that attributes such as
intelligence, creativity, and critical thinking are not sufficient for gaining wisdom that
benefits individuals and society.lxviii Good character is also essential. In fact, good character
alone can lead to wisdom, whereas knowledge gained by those with bad character leads only
to harm.lxix Therefore, learners with special needs can also gain full wisdom through having
good character alone. Bhagavad-gétä 13.8-12 describes the attitudes, and behaviours of one
with good character. This list is termed the “process of knowledge.” In other words, a learner
who possesses these traits will be able to correctly understand sensory perception, use logic
clearly, and be receptive to instructions from a genuine teacher. Or, a learner with these traits
who has disabilities that affect sensory perception and logic can attract the Lord’s mercy so
that knowledge is revealed. Éçopaniñad mantra ten indirectly states the necessity of good
character traits in referring to the “culture of knowledge.”

These character traits can be organised into a learner’s internal attitudes, dealings with others,
and relationship with God. Internally, a qualified learner is concerned primarily with the
spiritual over the material. Duties in relation to the body, family, and society are done to
please God, and not with a view for material enjoyment separate from the Lord’s service.

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Such a learner is tolerant under provocation, neither overwhelmed by material happiness nor
distress. There is a taste for a secluded, calm and quiet place. These values are gained through
realisation of scripture.

A learner of good character relates to others without duplicity, giving no anxiety to others by
the body, mind, or words, and serving teachers with respect and humility. Religious activities
are done for practical action rather than for name and fame.lxx Qualified learners seek to serve
Kåñëa continuously with rapt attention, free from personal motive.

It should be noted that in the Bhagavad-gétä’s description of the necessary character to gain
knowledge, humility is the first item.lxxi One cannot learn when thinking one already knows.
Nor can an arrogant learner form a respectful relationship with a teacher.

Qualifications of a teacher
Teachers need the knowledge, skills, and values necessary to enable learners to achieve the
individual and societal purposes of education. In this regard, the teaching of particular
subjects often requires specific relevant qualifications, while rendering some general
qualifications of lesser importance. However, teachers’ character—behaviour that indicates
values—affects learners for better or worse no matter what the subject. Therefore, any school
which follows the educational philosophy of the Éçopaniñad and Bhagavad-gétä needs to think
holistically about teachers’ values, character, and behaviour. Certainly many modern schools’
policies state that it is only teachers’ values as exhibited during learning time that affect
learners. Yet in the Bhagavad-gétä Kåñëa explains that the mode of nature which dominates a
person affects all areas of his or her life.lxxii At least teachers should be predominantly in
goodness, striving toward pure goodness; the modes of passion and ignorance are not
acceptable in a teacher.

According to Éçopaniñad, all teachers should have the quality of dhéra, or at least be striving
to attain such a state.lxxiii A dhéra has no material hankering, lamentation, or illusion. He or
she has realised knowledge, and has been trained in disciplic succession. In other words, a
teacher who is a dhéra maintains the mood and practice of a learner with his or her own
teacher.lxxiv

Teachers should be honest about their own convictions and struggles, willing to
appropriately air doubts and discuss parts of scripture that are difficult to understand or
apply.lxxv Teachers who have a mood of honesty and inquiry are more likely to encourage that
same mood among learners.

In summary, a teacher would need realised and practiced

values of goodness or transcendencelxxvi as well as factual
knowledgelxxvii and practical skills.lxxviiilxxix He or she should
be able to have good powers of discriminationlxxx and a love
for all living entities, especially the students.lxxxi A school
that uses Éçopaniñad and Bhagavad-gétä as the basis for its
philosophy, should, therefore, include consideration of

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teachers’ personal lives when deciding on qualifications. A teacher would also need to be able
to practice the teaching and learning strategies exemplified in the Éçopaniñad itself.

How teachers teach: values, attitude, approach, basis

Every classroom teacher who is dhéra is taking the role of a traditional guru,lxxxii or at least of
assistant to a genuine guru. The relationship between learner and teacher is that of disciple
and spiritual preceptor. A deep relationship of trust is the ideal learner-teacher relationship.
Because “both blind following and absurd inquiries are condemned,”lxxxiii teachers seek to
command rather than demand respect, and to encourage learners in making autonomous and
thoughtful choices.

A teacher who is a bona fide guru knows that advancement in knowledge is generally
gradual, and progressive. Expert teachers understand a learner’s current stage and instruct
accordingly for natural progress to the next level. Both imitation by students of higher stages,
and an artificial assumption by teachers that learners are at higher stages than their true
understanding hinder learning and lead only to hypocrisy and cheating.lxxxiv Learners’
readiness needs to be determined in all areas of life—intellectual, physical, mental, emotional,
and spiritual

Teachers who take the role of guru are acting as the external representative of the Lord
within the heart of the learners. It is ultimately the Supreme Being who gives all knowledge,
remembrance, and understanding,lxxxv with the teacher acting as the facilitator of that natural
process.

The mood and goal of teachers are not simply the transmission of information, skills, or
theoretical values. Rather, the focus is on experiential knowledge and personal
transformation, especially on the spiritual level.lxxxvi

Effective teachers strive to nurture the unique individual talents of each learner.lxxxvii Each
learner is valued for his or her abilities, and guided to use those God-given propensities for
both spiritual and material benefit. The teacher should also be absorbed in offering
everything to Kåñëa in order to make all activities beneficial.lxxxviii When learning and gaining
knowledge are fully beneficial for learner and teacher, they are also a joy. Teachers, therefore,
aim to have learning be a source of pleasure. Certainly teachers can make learning fun
through strategies such as games and various educational activities. The essence of fun in
learning, however, is to have Kåñëa at the centre. Otherwise, there will be pain and
lamentation.lxxxix For both teachers and learners to be happy and enthusiastic, teaching must
be in goodness rather than passion and ignorance.xc

Learning strategies: skills and process by which

teachers teach
A core learning strategy is revealed when looking at Baladeva Vidyäbhüñaëa’s commentary to
Éçopaniñad’s mantra fifteen. The mantra itself is a prayer to see truth through revelation. In

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his purport, Baladeva refers to the strategy for learning that is detailed in the Båhad-äraëyaka
Upaniñad, which offers three broad categories of learning: çravaëa, manana and
nidhidhyasana. Çravaëa means hearing from a teacher. Manana means gaining intellectual
insight or understanding by reflecting upon the subject. Nidhidhyasana means realisation and
application in life. He then adds that one needs to pray to the Lord for His mercy in order to
understand truth.

These four aspects of learning are found throughout the Éçopaniñad. One must hear
knowledge from a realised source,xci or experience learning directly under a teacher’s
guidance,xcii and reflect on what one has heard so that it is understood. xciii Application of
knowledge is essential,xciv as is praying for mercy and revelation of truth.xcv

Teachers who follow this four-part strategy first expose learners

to knowledge, whether through didactic or experiential means, or
a combination. They then guide learners to reflect on and
assimilate that knowledge. Assimilated knowledge is applied to
life situations. During all stages of learning, teachers and learners
ask for, and rely on, the Lord’s mercy to reveal knowledge and
truth.

The Éçopaniñad mantras themselves demonstrate various learning

© Padma Inc.
strategies that can support the core of instruction. Some examples
can be cited here. Repetition of words and ideas is shown in that
mantras nine through eleven, when compared to mantras twelve through fourteen, have
almost the same structure of words and ideas, except that nine through eleven deals with
knowledge and ignorance, whereas twelve through thirteen deals with absolute and relative.
Repetition of words is evident in the invocation and mantra seventeen. xcvi Comparing and
contrasting are prominent in mantras four, five, nine, ten, twelve, and thirteen.xcvii

The Éçopaniñad as a whole first entices learners with promises of fulfilment of mundane
desires for longevity and prosperity. Gradually the learner is brought to the platform of
spiritual desires for loving service to Bhagavan. This moving from an appeal to conditioned
desires to the natural soul’s desires is a motivational strategy that is very effective in learning.
For example, mantras two and eleven deal with mundane needs,xcviii while mantras fifteen
through eighteen deal with spiritual needs.xcix

Looking at other learning strategies used in Éçopaniñad, there is a focus on application of

knowledge in most of the mantras, especially prevalent in mantras one, two, six, and seven. c
Mantras six, seventeen, and eighteen demonstrate having high expectations, ci a strategy with
much empirical research to support its effectiveness. Summarizing is evident in mantras four
through seven,cii with summarizing through definition in mantras five and sixteen,ciii and
summarizing through problem/solution found in mantras one, two, and three.civ Recognizing
effort, which significantly increases learning, is part of mantra seventeen. cv Homework and
practice is implied in mantra fourteen.cvi Mantras nine through fifteen involve
classification,cvii and mantras two, seven, eight, ten, eleven, and fourteen set clear objectives

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for learners.cviii Analogies are evident in mantras fifteen and eighteen.cix The entire work of
Éçopaniñad presents things in a logical sequence.

Assessing learning
The Éçopaniñad is clear on what should be assessed in learning. First, learners should be able
to demonstrate recall of factual knowledge with understanding.cx While neither the
Éçopaniñad nor the Bhagavad-gétä give more than a very general description of what specific
mundane informational content learners should know, the curricular requirements of most
countries fit well within that general description. Moreover, Éçopaniñad explains that learners
need to be familiar with spiritual content. Second, in addition to content, learners should be
able to demonstrate values and proper behaviours, which include an attitude of service and
respectful social interaction.cxi A key value included in the assessment process is
acknowledging the Lord as proprietor.cxii Learning must be properly applied or it is worse
than ignorance; therefore, assessment should include whether and how the learner is
applying what is taught.cxiii The ability to think critically and have proper discernment must
be assessed.cxiv Learners’ creative thinking should be an integral part of what teachers are
measuring.cxv Effort should be assessed and acknowledged in addition to achievement, in all
areas of instruction, and regardless of the kind of academic objective.cxvi

It should be noted that modern society often assesses learning through remote, often
computer-graded, exams that are mostly only capable of measuring quantitative learning.
School staff who truly follows the Éçopaniñad’s philosophy of education need to remember
that what is assessed and how it is assessed tend to drive what is taught and how. It is
essential, therefore, to go beyond secular forms of assessment in order to preserve
Éçopaniñad’s emphasis on spiritual realisation, values, character, and behaviour. Modern
educators may question the ethics of assessing students’ values and so forth, just as modern
schools generally consider teachers’ lives outside the classroom as irrelevant to learning. But,
character in goodness is both an essential element to enable learning, and a prime indication
that learning has taken place.

Regarding establishing assessment levels, although both the Éçopaniñad and Bhagavad-gétä
give criteria for a standard level of achievement, especially in the spiritual domain, both those
sacred literatures emphasise the gradual development of knowledge.cxvii Therefore, students
should be assessed both against a predetermined level of accomplishment and in terms of
their individual growth.

There is little indication in Éçopaniñad of a precise method of assessment, though the teacher’s
attitude and relationship to the learner is crucial, as discussed in the section on teacher
qualification. One could not, therefore, make a strong scriptural case to either prohibit or
endorse various assessment methods. However, if the only assessment procedures used in a
school measure merely factual knowledge divorced from application and character
development, such a program would be condemned by Éçopaniñad.cxviii Conversely,
assessment policies that simultaneously take into account mundane knowledge, spiritual
knowledge, application, values, character, and devotion to God, would be most in keeping
with the teaching and spirit of Éçopaniñad. Some may argue that values cannot be assessed.

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Yet, values are exhibited in measurable behaviour, the aggregate over time composing one’s
character. Certainly, assessment needs to genuinely measure both the individual and societal
purposes for education—goals that take learners and teachers beyond the demands of a
national curriculum.

Philosophy of Education: Summary & Brief Overview

This explanation of the Philosophy of Education, derived from Çré Éçopaniñad and Bhagavad-
gétä, represents eternal and unchanging principles.

What should individual learners achieve?

 In relation to God:
o Love and attachment for the personal form of God, Bhagavän and and all His
natural representatives, including those who teach about Him
o Realised knowledge of God
o Service to Bhagavän in nine-fold bhakti
o Mood of knowing that Bhagavän Kåñëa is the best friend

 In relation to The World:

o Discrimination between ordinary action, forbidden action, and free action
o Use of the world of matter in Bhagavän’s service, without personal attachment
o Knowledge of the details of the material creation.

 In relation to Others:
o Respect and love for all living beings, in all species of life.

 In relation to Self:
o Understand and experience oneself as the eternal soul, distinct from body and
mind
o Participate in the greater faith community
o Develop individual talents and inclinations, according to one’s sva-dharma, to
prepare for future occupations and family responsibilities

How will educated people benefit society?

 Service:
o Contribute through social, political, communal, and altruistic activities
dovetailed with service to Bhagavän Kåñëa

 Non-violence:
o Adhering to a diet of vegetarian food offered to Kåñëa

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  Character:
o Satisfaction with what one achieves honestly
o Harmony with environment and animals, especially cows and bulls

 Peace and Harmony:

o Vision of oneness of interests of all living beings, to be connected with the
Supreme
o Appreciation for the essence of all religions, to love God

How are learners disciplined?

 Learners are inherently all-good souls, part of Kåñëa, and this nature should be
encouraged through
o Loving relationships with teachers who demonstrate great kindness
o Teachers and learners engaging in nine-fold bhakti as distinct activities and as
part of all learning
o Using in Kåñëa’s service any learning that cannot be directly connected with
the nine-fold processes of bhakti

 Materially conditioned learners exhibit a strong tendency toward materialism and self-
centeredness, and this nature should be controlled and re-directed through
o Teachers commanding respect
o Bringing learners progressively to mode of goodness
o Guiding learners to internalize self-control
o Using appropriate external consequences to foster internal responsibility

How do learners learn?

 Hearing from authority

 Examples of others
 Demonstration
 Direct, practical experience
 Progressively and developmentally
 By developing good character, the most important basis of learning

What are teachers’ qualifications?

 Factual knowledge and practical skills in the subjects taught

 Good powers of discrimination
 Representative of bona fide guru
 Love for all living beings, especially the learners
 Skill in teaching strategies
 Skill in student character formation
 Situated in or progressing toward the mode of goodness

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  Mood of honesty, inquiry, and introspection

What are teachers’ attitudes toward learning?

 Develop a deep relationship of trust between student and teacher

 Encourage learners’ autonomous and thoughtful choices
 Command respect
 Teach appropriately for learners’ developmental stage in all areas: intellectual,
physical, mental, emotional, and spiritual
 Focus on learners’ experiential wisdom and spiritual transformation
 Maintain their self-concept as continuing learner from their own teacher

What learning strategies are used?

 Four aspects, where students

1. Receive learning from authority and/or from direct experience
2. Reflect on the learning
3. Apply and assimilate the learning
4. Depend on Kåñëa’s mercy, though prayer, for realisation and proper use of the
learning

 Other strategies that teachers use include:

o Repetition
o Comparing and contrasting
o Going from immediate felt needs to deep needs
o Applying knowledge, skills, and values
o Having high expectations
o Summarizing
o Recognizing effort
o Homework and practice
o Setting clear objectives that learners understand
o Use of analogies
o Presenting in a logical sequence

How is learning assessed?

 Against a predetermined level of achievement

And
 In terms of individual growth/progress

 With care that one is specifically assessing the desired learning

What is assessed?

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 Factual knowledge
 Values and proper behaviours
 Respectful social interaction
 Attitude of service
 Application of learning
 Critical thinking
 Creative thinking
 Proper discernment
 Effort

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 Educational Views,
Approaches, and Methods

Drops of Nectar
peacocks, demons and in this way if they
always think of Kåñëa by playing just like they
All the children should learn to read and are actually present in association with Kåñëa
write very nicely, and a little mathematics, so then they will become Kåñëa conscious very
that they will be able to read our books. quickly. In addition, there should be a little
Cooking, sewing, things like that do not ABC, then prasädam, then worshiping the
require schooling; they are learned simply by deity, then more playing Kåñëa games, some
association. There is no question of academic kértana, a little more ABC, like that. In this
education for either boys or girls—simply a way, always keep their minds and bodies
little mathematics and being able to read and engaged in different activities because children
write well, that's all, no universities. Their are restless by nature so they will want to
higher education they will get from our books, change often. (Letter to Stoka Kåñëa, June 13,
and other things they will get from experience, 1972)
like preaching, saìkértana, etc. Alongside the
regular classes in reading and writing, the Elderly student... That is the way of Indian
other routine programs they should also teaching, that there is one teacher, and how
participate in, like äraté, kértana, preaching, he's managing hundreds? That means there
saìkértana, like that. are groups. One who is elderly student, he's
taking some beginners: "Write a or A like
You ask about marriage, yes, actually I want this." That he can teach. What he has learned,
that every woman in the society should be he can teach. Similarly, next group, next
married. But what is this training to become group. So in this way, one teacher can manage
wives and mothers? No school is required for hundreds of students of different categories.
that, simply association. (Letter to Chäyä Däsé, This is organization . Not that everything I
February 16, 1972) have to do. I cannot teach anybody to do it.
That is not intelligence. Intelligence is that
Yes, the proof of your teaching method shall be employ others to help you. That is intelligence.
seen in the spiritual improvement and fresh Not that "Oh, I was busy, I could not do it."
enthusiasm exhibited by the children. If they Why? What about your assistant? Train
are allowed to worship the deity by practicing assistant so that in your absence things can be
performing äraté very seriously, plus always be done. So the elderly students, they could be...
engaged in different various activities centered Just Caitanya Mahäprabhu used to do that.
around Kåñëa, then their education will be When He was sixteen years old he could argue
completely successful. The children should al- with Keçava Käçmiri, because He was
ways be instructed by taking advantage of their practiced. In this way, stage after stage,
playful mood and teaching them to play Kåñëa everyone should be expert. Everyone should
games like become cowherd boys, cows,

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be teacher and student. (Room Conversation, Bob: And should one bother teaching that if
Paris, July 31, 1976) you combine acid and alkaline...
Prabhupäda: The same thing, the same thing,
that now we have to..., that... There are so
Prabhupäda: They're teaching imperfect. Just many effervescence. So, who is performing it?
like they are advertising so much about moon. Who is supplying the acid and alkaline?
Do you think the knowledge is perfect? (pause)
Bob: No. Bob: So this comes from the same source as the
Prabhupäda: Then? water.
Bob: What do you think is the proper duty of Prabhupäda: Um hmm. Yes. Water you
the teacher? cannot manufacture unless you have got
Prabhupäda: No more. Huh? hydrogen and oxygen. So here is a vast... Not
Bob: What is the proper duty of the teacher in only this Atlantic or Pacific, there are millions
society? Let's say a science teacher. What of planets, and there are millions of Atlantic
should he be doing in the classroom? and Pacific oceans. So who created this water
Prabhupäda: Classroom, you should simply with hydrogen and oxygen, and how it was
teach about Kåñëa. supplied? That is our question. Somebody
Bob: He should not teach about... must have supplied; otherwise how it came to
Prabhupäda: No, that will include everything. existence?
But his aim should be how to know Kåñëa. Bob: But should it also be taught how you
Bob: Can a scientist teach the science of make water from hydrogen and oxygen? The
combining acid and alkaline and this kind of procedure of burning them together, should
science with Kåñëa as its object? this also be taught? That if you burn hydrogen
Prabhupäda: How it can be? and oxygen together...
Bob: If you... When one studies science, one Prabhupäda: That is secondary.
finds general tendencies of nature, and these Bob: Excuse me?
general tendencies of nature point to a Prabhupäda: That is secondary. That is not
controlling force. very difficult. Just like this Malaté made puri.
Prabhupäda: That I was explaining the other So there is flour and there is ghee, and she
day. Where? In Madras, or where? "Who has made puri, but unless there is ghee and flour,
supplied these chemicals?" where is the chance of making puri? (pause) In
Syamasundara: Ah, in Madras. the Bhagavad-gétä there is this, "Water, earth,
Prabhupäda: I asked one chemist that air, fire, they are made of My energy." (Talk,
according to chemical formula, hydrogen and Mäyäpura, February 27, 1972).
oxygen mixed, it becomes water. Is it not?
Bob: That's true. We would all agree that the prime purpose of
Prabhupäda: Now, this vast water in the education is to awaken the soul to his original
Atlantic Ocean and Pacific Ocean, how much position as servant of Kåñëa. Every Kåñëa
chemicals were required? conscious school, of any size and in any place,
Bob: How much? of any type and configuration, has, by defini-
Prabhupäda: Yes. tion, common goals. For example, we want
Bob: Oh, I don't know. the student to be obedient to the spiritual
Prabhupäda: How many tons? master and follow the Vedic çästra. (The
Bob: Many. process for clearly defining goals for our
Prabhupäda: So who supplied it? particular situation is discussed under "Setting
Bob: This was supplied by God. Goals and Priorities" in Chapter 2, "Getting
Prabhupäda: Somebody must have supplied. Started.)
Bob: Yes.
Prabhupäda: So that is... You can teach like This is the main distinguishing feature of
that. Kåñëa conscious education—it aims at the

106
soul. All other educational processes, more or
less and in different ways are targeted at the
body and mind.

Every educational system has an overall pur-

pose for existence. Many would call this over-
all view an "educational philosophy." We
should be keenly aware that other systems of
education do not share our goals. Some come
close, considering cultural and sectarian bias,
and some are very far away. However, no mat-
ter what the goal of education, there are many
ways of organizing academic instruction.
There are then many ways of actually pre-
senting knowledge and evaluating the
instruction.

For clarity we will define our terms as we use

them in this handbook:

 Educational philosophy, purpose or view:

The overall reason for education; the
definition of the child's basic needs and
identity, relationship with the teachers,
and purpose of life. This is the "bias" we
refer to when evaluating textbooks and
supplies.
 Educational approach: the underlying
system for presenting academic subject
matter.
 Teaching method: the manner, on a minute
to minute or day to day basis, that the
educational approach is put into practice;
how knowledge and skills are learned by
the student.

107
 sense gratification. Both religions have as ed-
Purpose, View ucational goals the transmission of their cul-
ture and history along with the rather secular
aim of a "good life." In addition, they often
It is possible, as Prabhupäda explains, to teach their scripture, the Koran and Old Testa-
divide people into divine and demoniac. Many ment, respectively, sometimes in the original
people at the present time are not really de- language.
moniac by nature, but simply innocent.
Unfortunately, the innocents are generally It should be noted that both Orthodox Jews
misled by demoniac leaders. When examining and some strict Muslims (particularly in In-
educational views, therefore, we can form two donesia) have a system of education where the
general categories: theistic and secular. boys live with a teacher whom they consider
almost as guru. Such schools spend a large
First, we examine the theistic. There are amount of time in memorization and discus-
educators who know that the purpose of sion of their scripture, and in trying to absorb
schooling is to teach a child how to dedicate their students in a more deeply religious way
his life to God. Unfortunately, such people of life.
often are satisfied with ordinary morality and
sectarian "faith." These children are trained to Christians believe that human beings are in-
create a godly society. Often that means, herently sinful and need education to repress
however, establishing their dogmatic idea and their sinful nature so they can be saved by
crushing everyone else. It is also common for God. This has been the prevailing purpose of
these theists to have primarily secular goals of Western education until the last one hundred
fitting in with society in general, having a to one hundred and fifty years. It is based,
"good life." naturally, on the conception that all human
beings are tainted from birth by "Adam's fall."
It is important to understand that most Education is seen as a system whereby the
Western theistic philosophies cannot distin- student learns to fear the result of sin (hell)
guish between body and soul. Jews, and desire the result of morality (heaven). The
Christians, and Muslims all believe that a social system, within and without the school,
person can attain salvation only when the body put great pressure on the child to conform. In
is resurrected. These three faiths are basically this way, educators and philosophers hope to
impersonal—Judaism and Islam teach that create a peaceful society. Most modern
God has no form; Christianity teaches that educators don't hold this view, but it is still
when God accepts a form, it is material. The evident in the schools of Christians (not so
fact that these theists differ from Kåñëa much the Catholics, however) and some other
devotees on these two essential points indi- religious groups.
cates that their educational purpose cannot
aim toward "linking the soul with God" The second view of education, the secular, is
according to the Vedic viewpoint. Some of the basically a reaction to the first. Many intel-
language of Western theism and Vaiñëava ligent people couldn't accept that man was
philosophy may sound the same, but the basically evil, nor that God's main business
meaning as understood by the respective was reward and punishment of human beings.
adherents is very different. Such people said that man was naturally full of
good qualities and became bad because of re-
Muslims and Jews believe that man and the ligious assertions that he was sinful and/or a
material world are essentially good. They feel corrupt society that artificially created in-
that God wants us to enjoy this world in a equalities, envious competition, and strife.
religiously legal way, grateful to Him for our Some of these educators and philosophers
believe in God but many do not. The result is

108
the same either way. This view holds that The Vedic perspective, practiced in the In-
children are completely innocent at birth, and ternational Society for Kåñëa Consciousness,
are therefore entirely subject to their environ- provides a unique view of education and the
ment. Control the environment, and you will child. We know that man's basic spiritual na-
direct the child's good qualities. ture is indeed all good. However, his condi-
tioned covering, which is presently exhibited,
Those who hold the second view of education, is all bad, in various degrees. Therefore,
the inherent goodness of man, seek to children (and adults) need external restrictions
artificially create a moral and fair society until they fully realize their spiritual nature.
without the restrictions of religions. They feel This is discussed more fully in the section on
that these restrictions are born from a misun- "discipline." At the same time the restrictions
derstanding of man's being, and are hindrances are operating, the child is being awakened to
to man's potential. If children are purely his real nature of pure goodness. When he
good, then we simply need to separate them arrives at such a destination, the rules of
from the corrupt society and family, and give human society are unnecessary.
them full freedom. Çréla Prabhupäda says, "Children are like soft
dough. You can mold them any way that you
The dominant purpose of most alternate and like." He says that children naturally take on
new age schools is an extreme version of these the qualities of their association: This should
goals. (We may wonder how some philoso- not, however, be misunderstood. Children are
phers who believe in reincarnation, such as born with certain inclinations and qualities
Steiner, can think that a child is innocent. from their previous births. They are certainly
Their view of reincarnation, however, is that filled with lust, greed, and envy, not needing to
we are god enjoying our pastimes. acquire these qualities from outside.
Everyone progresses upward, with problems Sometimes a parent, when his toddler first
seen as learning experiences rather than the says, "Mine!" or "No!", or hits another child,
result of sinful desire.) These children are grabbing his toy, thinks, "Oh, my dear
often urged to create a new society where innocent child has learned this bad behavior
"everyone will love everyone else" (What does from the other; children whose parents don't
that mean?) or where "no one will punish train them nicely." This is illusory. We
anyone else." cannot develop good qualities in our children
by giving them "freedom." We need to
The most common educational view in the constantly expose them to Kåñëa
modern world is secular humanism. This view consciousness where they can actually become
holds that children are soulless machines, purified. This is the perfect understanding of
cosmic accidents. Yet, as pinnacles of evolu- the mystery of "heredity (or qualifications of
tion, humans are good not because God made the person at birth from his previous life)
them that way but simply because everything versus environment."
in nature gets better and better. The purpose
of education is for the child to satisfy his body
and make a world where bodily satisfaction is
increased.
Educational Approaches
Some systems are combinations of these views.
Steiner, for example, bases his view of child
development entirely on Darwinian evolution. The overall approach we use in each subject
Yet he also propounds the self as god, or school is largely determined by the view-
developing through many incarnations. point and experience of the staff, classroom
organization, number of students, type of cur-
riculum material, and availability of enrich-

109
ment materials. However, all teachers should John Bear, when examining learning for a ma-
be familiar with various ways to teach to allow ture student, divides approaches into practical
for flexibility. life experience, correspondence, self-study,
learning contract, and traditional.
Any of these would be acceptable for teaching
academics to devotee children, and all can be The following summaries are based on a
academically effective if used wholeheartedly. thorough study of educational publishers such
However, generally we want to emphasize an as Konos and Saxon as well as the many
educational approach that is based on sense courses and materials mentioned in the bibli-
control, discipline of the mind, and respect for ography.
authority. It is wise for each school to decide
on an overall approach. Then, other
philosophical approaches can determine the 1. Classical
program for a particular section of the school,
e.g. older varnaçrama students. Another ap-
proach is to use a different educational ap- The classical approach to education has chil-
proach for different subjects. For example, a dren spend the first years primarily in
school could teach reading, penmanship, arith- memorization and organization of details.
metic, and grammar with standard textbooks. When the child matures and starts to argue
History, geography, composition, and science and contradict, he is taught the rules of logic
could be taught using the unit approach. Bha- and how to reason. As the student becomes
gavad-gétä could then be taught using the clas- more independent, he is taught how to present
sical approach. It is most important to know his ideas and realizations in an elegant and
and understand the approach behind what persuasive manner. It should be clear that the
goes on in the classroom, to study it, and get higher stages of this system are meant for
the most value from its advantages. It is also brähmanas and maybe kñatriyas. This system
important to know what each cannot do. We was used in ancient Greece when higher
don't want to simply put teachers in learning was generally for intellectually
classrooms with material and not have a clear inclined students.
picture of how we view education.

Different educators have analyzed approaches 2. Standard/Spiral

to education differently. The editors of The
Teaching Home, divide education into classical,
traditional, early academics, principle, work-
texts/mastery, delayed academic, unit, delight
The standard method used in most Western
schools presently relies primarily on
directed, Charlotte Mason's, and John Holt's.
textbooks. Students read the material silently
In her Big Book of Home Learning, volume 1,
or out loud, or have the selection read to them
Mary Pride divides the academic orientation of
by the teacher. The teacher adds insight
home school suppliers into back to basics,
during and after such reading. Such additions
classic/traditional, computer-assisted, free or
are often based on suggestions in the teacher's
invited, principle, public school, textbook/
edition. The class then practices the lesson as
workbook, unit, video, and Waldorf. Eric
a group, perhaps with examples on the
Johnson, in Teaching School, discusses a
chalkboard. The student then demonstrates
textbook-based approach, unit study (with
his knowledge by answering questions,
year-long themes), and an eclectic program
demonstrating (as in science) or performing
that combines Charlotte Mason's and John
some activities. The teacher plans the lesson,
Holt's ideas. In Baby and Child Care Dr. Ben-
presents it, gives guidance; and evaluates the
jamin Spock advocates the unit approach,
student's progress.
comparing it to the spiral of most textbooks.

110
 such a nature that the student is practically
Most standard textbooks employ a spiral ap- forced to keep using the knowledge daily. In
proach. For approximately three to four the third case, however, understanding may
weeks, one topic area of the subject is covered. not occur in many students unless the teacher
The student then takes a unit test on that area. reminds them of the principle taught in the
Then, for the next month, another area is book when doing a related assignment.
studied with another unit test. Each year the
series returns to the same topic areas again,
covering more quickly what was studied last 3. Principle
year, and presenting a more complex under-
standing of that area. Each year one or two
new areas are also introduced. Within each The principle approach uses Çréla
month's topic area study, one or two days may Prabhupäda’s books as the basis and guideline.
(or may not) be used to review old material The teacher researches the scriptures to
from that year. identify Kåñëa’s purpose and principles for a
subject; reasons from these truths through the
This standard method has the major advantage subject with the student; relates the principles
of ease for the teacher, particularly if he is of the subject to the student's character and
inexperienced or pressed for time. All the re- talents; and has the student use notebooks to
search, diagnosis, remedial work, and evalua- record the individual application of spiritual
tion is built into the textbook and related principles to his life.
materials.
Although scripturally based, the principle
If you learned, with such an approach in approach relates subjects to scripture, rather
school, you probably know the major draw- than scripture to subjects, as is done in the
backs. By the time the student comes to the concept or unit approach. The teacher starts
topic again the next year, he has forgotten it. with the subject - geography, for example and
Because a topic is "dropped" for a considerable then finds passages of scripture to explain or
time after each unit test, students don't see the highlight various points. The students' are
relevance of their learning. They are not using involved in such research, keeping detailed
it, so, why is it important? It is also, very notes for further study.
boring to work on the same concept, every
day, for three or four weeks. This is com-
pounded by the students' lack of 4. Mastery Learning
understanding, which makes the material
difficult. In fact, it is very difficult for long-
term understanding to occur with a spiral.
Work is then boring and hard. The teacher
The mastery learning method uses texts,
often "worktexts" in which the students write,
cannot understand why most of the students
which can easily be used to establish an
do not "get it" after studying the same thing
individual program of learning. The texts are
one month a year for five years.
self-instructional, requiring minimal guidance
and control by the teacher. These enable a
The spiral approach works under three con-
teacher to easily handle a large and diverse
ditions: first, if the student is individually
group of children, while allowing each child to
interested in the subject and uses the
work at his own pace in each subject. Students
knowledge frequently in independent work
progress only when they ' demonstrate'
outside the classroom; second, if the teacher
thorough knowledge of the material. This is
supplements and modifies the textbook to
accomplished by having the student himself,
overcome the problems; and third, if the
another student, or the teacher, check his work
subject matter (spelling comes to mind) is of

111
frequently (every two weeks is the maximum). effective because it makes learning natural and
The student must then correct all mistakes, or easy. Skills and materials are rarely forgotten,
otherwise work on problem areas. Students although learning appears, at first, to take
who don't score very well on periodic tests longer than with standard textbooks. The
must repeat the section until it is mastered. students really "master" the information, using
it "automatically."
The purpose is to have work "over-learned", so
that "automaticity" can be achieved. At this 5. Unit
stage the mechanics become automatic, letting
the student concentrate on higher levels of
thinking. For example, we want a student's The unit study approach combines the study
ability to decode reading, or to understand the of several subjects around a particular theme.
relationship between symbol and sound, to be- The theme can be mundane or based on a
come automatic. Then he can progress to study of Prabhupäda books. This approach is
comprehension and analysis. particularly useful for multilevel teaching since
all ages study a topic together, but have
different individual assignments and projects.
4a. Programmed For example, the teacher may select a verse
and purport from Bhagavad-gétä as the day's
theme. In English class, students in the
Programmed learning is mastery taken to the younger grades identify the nouns in a section,
limit. It takes the student through the material while older students write sentences with
in very small steps, testing constantly. In this those nouns. For history and geography,
way, a student rarely makes a mistake. Any students have a project or discussion based on
misconceptions are immediately rectified. This topics mentioned in the verse and purport.
type of learning is stable and rarely forgotten. For spelling and composition, students at all
Students also learn more quickly than by levels write about the verse and then study the
standard methods. It is used in some spelling of difficult words. Principles of logic
textbooks and by expert tutors. This type of are studied with reference to Çréla
learning is easily adaptable to computers. Prabhupäda’s arguments. Units can be
determined on a weekly or monthly basis, as
well. In such a case, the multilevel class
4b. Incremental studies, for example, fish. All subject areas are
then tied into this theme. Students research
and write about fish, draw fish, centre their
Incremental learning also teaches a subject in mathematics around fish, study how fish
very small portions. However, unlike pro- influenced history or about different fish in
grammed learning, which may work within the different geographic regions, and so on. Again,
framework of a "spiral", incremental learning each student or group of students do
never drops one topic to go on to a new one. individually assigned work within the general
Everything learned is practiced and used con- area.
stantly. Suppose we aim to teach ten different
grammatical conceptions within one year. This approach clearly places a large burden on
First we teach part of concept one, then we the teacher, although once lesson plans are
practice concept one for a week while each day prepared, they can be used again the following
introducing the first parts of concepts two, years. Programs using the unit approach are
three and four. We continue practicing all commercially available, needing modification.
concepts introduced and then teach the second Please note that the initial reading instruction
part of concept one. This method is extremely (phonics or linguistics), and basic mathematics

112
computation need to be taught separately from
the unit studies. 5a. Concept

There's a modified unit approach sometimes

called the concept approach. It has the ease of
multilevel teaching found with unit studies
without as much teacher preparation. For
each subject, the teacher determines one con-
cept that all levels will study together. In
mathematics, it may be fractions, or in English
it may be verbs. In logic it could be
recognizing relationships. She gives the same
general instruction to all the students but then
each student or group of students does work
on verbs according to their ability level. This
was commonly used in one-room
schoolhouses.

The concept approach can be used by modi-

fying standard textbooks. The teacher, with
the concept of "poetry", finds that section in
each of the teachers' editions she would need
for each level. She decides which of the sug-
gestions she will use to introduce the day's
lessons. She then notes' which pages in the
student editions each pupil, or group, will
work on after her introduction. If the concept
calls for students to work without a text, she
notes what individual assignments mentioned
in the teachers' editions should be assigned to
each student.

Certain publishers have made concept/mul-

tilevel guides available that correspond to their
materials. At this writing, none is suitable for
devotees, and have use only as a model.

(We could argue that most standard textbooks

teach a particular "concept" of each subject at
a time. The "concept approach" as described
above applies to a 'multilevel or Individualized
classroom only.)

113
 delay reading until they are nine to twelve
6. Delight Directed years old, and to focus only on subjects that
interest them, rather than heeding a syllabus.

Delight directed study is a unit approach that A surprising number of children who are
is based on the student's interests. The teacher educated at home with informal approaches
designs ten or twelve assignments, covering all learn as much or more than they would have
academic subject areas, from that interest. in a more structured, teacher-directed
This is restricted to very organised and ex- program. Their learning is sometimes no more
perienced teachers, or teaching a very, small imbalanced than a traditional pupil who does
number of children on a tutorial basis. It also not pay attention in particular courses. It
works better for older students. should be carefully noted that many of the
parents who are attracted by Holt's ideas are
very well educated and provide a stimulating
7. Real Books academic environment in their home as the
children's hourly fare.

The "real" books approach of Charlotte The disadvantages of this approach ate obvious
in cases where the parents are not extremely
Mason involves a minimal amount of time in
academically inclined with a tremendous
learning the basics of academics, such as read-
amount of time to personally interact with
ing and arithmetic. Other subjects should be
their children. The educational results are also
learned by reading and discussing related
unsatisfactory when the child is not intensely
books (not textbooks). The children should
interested in academic pursuits. A home with
be' involved in "real life" activities as much as
many non-academic distractions, such as
possible.
television, will more likely produce an illiterate
than a child who is excited about learning. In
a school, it is common for a completely
8. Informal informal approach to lead to chaos, disrespect
for teachers, and poor academic un-
Informal education, advocated by John Holt, derstanding. This is probably due to the social
distraction, and the fact that most schools are
is child-centred and directed. It is often called too isolated from the types of experience and
"unschooling." Teachers must be ideal mod- opportunity that allow some parents to have
els, allow their students to be involved in adult success with this approach.
activities with them, surround the students
with good books, and respond with careful at- It should be obvious to the reader that detailed
tention to the child's interests and concerns. instruction for the Kåñëa conscious teacher in
This approach can be valuable in certain sub- all of the above approaches does not now exist.
ject areas, particularly with some older stu- However, even if the school uses primarily a
dents. standard textbook approach, mastery learning
materials can be used for certain courses at
Informal education is used far more often in a certain levels. If we see a student with a great
home school rather than an institution, as it is interest in a particular subject, we may help
by definition anti-institution and anti-regi- him develop an individual program of learning
mentation. Parents who practice John Holt's and take him out of the standard textbooks for
approach completely do not initiate learning a while. Some students need primarily hands
experiences or attempt to "teach" their child - on activities as they mature, while others
ren in the ordinary sense of the term. It is not thrive on intellectual rigor. In addition, some
unusual for children educated in this way to approaches are geared more for homogeneous

114
classrooms, some for multilevel, and some for dangerous for those of us who want to come as
tutorial teaching. close to Prabhupäda’s gurukula as possible.

Before leaving the realm of educational ap- Most Waldorf educators use a "block" ap-
proach, we should mention some that have proach to learning. This is not unit or concept
little, if any, place in a Kåñëa conscious school. study, but a spiral taken to the extreme. Stu-
Ironically, these sometimes attract devotees dents study English for one month, mathemat-
because the practitioners are often favorable to ics for one month, and history for one month,
Kåñëa consciousness. (This often comes from a returning to the same subjects for one month
"Whatever you want to do is okay" attitude.) each year. Waldorf educators aren't so inter-
ested in having the students retain skills and
1. The Montessori approach is to put child- facts, which they are very unlikely to do with
ren in a highly structured, "rigged" environ- this system. Rather they want the students to
ment and then let them learn on their own. It concentrate on an area fully to avoid the
combines the worst of the unschooling ap- frustration of stopping just as they are gaining
proach (let them on their own) with the worst understanding. It is doubtful whether or not
of the textbook approach (everything is prede- such an idea works for children who are learn-
termined and "canned" with no room for in- ing new and difficult concepts for the first
dividuality). Prabhupäda called it "artificial," time. It is plausible for adults who have a
which it certainly is. good background in the basics of a subject and
who are self-motivated to pursue a particular
2. The Steiner, or Waldorf method, was area intensely for some time. The knowledge
developed by an eccentric philosopher after his thus gained is retained if the adult also has the
success teaching a boy who had serious self-motivation to put it to use regularly and
physical and mental handicaps. Although often.
many Steiner schools don't teach evolution as
the exclusive truth, their entire approach is The one advantage of Waldorf education, for
based upon it. Steiner felt that an individual some teachers and students, is their emphasis
evolves intellectually parallel to the evolution on art and creativity. Much of the school day
of mankind. "The development of each child is spent playing musical instruments, dancing,
(is) a microcosm of the progress of civilization drawing and painting. Of course our children
itself." Of course, this was pure speculation, in who attend the entire morning program have
addition to the fact that mankind didn't sometimes 1/3 of their day filled with singing
evolve! (This was probably based on the idea, and dancing. Drawing and music are
now rejected by science, that the human important enrichments for any school, and the
embryo repeated the evolutionary process.) afternoon ashram program often includes
For example, "Reading as such is deferred, creative work. Parents and teachers of child-
often even into the second grade. Reading ren with physical learning problems, for whom
follows acquisition of writing just as man this program was designed, can gain many of
himself had first to develop systems of the advantages by going to other sources.
notation in order to have something to read." There are several other organization s that
It should be obvious that this is extremely have information on "kinesthetic" learning
contrary to the view of mankind and children without all the strange overtones of Steiner's
as taught by Çréla Prabhupäda. In addition, views.
Waldorf education emphasises that each child
should be his own guide and find his own
truth. Although Rudolf Steiner is the "guru",
he is teaching that you don't need a guru!
Their materials and outlook are very

115
 methods of teaching as follows: read to
Methods of Teaching and students, lecture, demonstration, visuals
Evaluating (teacher-made, canned; unfolding),
imaginative pictures, videos, experience,
experiment, simulation; walk the student
Although the general approach to learning
through it, have the student research,
challenge the student, put on a play or puppet
will to some degree determine the particular show, field trip, repetition, songs, chants and
method, most teaching methods can be used to poems, games, and asking the student to learn
some extent in all the above-mentioned sys- on his own.
tems.

We may think of teaching as telling the stu-

dents information, either verbally or in
writing. But, even a good lecturer or textbook Just to teach reading, Jean Gillet and Charles
makes use of a variety of ways to Temple in Understanding Reading Problems,
communicate. Maw Pride, in Schoolproof, lists itemize methods as dictating stories, repetition
and echo, labels and signs, projects, readers’
theatre, predicting, summarizing and restating,
Speaking Up movement, drama, art, music and reading to
By Çré Räma Däsa students.

Actually, they are unlimited varieties of many

Help students develop speaking and of the basic methods. Mary Pride and Gillet
listening skills by trying some of these and Temple often list different parts of the
techniques in your classroom; same method as separate. Even the ten
categories which we analyse below are often
 During a class discussion don't combined, as when we both read and discuss.
repeat or rephrase students'
answers. When you; do this
students learn to listen to you
instead of to the speakers
Specific Teaching
Methods
 Make sure everyone speaks loudly
enough be heard by the rest of the
class. Try standing across the room
from the student who's speaking. If 1. Reading
you can't hear him, others can't
either ask him to speak up
Reading is one of the simplest teaching
 If you're standing near a student methods. The teacher reads aloud to the
who mumbles an answer, ask a student - sometimes pausing to explain a word,
student across the room to respond to discuss a particular passage, or to ask ques-
to it. If he couldn't hear it, the first tions. Reading stories teaches not only the
student should repeat it, not you story itself, but also a lot about the process of
reading and analysis. Students hear inflection,
After a while, students probably will speak pronunciation, and become familiar with the
louder, and they might begin to listen to structure of a plot. If the story is transcenden-
each other more closely. tal, the spiritual exchange of chanting and
hearing solidifies the student-teacher

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relationship. Reading factual or "technical" when the material is so advanced that the
information can be a good way of teaching if students become bored or frustrated. It is also
the reading material's explanation is more clear inappropriate if the reading material has more
and concise than the teacher's could have information than is necessary. The teacher's
been. summary, perhaps with reading brief passages
from the source book, would be more

We can teach not only by reading aloud to the appropriate.

student, but also by giving him books on a
particular topic to read himself. This works if A simple blackboard can be an effective visual
the student already possesses the skills, espe- tool
cially reading and research, to make good use [picture missing]
of the books. Such reading can often supple-
ment other types of instruction. For example,
after the student studies migration in a text- 2. Lecturing
book with class discussion and comprehension
exercises, he can read factual books or story
books about migratory birds. Lecturing by the teacher is an ancient
teaching method that is particularly useful
Reading, either aloud to the students or by the when the teacher is a good source of
student himself, is not the method of choice

117
knowledge on the topic. We have all attended this connection it should be carefully noted
lectures or seminars where we earned more in that video or film should never be used by
less than an hour than we could have by itself as a teaching method. The medium is
extensive reading and experience. For a not interactive enough for deep and long-
lecture to be effective, the teacher must not lasting learning and must therefore be
only be knowledgeable, but be able to capture supplemented with or be a supplement for,
and keep the students' attention. The other learning.
presentation must be relevant to the students'
needs, and in terms they can readily When we need to "paint a picture" for our
understand. students but cannot draw it, have no ready-
made picture or film, and cannot produce
such, we can create the image in the students'
3. Visual Tools imagination. Included in this category are the
descriptive passages found in much of

The use of visual tools such as blackboards,

ready-made pictures, felt boards and films can
be an excellent teaching method. A simple
Peaceful Classes
lecture is greatly enhanced even by chalk By Çré Räma Däsa
drawings to illustrate difficult points. By
combining lecture with pictures, the teacher
takes advantage of both the rational and
Teachers' often don't realise how much
imaginative learning abilities of the students. their own loud behaviour can affect the
mood of the classroom. For example,
Visual tools can also be used as the basis for a when the students are quietly working
lesson, with verbal explanations sup- on their individual lessons and one child
plementing the picture. This is particularly begins to create a disturbance on the far
useful when teaching about, for example, the side of the classroom, if the teacher calls
climate and animal life of a region far remote out to him to behave properly, then every
from the classroom. Pictures or film of the other child will also look up from his
place will make a far more lasting impression work to see what's happening. It's better
than discussion or lecture.
for the teacher to go over to the trouble-
The best visuals are dynamic rather than static.
A felt board where pieces are added and
maker and correct him quietly and
removed is better than a completed, readymade privately. Whispering is often more
picture. A chalkboard drawing made as the effective than raising your voice because
students watch is also good. Dynamic visuals children are not so conditioned to turning.
keep the students' attention and involvement.
Such tactics could also be put to use
Visual tools, even when used almost exclu- during teacher lectures, by walking over
sively for a particular lesson or group of les- and placing an index card on the desk of
sons, generally need to be accompanied by a misbehaving student with a message
some other method. For example students such as, “I expect you to stop what
have been reading textbooks about the diges-
you're doing and pay attention to the
tive system and listening to lectures. A class is
lesson. If you choose not to, I’ll have to
then devoted to video or film strips that show
the same lessons. Used in this way, especially chastise you in front of the class. The
after other teaching methods, visual tools can choice is yours."
be powerful reinforcements for learning. In

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literature. The çästra is full of such imagery
about the Lord, His pastimes, and His abode. The simplest enhancement is song. Instead of
Of course, when actual images are combined saying the spelling rule we sing it. How much
with verbal imagery, the "picture" has more easier do we remember songs over prose?
than double the teaching influence. Another simple enhancement is rhyme and
meter. ("I" before "E" except after "C" or
4. Discussion when sounding like "A" as in neighbor and
weigh.) When rhyme, meter, and melody are
combined, we have a powerful teaching
Discussion with questions and challenges is a method. A good example is the alphabet song
distant relative of the lecture. Discussion can which is remembered by school children not
invoke students' curiosity so they will be more only to learn their letters, but later when they
receptive to the lesson at hand, or it can delve alphabetize in order to use dictionaries, in-
more deeply into lessons already studied. dexes, etc. Songs can be used to teach letter
Teachers should not abuse this method to em- sounds, grammar rules, and anything else that
barrass children or to "catch" those who were can be memorized.
not listening. Teachers who use the ques-
tion/discussion method need to allow students A slightly more involved memory enhance-
to respectfully challenge the teacher's state- ment is drama. The use of hand gestures to
ments and opinions. This method is required dramatize the meaning of Bhagavad-gétä çlokas
for Kåñëa conscious philosophy classes, be- is one example. Of course, we can combine
cause Kåñëa instructs us to "inquire submis- such gestures with song, rhyme and meter.
sively." Students need to air their doubts and Children really enjoy learning in this way.
difficulties in order to resolve them. Teachers
who provide an emotionally secure environ- There are other ways of assisting rote
ment for such exchanges encourage the stu- memorization, such as creating a related men-
dents in this important area. tal image, especially if the image is unusual.
Some teachers design memory games, as well.
Discussions should not be an excuse for For example, each word of a verse can be put
wasting time, as when a student tries to divert on a separate piece of paper. For added effect,
the teacher from the lesson with irrelevant each paper can be cut in a different shape. The
prattle. Teachers should also not excessively papers are put side by side so that the verse
challenge very young students, or question in can be read. The children say or sing the verse
such a way that doubts and difficulties will be and the teacher gradually removes each piece
increased. of paper after every few repetitions.

Some lessons, such as the names of letters, can

be taught solely through rote repetition. Most
5. Rote Repetition other lessons that lend themselves well to this
method are greatly assisted by making sure the
student gains a deeper understanding as well.
Rote repetition and memorization is one of It is useful to have children understand the
reason for the various products in the mul-
the oldest teaching methods. The teacher says
tiplication tables, in addition to memorizing
and the student repeats. This method is
them.
especially useful for learning multiplication
tables and Bhagavad-gétä çlokas. Although
valuable as straight "say and repeat," the
memorization method can be enhanced for
faster and more pleasant learning.

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6. Practical Demonstration preaching to serve only by serving. They
learn deity worship and chanting only by
practically' engaging in those activities.
Teaching through a practical demonstration Some lessons cannot easily be experienced or
is useful for all enrichment activities, such as
directly applied. We can also have a simula-
drawing, music, sewing, and auto repair. It is
tion of experience. We can dramatise a lesson
also important in composition - students need
by, for example, role-playing the different posi-
to see the teacher write, proofread and rewrite
tions in government or an event in history.
to thoroughly understand the process. This is
There are many computer generated simula-
an extension of the visual tool. Instead of
tions in the fields of mathematics and science
drawing a picture of the way an arrow flies
that can be useful if we lack the facility or
from the bow, we go outside and shoot an
money for the actual demonstration.
arrow.

Science "experiments" are the main use of the

demonstration method in the classroom. 8. Showing
Students may not remember from a book, lec-
ture, or discussion that salt remains after the
evaporation of saltwater. But, they will cer- The method of taking the child and showing
tainly remember if they see a demonstration of him combines a demonstration and expe-
the principle. rience. This method is used when we hold the
child's hand to help him form letters, or physi-
When the teacher uses blocks, shells, or other cally guide him through a somersault. (It is
manipulative to show students a mathematical often the case that the teacher demonstrates
principal, she is using the demonstration and then asks the student to practically ex-
method. perience. For example, the teacher gives an
oral presentation and then asks the student to
copy her presentation with another subject.
7. Practical Experience This, however, is not a separate method of
teaching. Showing a child involves some
physical contact where the teacher literally
Practical experience is often a natural out- guides the student.)
growth of other teaching methods. Students
need to use what they've learned to appreciate
its value and internalize the lesson. For ex- 9. Field Trips
ample, a shopping trip to buy items, for a pro-
ject can give the students experience with
budgeting and making change. A teaching method that could be described as
a "big experience" or "big simulation" is the
When the student discovers mathematical field trip. A nature walk with a treasure hunt
relationships and principles by using blocks or or a visit to a factory is an experience; a trip to
other manipulatives, they are learning by prac- a museum that depicts historical events and
tical experience. artifacts is a simulation - one is not actually
going back in history.
Sometimes practical experience is not so much
application as just observation and exposure. Sometimes a field trip relates directly to
The major method for teaching Kåñëa classroom studies. Students who are studying
consciousness is simply exposure to Kåñëa con- desert regions visit a conservatory to see desert
sciousness. Children learn to preach only by plants and a zoo to see desert animals. Other

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times a field trip is a general learning opportu - learning "fun". Learning is enjoyable,
nity unrelated to present lessons. Students see ultimately and permanently, only when it is
maple syrup made, sheep shorn, or a demon- connected with Kåñëa. Sugar-coating
stration of crafts such as candle-making. The education by turning it into fun and games
later type of field trip takes advantage of local may lead to a program where the teacher is
events and seasonal changes. afraid to ask the student to tackle any task that
is difficult or "painful." Yet this austerity of
Some types of field trips can be an essential learning is one of the hallmarks of brahmäcaré
part of the curriculum. Many teachers take life.
their students preaching on a regular basis.
For some schools, for example, Christmas time On the other hand, it is desirable to have a
means a break from the classroom routine variety of teaching methods (variety is the
completely while the students distribute books mother of enjoyment) and to use the children's
and prasädam for a few weeks. Other schools natural playing propensity in Kåñëa’s service.
plan harinäma and book distribution programs
around specific Vaiñëava holidays and local If they can play a game that helps them ad-
events, such as farm exhibits and state fairs. vance in Kåñëa consciousness, we accept it
with great enthusiasm. If a game will help our
Field trips have some value simply because students learn their academics for Kåñëa yet
they provide variety in the learning environ- does not distract them into sense gratification,
ment. Sometimes the teacher and students we can also accept it as great motivation.
need to get out of the classroom just to get a
broader perspective of education. For ex- It is the issue of motivation that makes game
ample, one of the best ways to stimulate playing such an attractive method. Before any-
writing in children is to go for a walk and then one can learn anything, he has to want to learn
ask the students to write a description of the it. Many people study a foreign language for
surroundings. many years but cannot speak, understand, read
or write it. Why? They had no real need to
learn. Conversely, someone who moves to a
foreign country can learn the same language in
10. Games a short time. The difference? Need. Many
students do not see any need for them to learn
classroom lessons. They are concerned with
present enjoyment and cannot understand how
Making learning into a game is a teaching such learning will help them in the future.
However, if, in order to play and win a game a
method that naturally creates a "need" in the student must learn something new, he
student to learn the material. immediately accepts it.

Çréla Prabhupäda explained that young stu- Some games may, however, give our students a
dents could be induced to take prasädam by taste for sense enjoyment. For example, one
having them pretend to be cows eating grass. game to learn parts of speech involves
This is a form of the game method. He also, removing key words from a story. The
however, criticized the Montessori approach students are then requested to supply nouns,
for having unnecessary so-called scientific verbs, adjectives and adverbs to fill in the
games. While educational games can certainly blanks, without knowing the original story.
assist in learning, we don't want to be afraid of The result is a very silly story, the humor of
hard academic work, especially as the students which inspires the students to understand
mature. We don't need to create a total game parts of speech.
based curriculum out of a desire to make

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On the other hand, some games, such as more visual or kinesthetic methods, but many
"Where in the World?" and "Pictionary" have teachers concentrate on the auditory. A stu-
learning as their prime objective, and are seri- dent who is a restless discipline problem may
ous yet fun. These are good supplements to be an auditory learner who doesn't want to
the curriculum and can be used as a reward for bother with a visual or kinesthetic method.
academic achievement or good behaviour.
Let us take mathematics as an example. Many
Games can be very simple and free, or com- concepts in mathematics are very abstract and
plicated and expensive. They can be just a difficult. Place value and zero are highly
verbal exchange, played on a board with advanced. For hundreds of years, they were
pieces, or on a computer. Almost any subject, not grasped by European civilizations. It
from physical education to science, can be should not be surprising that most girls and
made into a game at least to some extent. many boys have trouble with these ideas. Yet
we often try to teach mathematics primarily
through auditory methods, with a little visual
Learning Styles supplementing - some pictures in the text and
on the board.

Çréla Prabhupäda taught us that one can learn The number of students who fail to grasp even
basic mathematics concepts through auditory
by hearing, seeing and experiencing. Modern methods is quite high. Many others can
scientific educators call this auditory, visual, understand, slowly and painfully, some basic
and kinesthetic learning. There are several mathematics. Students typically learn
theories that each child learns primarily mathematics by rote memorization without
through one of these channels. much real understanding - and therefore have
While it may be true that some children learn difficulty with long-term retention and
mostly by hearing, or mostly by doing, all application.
children learn in various ways at different
times or in different subjects. Also, some By using primarily visual and kinesthetic
subjects naturally lend themselves to a methods, especially in the early years of math-
particular mode of learning. Drawing certainly ematics instruction, almost all students can be-
needs to be learned by seeing and doing, with come proficient at mathematics. But what of
hearing assisting. Grammar is mainly a subject the minority who have always learned by hear-
for hearing. ing? For them, work with manipulatives will
seem a distraction. They prefer to discuss and
Each of the teaching methods described above ponder.
reaches the child mainly through one of these
gateways. We can analyze them as follows: The conclusion: Use methods that employ a
variety of learning styles and be sensitive to the
 Auditory: reading, lecturing, discussion individual needs of the students.
and question, memorization.
 Visual: visual tools, practical demonstra-
tion, some field trips.
 Kinesthetic: practical experience, simula- Criteria for Evaluation
tion, taking and showing, games, and some
field trips.
It is not enough to teach "content" and then
Sometimes a student may not be learning be satisfied that we have "done our job."
because the method doesn't match the student. Teachers need to evaluate the students to see if
A student who appears slow or lazy may need they have understood the material. There are

122
different levels of understanding and applica- monstrated when a student knows how to use
tion which the teacher should expect from his his mathematics to solve an actual problem
students. These have been classified by Bloom' (word problems). In English, application in-
into seven. Educators refer` to these as volves how to write a letter to a newspaper that
"Bloom's Taxonomy of Educational Objec- published an article about the devotees, or
tives." how to preach (speaking or writing) to a
particular audience.
It is important for teachers to study these
levels in depth, so as to recognize them in the 5. Analysis: The student solves a problem in
students' responses to the various methods of the light of conscious knowledge of the parts
evaluation. Norris Sander, in his book, Class- and forms of thinking. Analysis is demon-
room Questions - What Kinds?, divide's strated when a student uses his knowledge of
Bloom's categories according to a slightly grammar to improve a lack of clarity in his
different system than Bloom. A summary of writing.
Sander's levels of understanding is as follows:
6. Synthesis: The student solves a problem
1. Memory: The student recalls or that requires original, creative thinking. Syn-
recognizes information. Unfortunately, once a thesis is the essential ingredient of the inven-
teacher sees that the student remembers what tor. A student may derive the answer to a
he taught, he sometimes looks no further: mathematics problem in a novel way, or using
Memory is demonstrated when a student can techniques not yet taught, rather than through
recall the date of an event, the product of four standard calculation.
and three, or the capital of his country.
7. Evaluation: The student makes a judg-
2. Translation: The student changes infor- ment of good or bad, right or wrong, according
mation into a different symbolic form or lan- to standards. Evaluation is shown when a stu-
guage. When a student summarizes or dent knows that intoxication is wrong and can
expresses a concept in his own words, he has explain the reasons from a thoughtful under-
progressed to this level of understanding. standing of scripture. Students evaluate a story
Translation also includes illustrating a story, when they conclude, according to Kåñëa
acting it out, or describing a picture. conscious understanding, whether the charac-
ters exemplify model traits. Historical events
3. Interpretation: The student discovers rela- and cultures are evaluated when the student
tionships among facts, generalisations, defini- compares them to the Vedic ideal. Simple
tions, values, and skills. Students demonstrate evaluation involves knowing whether a mathe-
this level of understanding when they see that matics answer is correct by using the mathe-
the product of four and three, the product of matical rules. (Students are not evaluating
three and four, and the sum of four three's is when they repeat the teacher's conclusions.
the same. This level of understanding is also That is memory.)
demonstrated when a student infers character
traits or a theme from a story. Interpretation We would agree that Sanders has fairly accu-
in social studies involves knowing how time, rately described various degrees of under-
place and circumstance combine to influence standing. Teachers will find that an in-depth
historical events and local culture. study of these categories, or the ones originally
suggested by Bloom, are an invaluable aid to
4. Application: The student solves a lifelike proper evaluation of their students and teach-
problem that requires the identification of the ing methods.
issue and the selection and use of appropriate
generalizations and skills. Application is de-

123
It should be clear that we do not expect all ever, be satisfied with memory and translation
levels of understanding in all lessons of all sub- as the sole object of learning. It should be
jects at all times! Analysis and synthesis, par- carefully noted that if the teacher or textbook
ticularly, are not always essential for most uses a level of understanding that is higher
students in most areas. We should not, how-
Peer tutoring helps both students.

than memory and the student simply repeats

this, that is still memory understanding. For
example, if the students were told that wars are
Methods of Evaluation
the result of meat-eating and are then asked,
"Why are there wars?" - it is a memory ques- 1. Asking the students what they have
tion only. learned is the most common method of
evaluation. A question can be completely
We now know how to teach and what we are open, such as "What do you think?" We can
looking for. How do we find it? also ask specific questions, sometimes with a
limited choice of answers (true or false,
multiple choice) that relate directly to the
lesson. Questions can be asked orally, in

124
writing, or by a computer. Often we determine 8. One of the most significant evaluation me-
the result of learning by calculating the thods is for the student to use his knowledge.
percentage of correct answers and assigning a Can he make a shopping list for the
grade, or mark. (The teaching method of Govardhana Hill project, pick out the best
discussion can include this type, of bargains at the store, decide the most efficient
evaluation.) way of payment, and determine the change?
Can he prepare a Bhägavatam lecture? Can he
2. We can simply ask the student to plant, care for, and harvest a garden? Can he
immediately repeat what we have told them. write a letter to his friend? Students show how
This is particularly useful when we want to they've learned grammar, spelling, and
know if a student has understood a composition when they write stories, essays,
disciplinary rule. We say, "Don't hit the other poems, plays, and reports.
children. What did I say?" When the child
repeats the rule, then both you and he know 9. One of the most overlooked evaluation
that he knows the rule. If he breaks the rule, methods is for the student to teach his
you can say, "I know you know the rule and knowledge to a younger student. We
yet you broke it. You have chosen to have a sometimes assume that peer tutoring benefits
minus point (go in the corner or whatever)". only the learner and wastes the time of the
(The teaching method of repeti- teaching student who has already learned the
tion/memorization has this built-in evaluation material. In reality, having to teach forces the
tool.) older student to thoroughly understand his
subject. It is very motivating. For evaluation
3. Students can show that they have learned purposes, a child who apparently "knows"
the lesson by summarizing it. something but cannot explain it has not
internalized his understanding.
4. We can evaluate by having the students
write their own explanation or evaluation of This method works best when the teaching
the lesson. student is not too far ahead of the learning
student. Otherwise, if the teaching student is
5. We can ask students to compare - two sto- in high school and the learning student is in
ries; a piece of music and a poem; two kindergarten, you may be getting some as-
historical leaders; different plans to combat sistance in your teaching, but you are not eval-
pollution; different ways of expressing a uating the learning of your assistant.
mathematics problem, etc.
Many children love to teach others, and would
6. Having the students "model" their much rather demonstrate their knowledge in
learning is a fun (but often time consuming) this way than to take a test!
evaluation method. Students build a small
Rathayäträ cart; show a mathematics problem
with manipulatives, or make a sculpture of a
tooth. A simple drawing can be a faster
"model."
Conclusion
7. Students can present what they've
learned. Drama is particularly useful in social Teaching can have a lot more variety and ex-
studies, and oral reports show learning in the citement than reading a textbook, giving a lec-
subject area as well as in English and speaking ture, and asking the students to repeat the
skills. information on a written test. However you
teach and evaluate your students, become in-

125
volved. Move around the classroom and see
what your students are doing. Find their prob-
lems before they know they have them. Be
patient with your students' progress. It is com-
mon for a student to struggle for a long time
and then quickly reach a platform of under-
standing.

This involvement and patience will give you

the sensitivity you need to adjust your
teaching and evaluation for the best results for
you and the class.

126
 Instructional Strategies
Edith E. Best

How does a teacher teach? We wonder if learn from a master. Yet a teacher controls
the content taught, classroom atmosphere
we are a conduit for information, a role and relationships to students (to a great
model, a catalyst for an internal learning extent), pace, expectations, and so on. So,
process in our students, a facilitator, the tremendous power of a teacher to
mentor, or friend. Certainly we are all of cause to learn becomes apparent. A teacher
these and more, though at times we play who accepts the responsibility for students’
only one or two roles. Our satisfaction learning enters into a dynamic relationship
comes from our students not just knowing with those he or she teaches.
what we teach but using it effectively for
their and others’ benefit. We wish to teach Another foundation is the love and
students not only the knowledge, skills, enthusiasm a teacher should have for
and values on our objectives’ list, but also teaching in general, the specifics being
the desire and ability to increase their taught, and the students. Teaching cannot
learning on their own when our direct be a “job” where students go through a
influence is long past. “factory” school on a conveyor belt from
grade to grade and subject to subject,
There are overall principles of effective teachers standing in an assembly line
teaching that permeate a successful mechanically adding their part as the
classroom and create a climate that students go by. Dynamic teaching follows
promotes student achievement. Working as much as possible the ancient
within those principles, teachers must plan relationship of mentor and disciple, master
their courses and lessons, and then have and apprentice. One must love what one is
the decision-making skills to implement a teaching and then one must love whom
wide variety of strategies to achieve their one is teaching. We are teaching ultimately
goals. students, not subjects.
A foundation of teaching is for a teacher to Loving one’s students isn’t exactly
consider him or herself responsible for emotional and certainly isn’t sentimental.
student learning. This concept is It’s more a matter of demonstrating on a
interesting because it is pivotal, yet not daily and minute-to-minute basis that one
“true” from an absolute or objective is teaching for the benefits of the students
standpoint. Objectively, only a student can rather than for some personal gain,
choose to learn or not to learn. And a whether subtle or gross (prestige, money,
determined student can learn from an etc.) Love for students is shown when we
incompetent teacher, just as one can fail to get to know them as individuals and work

127
as far as possible to interact with them as material well enough to get a good grade
such. Love is also demonstrated when we or pass a test. Yet all subjects taught as
perceive their faults as misdirected standard courses in elementary and
strengths; seeing people for what they can secondary schools were developed at least
be rather than simply what they are. When originally because the developers were
there’s a relationship between teacher and convinced that students would profit from
student of love, trust, and respect, them in life. An effective teacher,
incredible gains can occur in the student’s therefore, should carefully inventory not
character, knowledge, and abilities. only a course in general, but every aspect,
Teachers will find themselves becoming even every assignment, to determine what
better and happier persons, as well. The student need is supposed to be met and
relationship between teacher and student whether or not needs are being met in fact.
is at the heart of teaching, for better or
worse. As an example, there is much controversy
over whether or not to teach grammar
Perhaps obviously, a basic principle of separately from composition and speaking,
teaching is that the teacher must know the and whether students should know
subject, skill, or value being taught. grammatical terminology. There are
However, it is possible for teachers to learn certainly valid points on either side of the
along with students, or to facilitate issue, and a person can learn proper
students learning subjects with which the communication in a variety of ways. Yet,
teacher is wholly or mostly unfamiliar. In one might consider why grammar was
such cases, the teacher isn’t teaching the (and generally continues to be) taught
apparent content per se, but the ability to separately at all. One can say the rules of
research and learn from other sources, as communication are called grammar, which
well as the skills needed to integrate and is as essential to communication as rules
assimilate the information. It is perhaps are to any game. Knowing the terminology
ironic that such student directed learning is, for most, a temporary help (temporary
is often the most satisfying and useful for because many if not most adults forget
the learner. In any case, it remains a much of it without apparent harm) in
general axiom that a teacher should order to facilitate fast and easy
possess something which the student does communication about those rules between
not and which is of value to the student, teacher and student. In other words,
even if that “something” is the skill to students need grammar because they
facilitate the student in gaining his or her desire to understand and be understood,
own solutions and understandings. and to do so they will profit from knowing
the rules of language, without which more
The above leads us to the principle that misunderstanding will accrue than is
real learning will take place only when the inevitable in life. They profit from learning
student has a genuine need for what is the language of grammar (nouns,
taught. There are certainly cases—too prepositions, predicates, etc.) so as to
many cases—where the only perceived streamline their learning of the rules.
student need (often in the perception of
the teacher, as well!) is to know the

128
Without establishing the need for teaching condition or with meager resources. If a
grammar, how will a teacher teach it with teacher does have any control over the
enthusiasm and effectiveness? And why environment, however, the physical
would students desire to learn it and apply situation can reflect what is the otherwise
themselves to it? Often, simply by relatively intangible basis of teaching and
determining the need and value of a learning. Students should have a place to
subject, learning is greatly enhanced learn that is adequate for their materials
because students now desire to learn. and supplies. It is best if furniture
arrangements are somewhat flexible so that
Yet another principle strongly related to students can work alone or in groups at
need is to prioritize and put the bulk of various times; sit at desks or sit on the
time and energy into that which is most floor. Surroundings need to at least suggest
important. This principle should be behind if not proclaim a place of learning, while
not only allocation of time and resources not giving so much sensory stimulation
within the school day, week, and year, but that the very room competes with learning.
also within each subject. Mastery of the
essentials, that which will bring the Beyond the physical objects and designs of
students the most benefit, should be the the place, the mood of a place of learning
teacher’s goal for every student. When is ideally one of focused excitement for
applied properly, strong attention to basics discovery and striving for excellence,
allows more time and freedom for coupled with tolerance and respect for
advanced and interested students to others’ differences in speed and style of
expand their understanding and for learning. This mood will usually come
“enrichment” courses and activities. automatically if the teacher adheres to
principles of effective teaching and
An equally important parallel essence of employs methods which are the means by
teaching is that students tend to achieve which those principles are, probably
according to the teacher’s expectations. subconsciously, transmitted to the
Students will feel frustrated if expectations students.
are too high or too low for too long. Yet
expectations have to be high enough to Methods can be broadly characterized in
push students out of their “comfort zone” various ways. (For descriptions of some
and into learning. Keeping the balance specific teaching methods, please see
between students’ complacent comfort and Vaikuntha Children.) Methods from each of
their panic is an art that requires constant these large categories can be combined to
adjustment. Teachers do need to recognize create many specific ways to teach. This is
how even on a very subtle level they are not an exhaustive list, but we will consider
communicating their opinion of a student’s five main divisions, each having several
ability and potential, and how significant subdivisions.
such communication is to what a student
will actually achieve. First we can group methods as to whether
they are primarily visual, auditory, or
If all the above principles are followed, kinesthetic, or combinations of two or all
learning can take place in any place or three. (We can also include gustatory and

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olfactory, though these aren’t used with reading to younger children, and so on.
anything approaching the frequency of the The intrapersonal method has children
main three.) Some examples—lecturing to read in a quiet, separate space with books
a class is primarily auditory, with they really love. One can readily
whiteboard notes and diagrams adding a understanding that these seven categories
slight visual element. Student who are include and expand on the three
illustrating a historical document are modalities, though there is also some
learning with a method that is visual with overlap.
kinesthetic. Playing a skipping game while
reciting the multiplication tables to a Considering who initiates learning is
rhyming verse is auditory and kinesthetic. another means for understanding
Watching a video is visual and auditory, methodology. Situations where the
with the visual usually dominant. Class students ask for knowledge or skills are
discussion is generally exclusively more likely to benefit from cooperative
auditory. Reading a textbook is exclusively learning, student-directed research, and so
visual. Preparing and serving Mexican food forth. When students initiate learning and
is kinesthetic, gustatory, and olfactory. teachers don’t know the answer—as in
help with a personal problem, or facts
A second major way of understanding about an obscure subject—facilitation
methods is based on Howard Gardner’s techniques are most helpful. Story telling
concept of seven intelligences. Methods and metaphor, for example, (Please see the
can be any one or a combination of the documentation about teaching with
following: linguistic, logical-mathematical, metaphors and stories.) are very useful
spatial, body-kinesthetic, interpersonal, or when a teacher wants a student to discover
intrapersonal. Dr. Thomas Armstrong, in interpersonal and intrapersonal solutions
In Their Own Way, gives several examples indirectly, either because the teacher isn’t
of methods in each of these categories. To sure of the specific answer, or to
teach reading linguistically, he suggests circumvent resistance. When the teacher
having students dictate books which they initiates learning, it is first best to employ
then read. A logical-mathematical method methods that generate student interest and
would use “linguistic phonics” which awareness of need, connect what is being
strongly relies on rhymes and patterns of taught to what’s already known, and so
language. A spatial method would involve forth. Techniques that avoid resistance,
books with many pictures and rebuses. such as metaphors, are also helpful when
Kinesthetic teaching involves having a students are aggressively uninterested in
child write before reading, writing his or the subject. These same areas of method
her own simple words and then learning to can also be grouped as direct or indirect
read them. He suggests teaching musically instruction.
by having children first read lyrics to songs
they know. There are also reading How we physically group students
programs that use many songs to teach certainly affects method, may determine it,
letter sounds and combinations. and may even constitute a separate method
Interpersonal instruction involves making itself. (Please see the narrative for
reading a social event, reading in turns, Individualizing Instruction in Secondary

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Schools, the seminar materials on multi- should note that some subjects tend to
level instruction, and the whole classroom have one or two of these purposes
and multi-level sections of Vaikuntha dominant, whereas others are more multi-
Children.) We can teach individuals, or by faceted. For example, if we are teaching
forming small or large groups of students. skills over a relatively long period of time
Our groups can be homogeneous, and with an objective of a high level of
grouped in various ways—age, ability, proficiency, our methods will certainly
interest, or relevance. Or we can group involve having the students practicing
heterogeneously, and again we can mix in those skills at increasing levels of
a variety of ways—randomly, or with a difficulty, possibly culminating in having
specified range of ages or abilities or them complete a finished project
interests. We can teach to the whole group individually or as a group. In contrast,
with all doing the same things at the same review of “knowledge” can involve
time. After teaching to the whole group we memorizing mnemonics, a rhyming song,
can assign differently to various sub- or a diagram.
groups or to individuals. Or we can start
with various groups that have similar or It is interesting, in light of these
different learning experiences. There are categories—knowledge, skills, and
many types of learning experiences that are values—to re-examine the “corners”
ideally designed for one or more of these method above. Externally, it is teaching
types of groupings. For example, Spencer literature—both reading and writing. The
Kagen (“Educational Leadership,” October main objective seems to be understanding
2001, pp. 50-55) explains a method he the importance of the lead lines of a story
calls “corners.” Placing the opening words and how different writing appeals to
from each of four famous novels in each of different audiences. Such objectives can be
the four corners of the room, he asks “knowledge” if applied strictly to
students to go to the corner that interests appreciating what one is reading;
them the most (self-grouping by interest). “knowledge” and “skills” if students then
They work with their group to write an have a writing exercise where they write
explanation of why they made their choice, leads for various audiences and then test
then come together as a whole class to what they write on potential readers. But
listen to everyone’s choices and reasons Kagen is proposing that this method also
(heterogeneous group). Each student then teaches values not directly, but
paraphrases the reasons for the other three intrinsically in the method itself. He
choices (individual work). writes, “Students practice virtues such as
tolerance, understanding, and respect for
Our final consideration of grouping opinions different from their own. They
methods is by purpose. Are we teaching often find they have something in common
knowledge, skills, or values, or some with others with whom they might not
combination? Are we teaching something otherwise have associated. Over time,
new, or review? Are students supposed to “corners” builds community.”
have minimum, average, or advanced
mastery of the material? How much time These five general ways of labeling
will we have to teach the objectives? We methods can, as mentioned above, be

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combined. One can be teaching, for directions to someone with limited English
example, knowledge and values to a small proficiency, speaking my native tongue to
group of students grouped homogeneously him or her may not be very effective. If I’m
by ability, and using direct, student- not aware of the lack of results, I may walk
initiated methods involving musical away satisfied that I have “taught” the
composition. person what was needed. If I have enough
sensory acuity to know that the person
When planning a course or individual isn’t learning, but no flexibility, I simply
lesson, the teacher, basing all instruction speak English more loudly and slowly.
on foundational principles, decides first on With flexibility, I not only sense failure,
objectives. What should students know, but am also willing to try another way and
do, or feel by the end of the instruction? It have the resources to generate a variety of
is important to state these objectives in a behaviors (such as drawing a map) until I
way that is measurable, also. Such get the learning response that was my
objectives can be stated in one or two steps original objective. Teachers who lack
(i.e. what the students should gain and sensory acuity, flexibility, or both, often
how it will be assessed or what they should blame the students for the lack of learning.
gain stated in terms of assessment, such as,
“Students should be able to list the causes Therefore, even the best lesson or course
of the Revolutionary War.”) After stating plans—the ones that have worked for
objectives, the teacher determines learning many years with many students—may
experiences (what the students will do, have to be adjusted to achieve the
how the teacher will teach) based on the objectives. And sometimes the objectives
guidelines presented above. He or she will themselves have to be changed or
also benefit from listing resources needed postponed as more urgent or fundamental
and gathering and/or creating those before goals, not yet met, render the ultimate
the class. (Please see examples of my target unobtainable until they are
lesson and course planning in my seminars achieved.
for teachers and administrators, the
Primary and Secondary Administration For all its logical and sound theory about
Course, and Prabhupada Appreciation principles, environment, methods, and
Course.) plans, teaching is not only an art. It’s a
bittersweet vocation where one can
While an experienced teacher can often vacillate between a sense of deep
have excellent decision making abilities to fulfillment at having made a lasting and
create effective learning plans, a three-part positive difference, to despair at having
strategy is most useful. That is, determine accomplished nothing, or even caused
your objective(s), have the sensory acuity harm. Yet how often it is—those very
to know whether or not you’re achieving it students who bewildered us as to how to
(them) and then be flexible in your reach them and teach them, come back as
structure and methods to gain your goal. adults and thank us.
We can understand this strategy from
everyday life. If I wish to communicate

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 Elementary Curriculum
Development
Edith E. Best

Curriculum can be defined as what is school or system with its own unique
taught, with what emphasis and order of curriculum.
priority, in what sequence, to what
persons, with what interrelationships, in Whoever is the main controlling interest in
what manner, by whom, and with what the institution—a board of education,
resources. community, or both—must support the
idea that there is a need for a change.
In developing curriculum, the first step is Financial support must exist for the
determining what needs exist. Then there project and lines of communication
should be a plan to meet those needs, and established between the parties involved.
the gathering of resources, including Leadership for the program needs to be
human resources. Next the team that is determined.
assembled develops a guide or both a guide
and instructional materials. After It is essential that all the administrators are
completing the materials, they structure an enthusiastic about the project and will
initial implementation of the program with help with communications and
both formative and summative evaluations. interpersonal relationships during the
According to the information received developmental and implementation
through assessment, the curriculum team phases. Involvement of the teachers who
adjusts the program, and finally puts the will teach from the final product is a key to
curriculum into place fully in the whether or not the curriculum, no matter
classroom, school, school system, or for how wonderful, is actually used. In many
the target students (e.g. gifted children cases state agencies and school districts
with handicaps). spend many months or years, and much
money, on creative and thorough plans
The initial idea for developing a that simply decorate teachers’ cluttered
curriculum, whether for teaching music to classroom reference shelves. Those who
third grade students in a small private create materials alone or with a small,
school or teaching all subjects to insulated group, may find that they failed
elementary students in a public school to accurately address needs or anticipate
district, begins with the idea that change is problems, and so their work is either not
needed. The change may be small, used at all, or abandoned after a short trial.
sweeping, or somewhere in-between for an
existing program, or part of an overall Once the general direction and leadership
perceived need for a completely new are established, those who are going to
lead the project determine the existing

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needs. We can define needs as the Sometimes the development team can
difference between what we want and what learn of needs not from the grassroots
we have. Teachers and administrators who people who are teaching and learning, but
are involved in the proposed or existing from the top—government agencies and/or
institution, parents, and students school boards. These groups may already
themselves, all have ideas about what goals state existing needs in official documents
they wish to achieve. Through casual either in a general or specific way. For
friendly discussion, formal questionnaires, example, existing policy may state that a
speaking with people in the community certain percentage of students should score
with whom these people may reveal their at a certain percentile on nationally
mind (barbers, doctors, friends) and direct normed tests, or be able to read at a certain
observation in the classrooms, one can get level by a particular grade.
an excellent idea of what needs a
curriculum should address. Once the need is determined, there must
be a determination of the status quo. For
Another way of assessing needs is to get example, if it is desired that 70% of
information about and/or observe students students in sixth grade be reading at or
who have completed the program in the above grade level by the end of their
school for which one is considering the school year, one must find out what the
curriculum, or who have transferred to actual reading level is at that time. If
other institutions before graduation. One teachers say that they want their third
can directly ask these students, either graders to be able to solve simple two-step
verbally or through a written survey, in mathematics problems by January, or to
what areas they were and were not stand quietly in line for five minutes when
prepared. Parents and current teachers of they enter third grade, one can assess what
the school’s graduates and transfer the present situation actually is.
students can often give useful information.
For example, students who graduate from The methods for identifying the status quo
one elementary school, when asked to rate can be similar to those used to identify the
their education, may universally praise the need. These include informal conversation,
English program, be divided about their surveys and questionnaires, standardized
mathematics knowledge, and say they were testing, locally constructed tests developed
ill prepared for middle school science. If for this purpose, formal interviews, direct
such answers are consistent over a broad observation by competent persons, case
range of students over a few years and studies, and a compilation of two or more
confirmed by the students’ parents and of these methods.
current teachers, a need to improve the
science program probably exists. It is the gap between present reality and
stated needs that a curriculum addresses
There are some formal instruments for and that forms the basis for the objectives
identifying needs, and organizations that that will be the first step in planning.
specialize in assessing a school’s most Therefore, the needs are accurately
pressing educational concerns. expressed in terms of this gap. For
example, “increase word problem solving

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ability in third grade so that 95% of the The above accomplished, the leaders of the
students can solve two-step problems by project need a team, as work that depend
January. Presently only 25% can do so.” on one person’s intelligence and energy
Sometimes such specificity is impractical, may collapse or not be agreeable to those
but the principle of defining needs in the curriculum will serve. The team’s
terms of a gap between real and ideal is specific jobs need to be determined. The
essential. team should probably review the initial
needs and status quo assessment, as well as
However, there are probably more needs the method of prioritizing, and the
than the present resources could conviction that the creation of, or change
practically address. Also, as change in, curriculum is most likely to address the
generally comes slowly, it might be best to issues.
address the needs one or a few at a time.
Some needs may also be important only to It is best if some of the people involved in
a small number of students or teachers. Or the planning and writing of the curriculum
the fulfillment of some needs, while will be classroom teachers who will also
desirable, may not provide a benefit use it. In some way, if not through the
commensurate with the probable cost of actual writing, the “end users” need to be
their fulfillment. involved—at least to review drafts, be
surveyed for ideas, and be involved in
Therefore, once needs are identified, they initial implementation. It’s also a good idea
must be prioritized. Some schools make a to have at least one person on the team
chart of all perceived needs and then rank who is outside of the target institution, as
them as low, medium, or high priority. he or she may have more objectivity. Such
Whatever the system, it is good to people can be writers, or part-time
determine a list of the top 3-5 needs—and consultants, editors, in-service trainers,
have a general consensus among those and so forth. Those from within the system
responsible for supporting the curriculum who show spontaneous enthusiasm for the
development (including monetary project are preferable to those who are
support) that these are, indeed, the highest “drafted.” And, of course, it is important to
priorities. have a team that can work reasonably
smoothly together and under the leader’s
It may seem obvious, but it is imperative to direction.
reasonably conclude that the needs
identified as the highest priorities are ones Once the team is assembled, the first
that can be satisfied through curriculum business is to determine the principles or
development. Some pressing and pervasive values that underlie the institution the
educational needs will be solved more curriculum is serving and the curriculum
simply and effectively by having more itself. (Examples of principles can be
teachers, different teachers, different found in the documentation.) A principle
physical facility, a change in admission or is here defined as an essential truth that
expulsion policy, and so forth. the team considers as axiomatic. For
example, a principle may be that a
fundamental purpose of education is to

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produce worthy citizens. If we state, for each segment of the project, and finally
“Knowledge that can generate future for each lesson or group of lessons.
learning and integrate understanding is
superior to a brief covering of many facts Objectives have to be worded so as to be
and skills without establishing their measurable. In fact, the means of
interrelationship and application to further assessment is implied in the wording of the
learning,” we state a principle. “Each objective. Vague terms that cannot be
student should get facility and demonstrated in student behavior and
encouragement to achieve to their highest which therefore cannot be externally
potential,” is also a principle. validated are not very useful. While
education seeks to change students on all
If the team is working under a greater levels—thoughts, feeling/attitudes, and
authority, as a school curriculum project behaviors—it is only behaviors that can be
that operates under a district board of measured. We surmise thoughts and
education, it is essential that the principles feelings/attitudes from behaviors.
should refer to, or be in harmony with, the
district philosophy and goals. Also, while For example, if we want to know whether
principles or values are generally stated in or not a student knows the battles of the
one sentence each, it is also wise to have a Civil War, our objectives could state that
paragraph or so to explain each one, and he or she should list them, put them on a
possibly to cite authorities who support timeline, describe them, compare them,
the truth of the statement. relate them to the general progression of
the war, sing a song about them, locate
There must then be a brief statement of the them on a map, and so on.
problems and the proposed solution the
team intends to create. It may be useful to The way we term the measurable behaviors
refer to research that supports the specific we seek in our curriculum defines the
curriculum proposal, especially if research desired level of students’ knowledge
shows that such a plan is appropriate to according to Bloom’s taxonomy. At the
meet the needs. The plan should include first level, knowledge, students will achieve
grades and subjects targeted, scope of the the objectives if they can list, define, label,
project, and the overall construction or memorize, or show. At the level of
form (i.e. subject by subject, thematic, comprehension, objectives will be to
multi-grade). describe (unless they are repeating a
description), illustrate, summarize,
Specific objectives are, in one sense, the discuss, and report. The application level
key to effective planning. Objectives for involves applying, demonstrating,
each lesson and for an entire course tell explaining, exhibiting, and calculating.
both the students and teachers what they When the student understands at the level
are trying to accomplish, and make of analysis, he or she can examine,
evaluation possible. They also focus the differentiate, organize, compare and
outlines and sets of learning activities contrast, investigate, analyze, and
around desired goals. The team will start construct. The synthesis level includes
with overall objectives for the project, then designing, creating, planning, inventing,

136
and composing. Learning on the level of most frustrating things for teacher is for a
evaluation means the student can evaluate, lesson or course to assume knowledge or
interpret, conclude, determine, skills that haven’t already been taught.)
recommend, and judge.
Well-written objectives include the time
The choice of how to measure objectives they will be accomplished, the people who
may also vary depending on the type of will be affected, what behavior will be
objective. If we are teaching knowledge, demonstrated or changed, and the
the student has to demonstrate that he or criterion for success. Sometimes an
she knows what is taught, which is done objective also includes the method used to
most thoroughly by using that knowledge. accomplish it, but often the method is
If we are teaching skills, the student separate, written as the learning
should be able to demonstrate the level of experiences that make up the lessons
proficiency desired in that skill. If we are themselves. Naturally, what the children
teaching values, the student will probably and teachers do will flow from the
demonstrate learning in his or her objectives. Objectives that meet the criteria
treatment of the object of the value. For mentioned above would then imply
example, if we are teaching students to experiences that will be suitable for a wide
respect the environment, we could have as spectrum of teaching styles and student
our objective that students start a recycling proclivities.
program; if we are teaching students to
show consideration for others, we could It is generally useful and sometimes
have as an objective that they patiently mandatory when determining objectives to
wait their turn. refer to existing documents. Certainly the
team would have to reference guidelines
It should also be mentioned that objectives and lists of objectives that are already
in any one area should be varied enough so established at a higher administrative level
that students with different strengths can (such as a school district referring to state
achieve at least a large number of them. or provincial guidelines). Also, there are
Goals should also be varied so as to allow many sources of objectives for each grade
teachers with different strengths to excel in level and subject—from textbook
teaching many of them. Objectives should publishers, independent researchers, and
therefore be worded so as to measure the work of curriculum planners
students’ knowledge, skills, and values in throughout the nation and the world.
visual, auditory, and kinesthetic ways, as
well as in ways that are most suitable to So, one cannot say that first the team
the seven intelligences. They should also should plan objectives and then gather
be suitable for students of varied cultural resources, but the need to identify and
backgrounds, and for both boys and girls. access resources increases as the
They should be reasonable for the time curriculum develops. Each lesson or group
allotted, and the students’ ability level. of lessons needs to have not only
Finally, they should be commensurate objectives, but also learning experiences
with objectives in the levels and lessons that will most likely lead to those
before and after them. (Perhaps one of the objectives, and resources for the teacher

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and student. (Please see some of my lesson curriculum that is primarily designed for
plans for examples of this.) Such resources experiments done in cooperative learning
include textbooks, other books, audio and groups, such should be delineated and the
video, software and hardware, field trips, rationale for this decision given. If there is
equipment, and various materials such as one or a dominant method of
posters, markers, felt boards, and so on. assessment—such as using a rubic to grade
cooperatively produced projects in lieu of
In order to list resources for the teacher, oral or written tests—such should be
the curriculum team needs to research and mentioned and explained.
examine a large amount of material. There
are also, however, resources the team After the introduction should be the units
needs in the developmental process that of instruction. Each unit should list
the teachers may not use when teaching objectives as described above, time
the lessons. Such resources include the allotment, learning activities, needed
guidelines and lists of objectives materials and resources, additional
mentioned above, money (a large part of references when appropriate, any
curriculum development involves explanation of the procedures, and a
procuring needed funds to pay the team, means of assessment, including quizzes
print the materials, etc.), training (for and tests.
example, some team members may want to
take courses on certain aspects of (For more explanation of learning
curriculum planning or writing), and activities, please see my essay on
experts in various fields. Instructional Strategies.)

When the team has a comprehensive list of It is important that the learning activities
objectives and needed resources (again, are those which are most likely to
having proper resources is generally an accomplish the objectives, although the
ongoing job), there is the development of development team needs to remember that
the complete program. Introductory there are many ways those objectives can
material should include a listing of the be achieved. Some curriculums, therefore,
reason for this particular curriculum, the list many times more activities than could
principles upon which it is based, and the possibly be accomplished in the time
overall scope (what will be taught) and stated, and presumably assume that
sequence (in what order). There should teachers will choose what is most suitable
also be an explanation of what type of for them.
organization the materials are designed for,
such as age grouped classes, ability Once the draft is done, it has to be
grouped classes, or individualized. What thoroughly checked, of course for
grade levels the work is intended for, how grammar, spelling, and whether or not the
much time is anticipated to complete the meaning is clear as written. But the nature
program, and how the teachers should be of the content needs checking, as well,
grouped, should also be explained. If there preferably by someone who wasn’t
are one or two dominant methods of involved in the planning or writing.
instruction, such as with a science Learning activities need to correspond to

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objectives, and the materials and topics need exists, the materials appear to meet
should be relevant to the lesson. There the need, and that their testing will have
should be consistency between the an effect on the final product. These
principles, statements in the introduction, teachers should also represent a cross-
objectives, methods, and way of section of those who will be the eventual
assessment. (For example, the points users.
highlighted as important in the lessons and
in discussions should be the same as on If the curriculum differs substantially in
the tests.) The emphasis in the materials any way from those with which teachers
should be on what is of most importance are familiar, those who are piloting it
and be well balanced. At the same time, should receive initial orientation and
there should be opportunities for training, and then opportunities while
enrichment and in-depth study, re- using it to gain guidance and assistance.
teaching, and ESL or LEP assistance. In
general, the activities should be able to be While the teachers are using the
adapted to meet the needs of various curriculum, they should have ample
teachers and students. The order of opportunity to give the development team
activities should be reasonable, and there feedback about what is or is not working.
should be consistency within the program In addition to this formative evaluation,
(everything assumed to be taught must there should be a summative assessment
actually have been taught), as well as with where student achievement is compared to
other programs running concurrently, and the objectives and to what was being
with programs the year before and year achieved with the previous curriculum.
after. These evaluations can be done according
to the same methods listed for determining
If there is conclusive research that shows both need and status quo.
why some methods are being used for
some subjects, or why some methods of After the field test, the materials should be
teaching and/or assessment are favored in revised according to the assessment, and
the program, such research should be then checked as to whether or not they’ve
cited. addressed all the problems as well as
increasing the strengths. Before printing, a
Once whatever problems are in the draft final check as done before the field-testing
are fixed and then checked against the should be done again. Additionally, the
suggested changes, the curriculum is ready materials should be checked to see if there
to be field-tested. Probably the most is balanced treatment of gender, races, and
important consideration for choosing the so forth. There should also be both
teachers who will bring the draft into the formative and summative assessments of
classroom is their level of interest and the final program, and teachers should
commitment. It’s good if at least some of receive initial training and on-going
these teachers had some input into the support.
materials. Giving teachers an opportunity
to volunteer is one way to insure some I have been involved in or a witness to
interest. At least they should agree that the some intense discussions about what’s

139
more crucial to good education—
curriculum, good teachers, overall school
accreditation, or social factors outside the
school. While it’s true that master teachers
can do a great job with a poor or minimal
curriculum, excellent materials allow even
mediocre teachers to give their students a
high quality of education. And, with an
excellent curriculum, master teachers can
truly help all students achieve their full
potential.

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Chapter 6

Organizing Instruction:
General Principles
Don't say "no." But give a taste for the good, then it
Drops of Nectar will be automatically "no" and if you say "no" then
he'll, they will rebel. The four "no's," that is very
difficult. Still they are breaking. No illicit sex, they
are breaking. But if they develop Kåñëa consciousness,
The children should be trained in early rising, this will be automatically "no". So don't bring many
"no's," but give them positive life. Then it will be
attending maìgala-äraté, some elementary education:
automatically "no". And if you say "no," that will be a
arithmetic, alphabet, some of our books, like that.
struggle. This is the psychology. Positive engagement
They should go to bed by 8 pm and rise by 4 am for
is devotional service. So if they are attracted by
maìgala-äraté, getting 8 hours sleep. If they take 8
devotional service, other things will be automatically
hours sleep, they will not fall asleep during äraté.
"no." Paraà dåçövä nivartate. Just like Ekädaçi day.
When they get up they should wash with a little warm
Ekädaçi day, we observe fasting. And there are many
water, at least three times wash face. They may sleep
patients in the hospital, they are also fasting. But
one hour in the afternoon and there is no harm.
they'll "No, no". They'll, within heart, "If I get, I shall
Encourage them to chant as much japa as possible, but
eat, I shall eat". But those who are devotee, they
there is no question of force or punishment. If there is
voluntarily "no". The same fasting is going on for the
need you may shake your finger at them but never
devotees and the hospital patient. And that "no" and
physical punishment is allowed. Try as far as possible
this "no," there is difference. (Room Conversation,
to discipline them with love and affection, so that they
Paris, July 31, 1976)
develop a taste for austerity of life and think it great
fun to serve Kåñëa in many ways. Rising early and
Now the thing is, children should not be beaten at all,
maìgala-äraté, this is enough austerity. Besides that,
that I have told. They should simply be shown the
let them learn something, chant, dance, eat as much
stick strongly. So if one cannot manage in that way
prasädam as they like, and do not mind if they have
then he is not fit as teacher. If a child is trained
playful nature - let them also play and run, that is
properly in Kåñëa consciousness, he will never go
natural. It is nice if they eat often - if children overeat
away. That means he must have two things, love and
it doesn't matter, that is no mistake.
education. So if there is beating of child, that will be
(Letter to Aniruddha, January 10, 1972)
difficult for him to accept in loving spirit, and when he
is old enough he may want to go away - that is the
Keep them always happy in Kåñëa consciousness, and
danger. So why these things are going on marching
do not try to force or punish or they will get the wrong
and chanting japa, insufficient milk, too strict
idea. By and by, if they are satisfied in this way, they
enforcement of time schedules, hitting the small
will all grow up to be first-class preachers and
children? Why these things are being imposed? Why
devotees. (Letter to Satsvarüpa, February 16, 1972)
they are inventing these such new things like
marching and japa? What can I do from such a distant

141
place? They should run and play when they are small 1. Whole Classroom
children, not forced to chant japa, that is not the way.
(Letter to Bhanutanya Däsé, November 18, 1972)

Mr. Koshi: Don't you think that the children should be

When we organize our school into "whole classes"
we group students together roughly by age, with about
given freedom to choose voluntarily? Prabhupäda: Do
ten to thirty students per classroom. Sometimes an
you want to give freedom to your children?
exceptionally slow or bright student may be placed
Mr. Koshi: I am asking you.
outside his age group, but this is discouraged in this
Prabhupäda: No, no. What is the use of giving
organizational plan as often such students, have social
freedom to a child with a razor? He will cut his throat,
and emotional problems with such placement. Such
that's all.
organization is primarily found in large schools. T he
Mr. Koshi: But at a later age, perhaps when he is
advantage of such organization appears to favour the
better...
teacher. The teacher only needs one lesson plan per
Prabhupäda: Later age, yes. That is enjoined. When
class period and teaches the same material to all
child is sixteen years old he can do as he likes, not
students at the same time. Sometimes "enrichment"
before that. This is the moral instruction of Cänakya
activities are provided for advanced students, but this
Paëòita. Up to five years, don't chastise, don't take any
is by no means the rule. Although this system seems
action. Let him be free. Whatever he likes, he can do.
easy for the teacher, in reality he has a very mixed
Then after fifth year, for ten years you must be very
group. Such organization meets the needs of a small
strict. Then five years and ten years, fifteen. And
minority of the students, while others are bored and ,
when he is sixteen years, treat him like a friend.
frustrated, or lost and confused.
Präpte tu ñoòaçe varñe putraà mitravad äcaret. At that
time, no stricture that he will break. "My dear boy, if
Suppose the "group" lesson plan calls for five days to
you do this..." This is necessary. And from fifth year
learn a topic. Some students, however, will need five
to fifteenth year you should chastise the sons and
or ten more minutes of instruction. It is not unusual
disciples just like tiger. After five years.
for any student, even one who is generally above
Mr. Koshi: Using the stick.
average, to sometimes need an extra day (or even
Prabhupäda: Yes.
several days) to master a new or difficult subject.
Tamäla Kåñëa: That's how you trained us, Çréla
Without the flexibility to give these students the time
Prabhupäda.
they need without holding up the rest of the class,
Mr. Koshi: Did you get?
some students end up getting more bewildered day by
Tamäla Kåñëa: Yes, by Prabhupäda. Even though we
day. After a few years their lack of basic
were not five years old, he treats us just like as if we
understanding makes remedial instruction very
were five. Because spiritually we are still like that. So
difficult. On the other hand, the "advanced" students
he is very strict with us.
sometimes become so frustrated with having to learn
Prabhupäda: All these boys I chastise vehemently.
what they already know, that they decide not to bother
Even a little mistake.
anymore. This approach often leads to severe
Mr. Koshi: You...?
discipline problems and rarely provides students with
Prabhupäda: They tolerate. They know.
excitement in learning:
Tamäla Kåñëa: We are afraid.
On the positive side, a whole classroom approach is
(Interview, Bombay, April 5, 1977)
very useful when learning subjects that are aided by
group discussion and group projects. In such cases
(history and geography, for example), it doesn't matter
Classroom Organization if the students have different intellectual and creative
abilities. In fact, this just lends a greater perspective to
the subject. The whole classroom organization is
Choices sometimes the only way certain individuals can teach a
class:

142
2. Multilevel Individual organization means that each student in all
(or most) subjects is working at his own pace. A
Multilevel organization means that, several grade
school can individualize a classroom where all
students are the same age, or one where students of
levels, usually grouped by age, are in the same many ages share the same physical location. The
classroom. All students may study the same subject multilevel classroom is more suited to
during a class period (mastery, unit or concept individualization because students can easily be
approach). For example, during mathematics class, grouped according to ability. In the same-age
one student is doing remedial work at a second grade classroom, some students at the extreme ends of the
level with manipulatives, another is using scale may still have to do work which is unsuitable for
manipulatives to understand a new and difficult them. A good compromise is to have a classroom with
concept at the sixth grade level, another is working in five- to seven-year-olds, another with eight- to ten-
an incremental fifth grade book, a group of students year-olds, another with eleven- to thirteen-year-olds,
are using a tape recorded multiplication song to learn and another with fourteen- to eighteen-year-olds. Bob
their tables, another group is practicing subtraction Jones University suggests that five- and six-year-olds
with borrowing, and yet two others are using an work well together, as do seven- and eight year-olds,
incremental sixth grade book. and any grouping of nine- to twelve year-olds.
A multilevel class can also be planned with different
students working on different subjects at different
levels (mastery learning). This is generally more Selection
difficult for the teacher, but is sometimes needed when
a student or group of students needs individual
attention. Subjects that require such attention are:
reading, bhakti-çästré, high school logic, and some
Chosing the classroom structure is often a matter of
practicality. A small building with few teachers may
social studies. For example, one group may be reading
not be able to serve the educational needs of a separate
out loud with the teacher while another group works
class for each grade if the students range in age from
in handwriting or spelling books. Another group may
five to thirteen years. But the same facility and staff
be studying foreign language using a tape recorder.
will be able to teach those students if they are in two
We should note that this system also has to be used by
or three multilevel classrooms. Additionally, schools
the whole classroom teacher for reading, at least in the
with the capacity for a whole classroom structure for
early, primary, grade levels.
each grade may find a multilevel/Individualized
structure more economical, allowing them to provide
The teacher has to plan many different programs for
other services. Finally, even a school with adequate
each class period. Multilevel can have exactly the
space, many teachers, and sufficient funds may want a
same problems as a "whole classroom" if all students
multilevel structure because it offers many educational
in each grade grouping have to do exactly the same
benefits for the students.
thing at the same time in all subjects. It is easier,
however, to individualize a multilevel classroom than
A program that combines multilevel and
an age-grouped classroom. The main advantages of
Individualized instructions can be organize d around
multilevel are realised in a small school with limited
various subjects. These subjects, for example, can be
space and staff. However, it also benefits the children
taught individually: reading, penmanship, arithmetic,
socially and emotionally to interact with other
grammar, composition, and spelling. Other subjects
students of all ages. This helps eliminate the peer
can be studied in large or small groups, formed ac-
pressure and generation gap so prevalent in our society
cording to age, reading level, or some other criteria.
of age-grouped classes and schools.
Such subjects can include science, history, geography,
and bhakti-çästré (philosophy classes). Logic and
Bhagavad-gétä may be more suitable to either of the
3. Individualized above organizational plans depending on how it's
taught.

143
We decide organization based on facility, subject No matter what basic educational approach you use
matter; and available teaching materials. Most for multilevel, take advantage of enrichment materials
standard textbooks are geared only for a whole that will make the teacher's job easier and the student's
classroom approach. It is important to remember that more fun. Included among enrichment materials that
often much of the course is contained in the teacher's can sometimes "teach" a group for you are: computers
edition and other supplementary materials. A student with good quality educational programs, films, audio
who is working on his own in the text may not be able tapes, good books (other than textbooks), reference
to get the amount of help he needs for his materials (such as encyclopedias), and other students.
understanding. Standard textbooks can be used, While none of these resources should be over-used,
however, in multilevel if they are reasonably self- judicious employment of them can be better than the
explanatory and the teacher uses imaginative teacher himself.
scheduling. To schedule many levels, place students
in groups of at least three. In each class period, or half A good way to know if you are using the appropriate
a period depending on the number of students, materials, whatever the classroom structure, is if the
schedule only one group and subject that need students are getting enough help, keeping; to the task
intensive interaction from the teacher, e.g. reading and at hand, and being able to apply their learning
discussion. The other groups should work on subjects appropriately. Our duty is not to teach "English," but
that need little intervention, e.g. spelling, mathematics; to teach students. We cannot say that we have taught
or various workbooks. Please see the sample the "content" of the course if all out students don't
schedules for some examples. Another method is to know at least the minimal amount of course objectives.
have each group work with the teacher for five or ten
minutes of the class.

A simpler way of adapting standard textbooks for a

Planning
multilevel class is to devise your own concept
approach. Study all the levels of a particular subject
from a particular publisher. The teacher arranges for The essential feature of classroom, multilevel, or
all students to study the same general area, such as individual 'teaching is planning. Every teacher should
fractions, at the same time. He demonstrates the have a book of lesson plans for each class and each
fundamental principles and then has each child do the day. Many standard 'textbooks provide these detailed
specific assignments in his own book. lesson plans in the teacher's editions. Still, the teacher
has to decide how much time he will spend with each
The other easy ways to teach multilevel, however, are lesson, and what he will emphasize. Teacher edition
to take advantage of materials that best support it. lesson plans always contain far more that a pupil is
Mastery learning materials have each child working at straying too far from standard academic
their own pace in individual "worktexts." The teacher objectives.
only has to give his attention to students with prob-
lems. Some classes should be scheduled, however,
that involve the whole diverse group, if possible.
There are also books that cover just some grades and Conclusion
subjects that are geared for independent, individual
work. If you don't like the mastery learning texts that We recommend that all teachers thoroughly study
are available, you can design your own eclectic the approaches of education and methods for teaching
curriculum. (Please see the curriculum section for and evaluating that are briefly outlined above. We
specific suggestions.) A more difficult technique is to need to always remember, however, that teaching is
use the unit approach. This requires planning and more than application of these ideas. Teachers must
organization, and a less structured classroom. It is not only know how to do brähminical work, but
also more fun and creative. Several companies sell develop brähminical qualities. When teaching
such a curriculum, although most would require young children, tolerance and patience are especially
extensive modification' to be used by devotees. important. Remember that each child learns in his

144
own way and his own time. If one method doesn't However, we try to choose materials that already
help the child to understand, try another. Some conform to our overall plan, if possible.
children may have difficulty with the overall
educational program and need a different approach. Next, we need to consider the teachers themselves. If
We may always realize with humility that we don't you are home schooling and have less than five
know what is best for each child. Depending on children, or if your school has trouble with teacher
Kåñëa, we should constantly pray for His guidance and turnover, you need materials that are easy to use
inspiration. We should also ask Kåñëa to please help without experience. You or your teachers don't really
our students advance in love for Him and in want to become expert in using the material because
understanding which will help them serve Him. you know that each devotee will use it only two or
three times. However, some excellent textbooks really
need a committed teacher to adapt them to the
Choosing Textbooks and classroom structure and/or Kåñëa consciousness. It is
worth it for such a teacher to spend two or three
Educational Materials months planning how to use a text when he will con-
tinue to work with it for many years.

Finally, decide if you really need a "textbook" at all.

As of this writing, there are no comprehensive Kåñëa Most subjects can be taught through other means.
conscious textbooks with teacher's editions in any Look at the list of teaching methods in Chapter 5,
spiritual or academic subject. There are some Kåñëa "Educational Views, Approaches and Methods". We
conscious reading books with comprehension can lecture based on our study of adult books from the
questions, but no teacher's guide. We also have some library; give: practical demonstrations; use practical
grammar and composition textbooks for some elemen- experiences such as stargazing, nature walks, and
tary grades. They don't cover all of the necessary sitting down to write a story. We can teach the
instruction, and have no teacher's guides. We have student how to research and spend time in libraries. If
Prabhupäda’s books themselves, as well as a rapidly you decide not to use a textbook in a particular area,
increasing library of Kåñëa conscious books translated then you must plan the year of instruction before the
and or written by various reputable devotees. first day of teaching.
However, there is no guide explaining how and when
to use these in a system of education. Most of us, for most subjects, will want some pre-
packaged help. How much is determined, again, on
Before you become depressed about this situation, we your goals and needs. Here we will give a brief
should point out that, in part four of this book, we overview of the type of material needed for various
suggest textbooks that are suitable for devotees. We circumstances. In Chapter 10, "Overview of Academics
also suggest how to use the existing Kåñëa conscious by Subject Area", we recommend specific materials
material, and how to teach directly from Çréla and publishers for various arrangements.
Prabhupäda's books. However, we realize that our
suggestions may not be relevant in all countries and 1. If you use a standard textbook/whole classroom
under all circumstances. Therefore, we urge you to system, you need student books (and possibly
study how to select your own educational supplies. workbooks) for each child, plus a teacher's edition.
You may also want supplementary materials, such as
The first step when deciding on materials is to films, that are supplied by the publisher in conjunction
determine your educational approach and classroom with the series.
structure for the particular subject. Some wonderful
textbooks are only suited for whole classroom 2. If you use a mastery learning/individualized
instruction with a standard textbook approach. Some system, you need student books that are self-teaching,
are designed for individual study with a mastery materials available for individual projects, and a
learning approach. If materials are really outstanding, teacher's guide.
they can be adapted to other approaches and
structures than those for which they were intended.

145
2a. Programmed and incremental learning are materials require the least preparation and
ideal for individualized or multilevel, although they understanding. Of course, some mothers who only
are also highly effective in a whole classroom. You plan to home school one child may want to spend time
need textbooks and/or computer programs that adhere planning in a unit curriculum, although not needing to
to this approach, and an understanding of the system. become totally familiar with all the possibilities of the
This is usually explained in the teacher's guides or program.
through tapes available from the publisher.
Now, we know what kind of books and materials we
3. If you use a unit/multilevel (group or in- need. But, which ones? This is very difficult for those
dividual) system, you can: take standard textbooks and of us who want only Kåñëa consciousness as the basis
adapt them from the teacher's edition, in which case, for all instruction. And if we don't, the motivation to
you need the same supplies as the standard/whole class stick with our resolve to teach will be difficult to main-
system but will use them differently; devise your own tain. Having books and supplies that can easily be
program referring to a scope and sequence for a guide; "Kåñëa-ized" is very enlivening for the teachers,
or purchase unit approach materials and adapt them to students, and parents.
Kåñëa consciousness.
The task is made almost impossible by the number of
4. If you use the classical/whole class, multilevel, possibilities. We start by narrowing down the
or individual system, you can devise your own prospects into general categories. There are materials
program (ideal for Bhagavad-gétä), or purchase from secular publishers for government-run schools.
textbooks that follow this approach. There are materials from secular publishers for
privately run schools. These are often more
5. To use the principle/whole classroom ap- academically challenging. There are materials from
proach, we must design our own program, probably publishers that cater to "alternate", privately run
using some that have been developed for the Bible as a schools. These sometimes are made specifically for
guide. We also need books that thoroughly explain multilevel or individual learning. Others are designed
the system. to incorporate a particular educational approach, such
as Steiner's or Holt's. Then there are materials
6. The concept/multilevel or individual system published for religious schools, generally Catholic or
can easily be used by adapting standard or mastery "Christian."
learning textbooks. Much of the instruction can also
be done without textbooks, using the teacher's edition Each of these publishers has a unique purpose and
or scope and sequence as a guide. viewpoint. Learn it before you spend Kåñëa’s money
on their products! For example, some Christian
7. To use the real book (Charlotte Mason)/ whole publishers are so sectarian that their materials are
class or individual system, we need the books that completely unsuitable. They may, however, have
detail her program. excellent teacher's guides. Other Christian publishers
have books that are generally theistic without pushing
8. Informal education/individualized, by their doctrine. These are usually ideal for devotees, if
definition, doesn't depend on textbooks. However, we they meet other criteria which we will discuss. Secular
do need an overall plan developed by the teacher and publishers for government schools need to follow the
student. Once this individual plan is outlined, prevailing trends in modern education. In America,
appropriate books, including textbooks, can be they are usually academically inferior and filled with
purchased. subtle and gross propaganda. Some secular publishers
for privately run institutions overcome both these
It is difficult to say what kind of materials are best problems, and are excellent for our use. Many
suited for teachers who aren't interested in a long-term publishers of "alternate" materials have items of value,
commitment. Materials for each particularly in a grade or subject where we aren't using
approach/organization vary in degree of teacher the standard textbook/whole classroom system.
planning and expertise required. In general, however,
all mastery learning (programmed, incremental)

146
 Best suited for Examples of educational materials
Can also be
Approach Teacher
Organization Subjects Publisher Bias used for
preparation time
Described in “Academic
Whole Gita Considerable
Overview”

Classical Mathematics Miquon, Mortensen Minimal None Individual

Whole/multi. Art Drawing Textbook Minimal None
All Logic Midwest Minimal No problem
History/geograph Modern Curriculum
Whole Minimal
Standard/ y Press Teacher’s edition favours
Individual
spiral Modern Curriculum scientific advancement
Whole/multi. Science Minimal
Press
Whole/indiv. English
History/geograph
Whole/indiv. Some guidelines All available materials are
Principal y Considerable
available Bible-based
Whole/indiv. Science
Whole/indiv. Art/music
Alpha-Omega Minimal Patriotic/Christian
Mastery/ English and Extreme Whole classroom/
Individual Basic Education Minimal
learning Mathematics patriotic/Christian multilevel
Christian Light Minimal Amish Christian
Individual English
(2200) HBJ; Whole classroom/
programmed Individual Mathematics Minimal No problem
Isha (Daily Grams) multilevel
Individual Science
Figure 6-1

147
 Best suited for Examples of educational materials
Approach Teacher Can also be
Organization Subjects Publisher Bias
preparation time used for
All English
All Mathematics Saxon, Math Their Way Minimal Slightly materialistic
Whole
Incremental All Gétä classroom/
individual
Let’s read Minimal Materialistic
Multilevel Reading
A Beka Moderate Christian
Konos (includes all
Moderate-
English, History, subjects except phonics considerable Some Christian
Multilevel/ Geography, and maths) Whole
Unit
individual Science, Weaver (all subjects classroom
Art/Music Moderate-
except phonics, maths Extreme Christian
considerable
and higher grammar)
Most standard or
English, mastery learning
Mathematics, textbooks can be Depends on material (Bob Not applicable
Multilevel/
Concept Geography, adapted. Moderate Jones is extreme Christian to whole
individual
Science, but useful as model) classroom
Art/Music Bob Jones has guidelines
for their materials
Advanced
English, Science,
Informal Any materials can be Moderate- Difficult to
Individual Art/Music,
Education used considerable adapt
Computing,
Vocational Arts
Figure 6-2

148
When considering together the needs of our
programme and the bias of the publisher, we
may have to compromise on one or both areas.
Suppose that the only publishers of mastery
Consumable Textbooks
learning/individualized for elementary English by Sétä Devé Dasi
are Christian? We need to decide what's more
important - the system or the bias. We then
can either adapt the publisher's bias to our
In order to save money with consumable
texts, I have purchased thick (but soft so as
own and use his system, or choose one whose
not to rip easily) transparent folders. I slip
bias is more compatible and adapt the system.
these folders over the page to be done and
Adapting the bias requires strong Kåñëa con-
hold it in place with sturdy clip.
sciousness; adapting the system requires
teaching expertise. It is best not to have to do
The child does the work with an oil based
too much adjusting of both for the same series
pencil (used for writing on glass and also
of books!
called a "grease pencil" or china marker").
It is erased with alcohol. Then if the child
See figures 6-1 and 6-2.
makes mistakes, he can redo the exercise, or
it can be reassigned for review. Plus the
You can learn what options are available from
books can be used year after year.
various publishers by calling the principals of
various types of schools in your area. If you
are looking for a manipulative-based early
mathematics program, you can make tele-
phone calls until you find several schools that asking for an examination copy. Sometimes
use such a program. Then talk to the class- large companies will send a free sample; by
room teacher to find the name of the publisher contrast, examination copies must be returned
and her opinion of the material. in excellent condition by a certain time if you
don't want to use them. You can also contact a
Educational conferences are another source of sales representative and ask him to bring
information about what materials are available. sample texts to your school. By attending a
So are educational magazines, especially those conference where the publisher has an exhibit,
for private and home schools. These often you can review the material and ask questions
have a section where new material is reviewed, of the representatives. If you find a local
as well as advertisements from many school that uses materials in which you are
publishers. Books, such as The Big Book of interested, you can often arrange to visit the
Home Learning, review many textbooks and classroom.
related materials. Finally, you can request free
catalogues from hundreds of companies, many The following adaptation from Mel Gabler's
of which are listed in Appendix A. Many "Textbook Reviews" should help to support
companies, such as Bob Jones, have a toll-free and clarify the above points.
number you can call to ask questions of the
textbook authors. 1. The materials should teach the academic
skills.
It is important to personally review material
before making a major purchase. We don't 2. The materials should not be involved in
want to feel obliged to use something simply the changing of values through questioning the
because we've spent Kåñëa's money. Then you beliefs, attitudes, feeling and emotions of stu-
find better materials, storage rooms will fill dents.
with old textbooks in excellent condition
which you can't sell. Review the material by 3. Materials should teach absolutes when

149
applicable, rather than using open-ended may find himself disturbed by the modes of
questions which force students to make passion and ignorance when reviewing such
premature value judgments under peer material.
pressure, or to accept situation ethics.
The above are very real problems of most
4. Content should fairly represent differing educational materials! While we light the fire
views and positions: and avoid biased editorial of Kåñëa consciousness with good teachers,
judgments. Varied expressions of the same spiritual motivation, and proper atmosphere,
root philosophies should not be presented as we can pour water with our educational mate-
opposing views. rials. Be careful!

5. There should be no attacks upon basic In summary, first determine your classroom
values such as parental authority or respect for structure and educational approach for each
law and order. subject. Next, consider the experience of your
teachers, and how much time they have for
6. Materials should not condone training or classroom preparation. Next, de-
immorality while ignoring morality. cide what type of materials will primarily assist
the teacher: textbooks, manipulatives, audio or
7. A personal God, religion, and the Vedas video tapes, or source books for the teacher's
should not be attacked or treated as myth. own notes. Find publishers/suppliers who sell
the material that is best suited for your struc-
8. Materials should not teach about occult ture/approach/teachers.
topics without warning of its dangers.
Finally, personally review the material for bias,
9. Materials should teach evolution as and its adherence to the eleven principles
theory rather than fact. mentioned above.

10. Materials should not subtly or grossly

present a false view of society, such as inten-
tional or artificial role reversal.

11. Content of materials should be en-

couraging and positive and should motivate
students to excellence. Reading material
should not stress realism from the negative
aspects of depression, frustration, confusion,
morbidness, crime, and violence.

The last point may need clarification if you've

not had much exposure to modern educational
materials. It is common for stories and
examples in social studies, English, and some
"critical thinking" textbooks to be very
disturbing: graphic accounts of suicide,
prostitution, street gangs, vandalism, and
psychotic individuals. Sometimes this world
view is apparent in word problems in a
mathematics book, or sample sentences in a
spelling text. Even a teacher who has been
fixed in Kåñëa consciousness for many years

150
 Preferred Other Materials available Importance
Subject Organization Teacher preparation
approach possibilities No mod. *1 No mod. *2 of bias
Classical* Moderate-considerable Yes ?
Whole*
Unit Considerable No Yes
Very
Gétä Classical Considerable ? ?
Multilevel important
Unit Considerable ? Yes
Individualized Not recommended because of need for group discussion
Reading
Whole/multi./indiv.* Incremental* Minimal-moderate Yes Yes Important
decoding
Incremental Moderate No Yes
Standard* Minimal Yes Yes
Whole Mastery Minimal Yes Yes
Programmed* Minimal Yes Yes
Unit Considerable No Yes
English
Concept Moderate No Yes
(spelling,
Standard Moderate No Yes
grammar,
Mastery Minimal Yes Yes
composition, Multilevel
Programmed* Minimal Yes No Very
handwriting,
Unit Considerable No Yes important
research,
Incremental Minimal Yes Yes
compre-
Mastery Minimal Yes Yes
hension and
Concept Moderate No Yes
analysis)
Standard Considerable No Yes
Individualized Programmed* Minimal Yes No
Unit Considerable No Yes
Incremental Moderate No Yes
Informal ed. Moderate-considerable No Yes
* described in the academic overview
*1 no modification – can be used by devotees with few or no modifications
*2 modification – can be adapted by changing bias, approach or organization Figure 6-3

151
 Preferred Other Materials available Importance
Subject Organization Teacher preparation
approach possibilities No mod. *1 No mod. *2 of bias
Classical* Moderate Yes Yes
Maths Whole classroom
Informal Moderate Yes Yes Not
(grades
Multilevel/ Classical Moderate Yes Yes important
K-2)
individualized Informal ed. Moderate-considerable Yes yes
Incremental* Minimal Yes Yes
Whole classroom
Mastery Minimal Yes Yes
Incremental* Minimal Yes Yes
Maths
Multilevel Mastery Minimal Yes yes Not
(grades
Programmed Minimal ? Yes important
3-12)
Incremental* Minimal Yes Yes
Individualized Mastery Minimal Yes Yes
Programmed Minimal ? Yes
Geography Whole classroom Standard* Minimal Yes Yes
(grades Standard Minimal No Yes Important
1-5) Multilevel Unit Moderate No Yes
Concept Moderate No Yes
Principal Considerable No Yes
Classical Moderate-considerable No Yes
History Whole classroom/
Unit Moderate-considerable No Yes Very
(grades multilevel
Standard* Moderate Yes Yes important
6-12)
Informal ed. Considerable ? Yes
Individualized Mastery Minimal No Yes
* described in the academic overview
*1 no modification – can be used by devotees with few or no modifications
*2 modification – can be adapted by changing bias, approach or organization

Figure 6-4

152
 Preferred Other Materials available Importance
Subject Organization Teacher preparation
approach possibilities No mod. *1 No mod. *2 of bias
Mastery* Minimal No Yes
Whole classroom Unit Moderate-considerable No Yes
Standard Minimal No Yes
Mastery Minimal No Yes
Unit Moderate No Yes
Science/ Multilevel Not
Concept Moderate No Yes
health important
Classical Moderate-considerable No Yes
Mastery Minimal No Yes
Unit Moderate No Yes
Individualized
Classical Moderate-considerable No Yes
Informal ed. Considerable No Yes
Classical* Minimal Yes Yes
Whole classroom Concept/unit Moderate Yes Yes
Informal ed. Considerable Yes Yes
Art Important
Classical* Minimal Yes Yes
Multilevel/ Individualized Concept/unit Moderate No Yes
Informal ed. Considerable Yes Yes
Classical* Minimal ? Yes
Whole classroom
Informal ed. Minimal ? Yes Very
Music
Classical* Minimal ? Yes important
Multilevel/Individualized
Informal ed. Considerable ? yes
* described in the academic overview
*1 no modification – can be used by devotees with few or no modifications
*2 modification – can be adapted by changing bias, approach or organization

Figure 6-5

153
The Return of the One-Room Schoolhouse
By Urmila Devi Dasi

"SO MANY COMPUTERS!" That's But industrialization pulled together

usually the first comment from someone large numbers of people to work in
visiting my classroom for the first time. factories. So instead of a village school
Then, "Do you teach all ages at the same with twenty or fifty children, suddenly you
time in this one room?" had a town or city school with five
hundred. How to teach them?
Like most children being educated in
Krsna consciousness today, our students Apart from that, most students in a
here in North Carolina have a one-room one-room school did chores at home. But
schoolhouse. Even in Krsna conscious when father and even mother shifted from
schools with several classrooms, students the farm into the office or factory, life at
at different grades or levels are generally home changed. No longer were there cows
taught together. to milk, fields to tend, or corn to harvest.

Because most parents, at least in the Before, children not only learned adult
West, feel that one-room schooling is duties but brought in money. A family
outdated, even primitive, you might could count its wealth by the number of
wonder whether a teacher who teaches children, as each child added to prosperity
children of different grades in a one-room and security. Later, in the industrial era,
schoolhouse could do as well as teachers in families still needed their children to help
a huge modern school complex. with money, so the children too went to
the factory. But gradually people realized
To understand the value of one-room that factory labor wasn't right for children,
schooling, we need to look at history. and countries passed laws to keep children
When most people lived in villages, each in school. This not only made for more
school had so few children that students children in each school; it changed the
couldn't be divided by age. So teaching makeup of the class. In the rural one-room
them together was a convenience. But schoolhouse, children mainly interested in
parents, students, and communities also crafts or farm work had left school after a
understood that the main curriculum was little education. But now these children
the teacher rather than the syllabus or the were forced to stay in school until their
textbook. The teacher's personality sixteenth birthday.
permeated the school. The teacher gave
each student personal attention. And the The present Western school system,
students were expected to learn character therefore, has not come about because
and behavior by working under a moral we've found a better way to teach. Rather,
and self-controlled teacher, rather than by it has grown from cities and factories. And
attending a "values clarification" course. like so many adjustments to the industrial

154
revolution, it has simply created more sense of responsibility and of their own
problems. place in life. For example, instead of
helping adults, teenagers see them as being
With the crowding of many students almost a different species.
into one school, the concept of master and
pupil is practically gone. The student is no Forcing children who aren't book
longer expected to serve and emulate his lovers to stay in school brings the level of
teacher, because education now aims at a the whole school down. In an agrarian
set of "learning objectives" decided by a society, the upper levels of schooling were
committee of parents and union workers. intellectually challenging. Any student
Modern schooling is built on textbooks, who wasn't academically inclined would
not teachers. And even if a teacher has leave school to farm or take up a trade. But
high moral and spiritual character, for him to keep students from the factory, the
to put across his ideals to the students curriculum now has to "dumb down" to
might offend some of the hundreds of match the students. This is a matter of
families involved. After all, the school a public record. In the United States the
child attends is not the one parents choose reading books used in 1900 for the eighth
because of the teacher they admire but the grade are now rated for twelfth grade;
one that falls in the school district where those used in 1900 for twelfth grade are
the parents live and work. now rated upper college. The subjects
taught have also changed. How many
Schools responded to having large modern schools teach logic and rhetoric?
numbers of students by grouping them by
age and then teaching all students of the Far from holding children back, a
same age the same things at the same time. Krsna conscious one-room school revives
But children learn at different speeds. So in much of what was healthy in a simpler
a modern class of thirty students, may-be society and gives you graduates better
two can follow what the teacher is saying. educated from every point of view.
The rest are either frustrated or bored. The Students form a close bond with their
students who can't follow become teacher, whom they see as a model, and
discipline problems, the frustrated ones form friendships and a way of life based on
often falling behind, later to become higher values, rather than on what their
society's misfits. peers are doing. Students learn at their
own pace, with solid understanding. And if
In the days of the one-room they have the aptitude, they can enter into
schoolhouse, no one heard of a deep spiritual and intellectual realms
"generation gap." But today's fifteen-year- without being held back by students less
old student can avoid contact with most interested.
adults and with most young children. So
we now have subcultures of children and So we shouldn't be surprised when we
teenagers with their own music, language, read what kind of teaching Srila
customs, and styles of clothing and hair. Prabhupada wanted for ISKCON's first
Denied an opportunity to mingle with all school, in Dallas. As related in Srila
ages, children and young people lose a Prabhupada-lilamrta by Satsvarupa Dasa

155
Goswami: "The best system of education ... Yet we are not entirely going back to a
was as he had known it as a child: one former age: in our one-room schoolhouse
teacher in a room with up to fifty students we keep up the tradition of personal
of various ages and aptitudes. One at a tutoring, while practically every student
time the students would come to the learns devotional and academic subjects
teacher's desk, receive guidance and a with the aid of a computer.
further assignment, and then return to
work."

156
Individualizing Instruction in Secondary Schools
Edith E. Best

By the time children are about twelve

of the methods that fit both needs and
resources.
years old, most of them have developed
personal educational interests. It is One of the easiest methods is to adapt
common for middle and secondary group teaching practices for small groups
students to have a specialized vocabulary or individual students. One can deliver a
that their teachers don’t possess unless lecture to one or three students as easily as
they share those same interests. When to thirty. A teacher can discuss the
absorbed in their passion, these material with as small a group as one, and
adolescents can absorb and apply have questions and answers. The students
information and skills at an incredible rate. can be required to come to class with
They will also learn skills that may be questions for the teacher, as well, in order
secondary to their interest, such as to spark more interest and discussion.
organization, memory aids, typing, and so Often it is the case, particularly when
on. dealing with intelligent and motivated
students, that less time is needed overall
Besides having individual interests even for the lecture/discussion/question format
before they enter secondary school, to achieve the same result as in a large
students also have unique academic, class. In other words, an hour discussion
emotional, and social needs that a blanket with two students may achieve what
curriculum and program can’t always requires 5 hours with a large group. The
address. Some have an inherent biological small group rarely has discipline and
learning problem; others have gaps in their control issues, and the teacher and student
education for a variety of reasons. can concentrate on what’s most important
or difficult for the particular students
The school itself may be structured in such involved. A drawback, however, is that the
a way that “assembly line, factory” atmosphere tends to be more casual—
education is impractical, regardless of the students and teacher may sit on the same
needs and interests of students. Whether level rather than the teacher standing at
in addition to or in spite of structure, the the board while the students sit with
administration or teachers may have a notebooks poised, for example—and this
personal commitment to fostering strong informality can encourage tangential topics
individual relationships—mentoring and taking over the class time.
facilitating in addition to teaching.
When a large group method is used for one
Once a teacher or administrator decides to or a few students, a teacher can keep the
individualize secondary instruction, same textbook assignments, lesson plans,
whether for one or all of the above reasons, and so forth, perhaps simply finding that
there are a variety of ways to accomplish classes take less time and therefore
the task. A particular teacher may choose students can use some of what would be
one of the ways exclusively or use as many

157
lecture or discussion time for completing and off the computer, which impart
independent work. However, it is also knowledge and skills in such a way that
possible to have basically the same format student interest often surpasses what is
as for a large group, but tailor the program generated in large classes. There are also
for the needs and/or interests of the simulations, which may or may not have
student(s) involved. For example, when game-like features. These simulations (for
teaching Journalism to one student who example, designing and running a city) are
has no interest in sports, one might skip generally done on the computer, though
the normally planned unit on sports some educational simulations are low-tech
reporting, and instead spend extra time on games.
investigative reporting, which this student
finds particularly exciting or difficult. In addition to tailoring large class
methods, there are ways of teaching which
Obviously commercial lesson plans and especially address the circumstances of
textbook assignments that demand group teaching one or a few secondary students.
work have to be abandoned when there’s One such method is for teachers to work
only one student in the class. However, out individual learning contracts with
sometimes student and teacher can work students. The student(s) and teacher, and
as the group, or some of the individual perhaps the parents, meet at the end of the
projects can be pursued in more depth. academic year previous to, (ideally) or at
Sometimes a student can work with adults the start of, the year in which the student
in the greater community, other teachers will study the subject, and decide together
in the school, students in another school, on both the objectives and the way of
relatives, and so forth, on what would meeting them. Fulfilling a learning
normally be a group student effort. contract can take many forms. Students
can read and do assignments from
When there is a small group of students textbooks, or research independent
who wish or need to learn something projects. These projects can be reporting
different, one can also use cooperative on and compiling the work of others (e.g.
learning methods that are equally effective a research paper), reporting and drawing
with a large group. Investigative projects their own conclusions from direct
related or integral to the subject are observation (e.g. a science project with
divided between the students of the group, research paper), or doing something
so that each student becomes “expert” in a entirely or mostly original (e.g.
particular area. They then work together to investigative project in various fields).
produce a finished product that
necessitates each sharing their knowledge Learning contracts can involve interactive
with each other. The teacher acts as a computer tutorials—one of the most
resource person and mentor throughout exciting methods of individualized
the process. learning. The contract can also be for
completing a finished work that will
Some other standard teaching methods are involved the application of the lower level
particularly useful for individuals or small skills normally taught in an equivalent
groups. There are many games, both on course. For example, a student or small

158
group can design their own school working on the same contract, the peer
newspaper, compose their own songs— pressure generated will be a great help. It
both lyrics and music, write and produce may also be necessary for the teacher to do
their own drama, build their own models quite a bit of “hand holding” for the first
to demonstrate geometric proofs, and so contract or the first phase of each contract.
on. Some students are great starters but poor
finishers, and some great finishers but
For such contracts to work, the students poor starters. A benefit of the learning
involved need to be interested and even contract is that a dedicated teacher will get
excited about the subject. The teacher to know his or her students as people with
probably needs to have a schedule where their strengths and weaknesses and will
the desired result is checked in small adjust accordingly until the students
increments. The teacher can act as an mature enough to know how to
instructor, mentor, or resource person. It compensate for their weaknesses. Students
is often the case that a student fulfilling a who successfully complete contracts
contract will work with several teachers or generally have a much deeper sense of
even adults outside of the school staff. Of accomplishment and satisfaction than is
course, a contract can be as simple as what gained from regular classroom
one high school English teacher did with assignments. Such students have learned
me one year. I had to turn in a research how to plan and execute a program, and
paper every two weeks on a topic of my how to take advantage of an expert’s
choice and show up only to take the experience and guidance.
classroom tests. I learned how to complete
the papers in three days, and got rewarded Another type of individualized instruction
with extra study hall time in which to involves not having a small group or
work on other assignments. The system individual learning a different subject from
greatly motivated me to learn to produce what the bulk of students are doing, but
high quality research in the shortest having students work at their own pace or
possible time. I doubt that such a result in their own way on the same subject. In
was in that teacher’s mind, but I remain other words, all twenty or thirty students
grateful to her for it. in the classroom are learning math,
grammar, vocabulary, and so on during the
Just as there should be natural rewards for same class time, but they are progressing at
completing contracts well and early, there different speeds or are learning through
have to be negative consequences for the different modalities, or both.
student whose deadlines come and go
without meeting the requirements. Such If the only difference in the classroom is
consequences should ideally be part of the the speed and/or level of students’
initial contract so as to eliminate learning, then there may be a class where
misunderstanding. Teachers should also be everyone is studying math, but some
aware that individual learning contracts students are in pre-algebra, some in
are best for those with “intrapersonal algebra I, some in basic math, and some
intelligence,” or those who are expert at studying trigonometry. In order to
motivating themselves. If there’s a group accomplish this feat, the instructional

159
materials have to contain everything or the material, as in a programmed course.
nearly everything the students need. Some Other times the teacher can make the
student textbooks, for example, have up to answers to daily work available. Students
half of the important instruction and can be required to correct assignments at a
material in the teacher’s edition; a student separate area with a different color pen
would have a difficult time learning the than the one used to complete the work.
subject merely from such a student book. Or they can correct each other’s work,
Other textbooks, however, are designed to with “buddies” only correcting work from
be primarily self-instructional. The ideal other levels. Naturally, when there is self
format for such self-instruction is probably or peer correction, grades cannot be based
a programmed, incremental text. I have on the correctness of this work. Grades can
seen incremental texts and programmed be based mainly on tests, with credit added
texts, but never both combined in a or subtracted depending on whether or not
comprehensive printed course. Such daily work is complete and on time.
material exists to a limited extent in some
software, the downside of which is In the above situation, the teacher acts as a
generally a prohibitive cost. tutor and troubleshooter. Students who are
having difficulty can come up to the
I suggest that the method described above teacher’s desk, or he or she can go to the
be used primarily for subjects that are not student’s desk, when there’s a specific
very creative nor worth augmenting with question. Students who have a question
discussion. Math, grammar, spelling, can raise their hand, or call the teacher’s
vocabulary, and any drill work in any name; they are then put on a list and
subject, are excellent candidates for this helped in order. If there are too many
approach. I further suggest that this students needing help, the teacher can ask
method only be used when all students in a more advanced student who has finished
the room are working on the same subject. their work early to act as a teacher’s
It is rather easy for a teacher to adjust his assistant. The teacher also needs to be
or her mind from basic math to aware of students who are doing poorly on
trigonometry; but quite difficult to switch tests but never ask for assistance. These
from gerunds to areas of triangles. The students need to get help on a regular basis
mental switch from both subjects and whether or not they ask for it.
levels takes only a few seconds longer than
just switching levels in a subject. However, A little more complex than simply having
those few seconds can add up to many students working at individual speeds
minutes of instructional time lost in a class and/or levels is having students—all in the
period. same subject in an area that is mostly drill
and formula—use different methods, or
Once self-instructional material is found, different speeds/levels and different
there needs to be a system of self or peer methods. For example, the most excellent
correction of daily work. A teacher cannot programmed grammar course may simply
correct 30 different math lessons a day, not work for some students. Or a
either on the board or after school. particular student may need a more visual
Sometimes the self-correction is built into approach to math than that in the text or

160
software that is the standard for the class. with personal software or on-line, are often
Such individualization of method is done (not always) interactive and even
the same as individualization of sometimes can adjust according to the
speed/level, but requires even more answers the students give. Software can
flexibility on the teacher’s part. The more include an audio and video component.
the teacher is familiar with all the materials With courses via Internet, there can even
and methods used in the classroom, the be “live teachers” who can give a student
easier it will be. One or two students personal attention beyond the interactive
learning with an entirely different text or features of the instructional software. The
method is quite difficult to manage if that classroom teacher can supervise the
medium is new to the teacher. The program in the sense of making sure
program can be done if the need is great students are spending the time with the
and the teacher has a firm commitment to course. Many of these courses have
meet that need. methods of assessment that the classroom
teacher can use to generate grades.
Other ways of individual or small group
teaching involve stretching the teacher, so Whether through adjusting various
to speak. After all, individualizing may methods of large group teaching,
create a logistical problem—how to teach individualizing within a large classroom,
so many subjects to so many students or designing programs specifically for the
when there’s a limited number of teachers, needs of one or a few students, teachers
or no teacher with developed expertise in enter a wonderful world when
the student’s area of interest. individualizing secondary instruction.
Students are involved with their studies,
In such cases, students can learn wholly or get help in their areas of weakness, and
partially through a “surrogate” teacher. learn how to learn in a way rarely possible
There are excellent high school and college in most group instruction. It can be a most
(“honors” or “AP” for high school) courses rewarding program for students, parents,
available on video, audiotape, computer teachers, and administrators.
programs, and most recently, the Internet.
Courses delivered via computer, whether

161
Tips for Successful Classroom Management
by Bhürijana Däsa

Know how the dismissal will take place

Some teachers have that extra magic. They and how a smooth transfer to the next
can quiet disturbances merely by arriving at activity will occur.
the scene, can quell misbehavior with a glance
and can make students bustle with activity and  Go over it mentally first.
hum with cheerful industry. Nevertheless, Plan in detail and write it out then practice
most new teachers whether they possess and master it.
“magic” or not, can improve their teaching
simply by practicing simple rules of good  Leave time
management. Following the four basic For an orderly collection of materials and
managerial principles for teachers that we’ve dismissal so the summing up can be
listed below will not solve all problems caused effective.
by disturbed, disruptive and disaffected pupils
but following them will help remove problems  Plan the end of the activity
caused by disorganize d teaching. Consider first the goal of the activity.
Then sum it up. Don’t let one activity
Principle One: Start Carefully merge into the next. If possible, mentally
prepare students for their next activity.
 Be there first, before students arrive.
Make sure the surroundings are neat and Principle Three: Make Your
tidy. Make sure student-seating or
student-order is pre-organize d. At first,
Procedures Effective
this can be done in an arbitrary way and
later, after the teacher has established  Know your goals for each activity.
control, student placement and order can Frequently check your results against your
be rearranged. goals. Change or adjust procedures if
necessary.
 Be prepared.
Know in advance and prepare in advance  Use variety.
what you will do. Have all materials and Consider student interest, curiosity and
their distribution already organized. motivation. Keep in mind student
attention span; two short activities may be
better than one long one. Alternate
 Start on time.
preferred activities with boring ones,
This immediately establishes the teacher’s
familiar activities with new activities, quite
authority. The students naturally feel
individual work with group work but don’t
respectful, knowing the teacher is on top
let variety become confusion.
of his service.
 Make your instruction effective.
Principle Two: End Effectively Each child should know what he should be
doing and when he should be doing it.
 Plan in advance how an activity will end. Just knowing without a doubt what one

162
 should be doing removes some of the student’s ear is usually more effective than
temptation to misbehave. Giving precise public warnings. Develop a sixth-sense for
instructions can be the simplest way to trouble and intervene quickly when its first
alter behavior. symptom appears.

 Vary pace.  Circulate amongst the students.

Although the general tendency towards Know what and how they are doing.
briskness in activities appears desirable, Know their strengths. Commend them for
the ability to vary pace and to know when work well done. Know their difficulties.
to teach less and when to allow more time Offer help and advice to inattentive
for practice is also important. Short students. Document their troubles and
periods of practice followed by rest or a achievements. Remember that problem
different activity seem most effective. children need more positive reinforcement.

Principle Four: Take the Trouble  Keep a positive atmosphere.

Avoid nagging, sarcasm and frequent
to Make Good Relationships
negative comments and punishments.
Tension between teacher and students
 Know you students.
cannot fail to exist within an atmosphere
Call the children by their names. Write
where these constantly go on. Sincerely
down the names of the children in your
praise whenever possible. Think of plenty
class and see which you can’t remember or
of exact words that can be used instead of
which come last. Note what quality each
good and nice (delightful, imaginative,
has. Deal with each child personally with
superb, great, remarkable, original,
a question, a comment or a chat not
fascinating). Remember that
connected with the day’s business each day
chastisements are most effective within a
or lesson or section of the day. Be
basically positive atmosphere.
personally interested in each student.
Chatting at informal times develops
 Interact with the students.
relationships and keeps trouble away.
When lecturing, look at specific children
in a succession of different areas of the
 Keep your word.
room, each for a few seconds. This gives
Fulfil all promises. Don’t bluff.
the teacher a feel for how the entire group
is doing. Speak loud enough so students
 Know what’s going on. can easily hear. Use questions, not to
When dealing with a group, scan it catch the inattentive, but to check whether
frequently. Moving to the place where the material is being understood. If wrong
disruptions or distractions occur usually answers are returned, the teacher can see
refocuses attention on what’s going on. that he may have to explain again in a
Don’t be desk- or seat-bound. Giving more simple way or possibly use examples.
personal rebukes to a student where he is
sitting or even whispering them in the

163
Resources
America and Canada:
 Highly recommended for devotees in any
part of the world: Handbook number six: "Acceptable Text-
books for Private Schools", Mel Gablers
What are They Teaching Our Children The Gablers have detailed reviews of many
and/or Textbooks on Trial from the Mel Ga- textbooks and other educational materials
blers. These give many examples of (such as films). You may write to see if
problems in textbooks, as well as guidance they've already reviewed the series you are
for those who choose educational material. considering. If not, you may request a
special review. Be frank about your
Child Abuse in the Classroom, edited by particular concerns. Their prices are very
Phillis Shaffley (although this deals with reasonable.
specific situations in American classrooms,
it will greatly enhance your ability to America's Future publishes reviews and
detect nonsense in educational materials.) comparisons of history/geography
materials from a conservative viewpoint.
Various pamphlets and brochures from the Their findings are helpful and reasonably
Gablers. Some of particular interest are: priced.
"Humanism", "Illicit Sex Education",
"Drug Education", and "Phonics". See figures 6-3, 6-4 and 6-5.

 Highly recommended for devotees in

164
Methods of Discipline
kind of relationship with his disciple in order
Discipline can be defined as encouraging to train him in cultivating this natural
good behavior, discouraging bad behavior, and mentality. Every teacher, of any subject, must
keeping order. Discipline and punishment are also try to have this rapport with his students.
by no means synonymous; punishment may be The students should feel such love and
employed sometimes to achieve discipline. concern from the teacher that they desire to
please him. This relationship develops over
The goal of discipline is to train a child, with time, as the students see the teacher's love for
love, to come to a standard of proper behavior him. In addition, the teacher is constantly
according to çästra and guru. From a purely alert to every opportunity for engaging the
practical viewpoint, neither spiritual nor mate- students in devotional service. In this way the
rial learning can occur in a school where stu- children become sufficiently purified to taste
dents are uncontrolled. Beyond this, one of the happiness of Kåñëa's pleasure.
the primary goals of Kåñëa conscious educa-
tion is to teach the child to control his senses It should be clear that teachers in a Kåñëa
by the mind, mind by intelligence, and intel- conscious school are representatives of Kåñëa.
ligence by Supersoul. The students experience some of Kåñëa's un-
limited, spiritual love and mercy through the
We want the child to become a responsible dealings of the teachers. Some practical ways
adult who is internally motivated to be clean, to show love include:
honest, austere, simple, and respectful. We
want him to develop a taste for transcendental  Speak to the child with respect, as an
knowledge. This is called internal motivation. individual. Take his feelings and ideas
However, the less spiritual maturity the child seriously.
has, the more he will need external motivation.  Take an interest in people, things, and
This consists of rewards, recognition, and ideas that interest him.
punishment. The teacher makes a reward  Compliment each child daily. Be specific
more attractive than the misbehavior and the and sincere.
punishment unattractive enough to outweigh
 Never belittle, scorn, or ridicule him.
any benefits the child gets from his misdeeds.
A teacher should be such a good example of a
devotee that a student looks on him as his
Internal Discipline hero, the type of devotee he wants to be when
he grows up. Such respect and love on the
child's part is the best means of discipline.
This is the weapon Çréla Prabhupäda used to
What is internal discipline? Can teachers get us to accept giving up so many things we
and parents effect the internal discipline of liked to do, and to accept so many things that
their children? The ultimate internal we did not like. It works in the same way with
motivation is for the soul to do what is right children. The more they love, respect and
because it pleases Kåñëa. Pradyumna used to trust a teacher, the more they obey. But love
consider that all things displeasing to Kåñëa cannot be forced. It is the natural result of a
were like poison even if they were nectar, and good example as well as knowing the art of
all things pleasing to Kåñëa were nectar even if dealing with people. The teacher must be
they were poison. The guru develops the same enthusiastic, lively and joyful about his japa,

165
kértana, and temple class. He may talk about
Kåñëa at all opportune moments, relating all
activities to Kåñëa. But, being a perfect
example at all times is not possible one
External Discipline
hundred percent for a neophyte devotee. So, if
we sometimes fail in front of children, and
they notice it, the teacher must humbly It would be nice if, by setting a good example,
recognize his error and not try to make the having a positive, encouraging relationship
children believe he was actually Kåñëa with the students, and giving the students an
conscious. If the teacher tries to keep up some opportunity for success, all would be
false image of a perfect devotee in this way, it completely internally motivated. We would
will cause confusion in the children's minds. then have good behavior, no bad behavior, and
order, without the rewards and punishment
* The paragraph regarding internal that are generally associated with "discipline."
motivation was adapted from Jyotirmäyhé Devé
Däsé An organize d system of reward and punish-
ment is necessary because conditioned souls
Another type of internal motivation particu- are directed by the mind and senses, rather
larly relates to academic learning, although it than intelligence. This is particularly true of
can be understood spiritually, as well. All of children. Also, the conditioned soul has a
us are motivated by success and discouraged "lower taste" and will actually be more at-
by repeated failure. When the student learns tracted to activities which are harmful than
something new, develops a new skill or those which are beneficial.
overcomes a lack of understanding, this
achievement is both incentive and reward. It Kåñëa tells us that we give up sense enjoyment
is extremely important to give children by experiencing a higher taste. This applies
material that is neither boring nor frustrating. more to children than adults, as they are more
Students must be properly placed according to attached. They cannot understand intel-
diagnostic testing and procedures that apply lectually, like adults, the reasons for restricting
generally or to specific material. Teachers them. As such, the teacher must trick the
must also be constantly alert to students' child into enjoying spiritual activities more
proper placement and make adjustments as than material ones. Those tricks are what we
necessary. In addition, teachers need to call motivations. They are used temporarily
respect the struggle and difficulty of academic until the child, having tasted spiritual
learning and spiritual advancement. Instead of enjoyment, prefers it to material enjoyment.
saying, "Oh, don't you know that? We studied
it last month!" Or, “That's easy. Any baby In the spiritual world, there is no karma, no
can do that." We need to say, "Those system of reward and punishment, and no
fractions are tricky sometimes. Do you "discipline" in that sense. Rather, there is full
feel you can figure them out, or do you freedom. But are the residents undisciplined?
want my help?" And, "The mind is always They are totally internally disciplined which
wandering and refusing to concentrate on means a world of pure goodness with perfect
our japa. Sometimes it feels like we're order. Those who cannot have this level of
internal discipline are under the strict control
trying to catch the wind, doesn't it?"
of material nature.
When the teacher acknowledges the
struggle, it is much easier for the student Even the Bhägavatam is full of external re-
to feel inspired by his successes. wards for those who are not yet motivated

166
simply by Kåñëa's pleasure. By hearing about certain number of points, students get extra
the Symantaka jewel, for example, one can be free time, special field trips or programs, or
relieved of defamation. The less spiritually prizes such as maha prasädam and pictures of
mature the students, the more they will need Çréla Prabhupäda.
external motivation. However, the external can
never replace the internal, which is the goal. It is essential that the school formulate a policy
Some parents will object to any type of of recognition that is in line with its goals. Do
external motivation, positive or negative. It is you want to especially encourage academic
therefore important to thoroughly explain excellence? Preaching? Service? Character
your discipline program to all parents, making and behavior? Then set guidelines in these
sure you have their support. All school staff areas so that students who excel in them can
must also be careful not to use external devices achieve privileges. We want to stress that
in a materialistic way, as the ultimate goal. privilege and responsibility go hand in hand.
A good example is an honour roll. Students
* The preceding paragraphs are from can be evaluated for the honour roll on a
Jyotirmäyé Devé Däsé monthly basis.

There are many books, films, and courses The requirements could be:
suggesting specific plans for reward and 1) completing all required academic assign-
punishment. One of the simplest to under- ments on time;
stand and execute is Assertive Discipline, by Lee 2) academic average of at least 80%;
Carter. It is vital that a school develop some 3) Bhagavad-gétä çlokas for the month
concrete program that is unbiased, consistent, memorized;
appropriate, and effective. Once you choose a 4) no more than seven points for bad behavior.
program, feel free to change it if it is not The month after the student achieves the
working for you. Don't keep beating to death honour roll he gets his name posted in the
a non-working program. Teachers can seek school (and the temple bulletin board, if
advice from co-workers, the principal, or possible), has an extra ten minutes of free time
professionals. Principals can refer to the daily, and a special all-day supervised activity.
various resources at the end of this section.
Rewards can also be evaluated on a weekly
It is more important to have a system of basis. If a student fulfils his responsibility for
external recognition than punishment, al- a particular week, he is given privileges the
though this will not eliminate the need for the next week. Such a system requires record
latter. It is advised to keep the rewards and keeping that involves several teachers. You
punishments separate (in other words, they may want to have different programs for differ-
don't cancel each other out). When referring ent age and grade levels. There can be various
to the story of King Någa, we learn that good levels of reward (a maximum of three is prob-
and bad karma have distinct results, and don't ably a good idea.) For example:
balance each other out. Our schools should
mirror Lord Kåñëa's perfect program.
Viñëu Privilege:
There are many examples of systems of re-
ward. One method is to use a punishment
Responsibilities for the week:
program in reverse. The teachers give points
 all academic assignments finished on
for behavior they want to encourage, such as
time
being ready for class on time, or voluntarily
 Bhagavad-géta çloka(s) memorized
engaging in service. Upon accumulating a
 no more than five points for bad

167

2-41
 behavior  twenty minutes extra free time daily
Privileges for the following week:  may read approved books or work on
 ten extra minutes of free time daily approved activities at his desk after
 may read approved books or work on finishing his assignments.
approved activities at his desk after  may leave desk and classroom at will
finishing his assignments. when it does not conflict with other
 Visnu privilege for five weeks (within a activities or responsibilities.
quarter)—student receives a prize of  student receives a prize
spiritual/academic value.  student may choose:
o special mahä plate
o to be excused from class one
Räma Privilege: day to help Food for Life, the
püjaris, in the temple kitchen,
Responsibilities for the week: or in the restaurant
 all academic assignments finished on
time Each classroom (or group of classrooms)
should have a place for approved extra books,
 Bhagavad-gétä çlokas memorized
an inexpensive tape player with approved
 no more than three points for bad
tapes (lectures, kértana and bhajana, and sto-
behavior
ries), felt books (grades K-5), and educational
 gives an oral or written report on an
games and puzzles (particularly if they can be
academic or spiritual subject.
used by one person). These resources are
available for use by all students on breaks and
Privileges for the following week:
students with privileges during their extra free
 twenty extra minutes of free time daily time. Some schools may include a computer
 may read approved books or engage in with educational programs (with headphones)
approved activities at his desk after in their resource centre. Ask the students
finishing his assignments. what they would like there, as well.
 may leave desk without permission
during individual study time, within Schools may want to have a yearly program
the classroom. where special recognition is given to students
 Rama privilege for two weeks student who've achieved excellence in various areas.
receives a prize of academic or spiritual This can be incorporated with the local
value (ruler, fancy pencil, deity temple's yearly book distribution awards.
picture) Awards can be given for perfect attendance,
Honor Roll for the whole year, highest aca-
demic average, good penmanship, no more
Kåñëa Privilege: than five points for bad behavior,
memorization of all Bhagavad-gétä çlokas for
Responsibilities for the week: the year, most enthusiastic in the kértanas (or
 all academic assignments finished on japa) and so on.
time
 Bhagavad-gétä çlokas memorized A school also has to formulate a list of un-
 no points for bad behavior wanted behavior that will hinder its goals. Al-
though teachers should be given some freedom
 written report on an academic or
to decide what is and is not acceptable
spiritual subject
behavior in their classroom, the entire school
has to have a minimum standard so the
Privileges for the following week:

168
students and parents can have reasonable punishment should start over each day, al-
expectations. The school rules should be very though a record can be kept for other rewards
simple - some have suggested a limit of five. and punishments, as described below. Also,
very serious offenses, such as lying, cheating,
For example: and cursing, should get an immediate strong
 All instructions should be followed the punishment, such as detention.
first time they are given. When administering punishment, keep the
 Ask permission before leaving your following points in mind. Never punish a
seat, line or area. child in anger. Take time to cool down or turn
 Don't hurt anyone's body, mind, or the child over to another teacher. Don't
Kåñëa consciousness. punish the child publicly unless the offense
 Unless you are instructed otherwise, was public - don't embarrass him. Try to
before speaking raise your hand and understand the cause of the problem
wait to be called on. (misunderstanding, fatigue, illness, trouble at
home). Make sure you are fair and consistent,
Once the rules are agreed upon, they should be in keeping with the school's policy. If you
visibly posted in all classrooms. It is good make a mistake, ask the child for forgiveness.
practice to have students recite them weekly or Don't label a child as "bad" or keep a mental
biweekly. The school now has to set standards record of his misconduct. Judge each incident
for consequences of rule-breaking. It is often and day separately. If the child has serious or
useful to give "points" or "crosses" for viola- recurring problems, it's time to use another
tions, with specific punishments for various method, at least for that child. Sit down with
numbers of points. It is essential that all stu- the child, his parents, or the principal and
dents and teachers know the standard in this work out another solution.
regard and adhere to it. Enforcement of the
discipline program is the duty of the principal. At the time a child misbehaves he should be
stopped quickly by a short stem order, or a
Let's give examples of two programs. The first silent mark on a chart or board. It is useless to
time a student breaks a rule, he gets one cross. preach and moralize at the time of the crisis
The second time he gets two crosses and 15 itself. Later on, at an appropriate time, when
minutes of detention during breaks or after the child is back in a normal frame of mind,
school. The third cross gets the student 30 the teacher can give long explanations, and
minutes of detention. The fourth cross means standards for moral behavior. When a child
a visit to the principal in addition to 30 has been caught misbehaving, long preaching
minutes of detention, and the fifth a call to the is pointless because the child willingly closes
parents in addition to the other consequences. his mind. Although apparently listening atten-
Mother system gives 5 minutes of detention for tively, he is careful to let every word go in one
each of the first two crosses. After three ear and out the other. But at a time when he is
crosses, the student serves 30 minutes of not guilty, he will really listen and understand.
detention, 45 minutes for four crosses, and 60 Teachers need to be prepared to repeat philos-
minutes (maximum) for 5 crosses. No matter ophy and standards of conduct many times,
what system is used, calculation of points for saying the right thing at the right moment*

169
Motivation for Obedience
By Urmila Devi Dasi

LORD KRSNA DEMANDS surrender, for our child's suggestions and reaching
and Srila Prabhupada explains that without an agreement about what is to be done,
obedience one cannot attain to the Lord's how, and when.
kingdom. So how do we teach our children
obedience? Here are some ideas: It's important, though, to hear from the
child before we make a decision or give an
instruction. Better to say, "Let me think
BY EXAMPLE: We need to show our about it" rather than an automatic "No"
children how happy we are to obey the that later changes to an "Oh, all right." We
scriptures, Lord Krsna, and our shouldn't change our decision if the child's
spiritual master. Children will think it response is to whine, argue, or criticize.
fair that we ask them to do something Otherwise, the child will learn to use these
we are also willing to do. They will responses to get us to renege on a firm
imitate our example. decision.

BY REASONS: I try to be sure I can BY CUES: Children are restless by

explain to the children the reason for nature and need time to run and play.
whatever I ask. They may not always Giving children certain times and
agree with me, but at least they know places for normal frivolity will help
I'm not asking selfishly or whimsically. them behave at other times. Srila
Prabhupada told teachers to give
children, between academic classes, a
BY CONCERN: An important way to ten- or fifteen-minute break when they
show that we care for our children is to would have, as he put it, "nothing to
listen to their concerns, their likes and do." This way of motivating good
dislikes. Children will follow an adult behavior is called "putting the bad
they feel understands them. What behavior on cue."
motivated people to follow Srila
Prabhupada's guidance was in large
part that he constantly showed them BY REWARDS: A reward for good
care and understanding. behavior can serve as a powerful
motivator. Too often we notice a child's
misbehavior but fail to acknowledge
BY TALKING: At least in the West, his obedience. External rewards, such
children today don't respond well to as sweets or toys, have some value if
authoritarian commands. So we need to used carefully and occasionally, but a
learn indirect ways of instructing. And far better reward is to sincerely
whenever possible we can adopt a commend the child for behaving or
relatively democratic process, asking performing well. For example, Srila

170
 Prabhupada's letters to his disciples are
full of praise, describing the disciples' BY FLEXIBILITY: Whether a child is
specific activities and showing how shy or outgoing, fast-paced or slow-
those activities please Krsna. paced, people-oriented or task-
oriented, stirred by ideas or awed by
Sometimes we inadvertently reward facts, he or she can use those
misbehavior, as when we let a child do tendencies in Krsna's service. No type
what he wants after he has been rude or of personality is intrinsically good or
offensive. The desire for happiness bad, and children with different
motivates all behavior, so we may need to natures find inspiration or
examine carefully what happiness the child discouragement differently.
thinks he is getting when he behaves
badly. We then need to help the child get a When the method we're using with a
taste for spiritual happiness. child fails to work, we tend to simply keep
at it. That's like speaking to a foreigner
one's native language, louder and louder.
BY CHALLENGE: Srila Prabhupada Instead, when what we are doing fails to
wrote that a good manager inspires inspire our children to obey the Lord and
subordinates with fresh challenges. cooperate with us, we need the flexibility
Children should strive to improve in all to try a different tack.
areas of service to Krsna. The standards
we set for a child should be a bit higher
than the child's present level, but not BY DEPENDENCE ON KRSNA: Only
so high as to be discouraging. Krsna knows our children's hearts, so
only He knows perfectly what will help
Challenges can include some friendly them think, act, and speak properly.
competition, which Prabhupada said "gives We therefore need to depend on Him
life." Excessive competition can lead to constantly by chanting His name,
envy, cruelty, and cheating. But if the studying His instructions, and praying
competition comes with a team spirit—an for His guidance.
understanding that we are working
together to best serve the Lord—we can
keep competitive enthusiasm and yet avoid
competitive trouble.

171
Just Say No to No
By Urmila Devi Dasi

THREE ADULTS ARE taking a group In presenting spiritual life, to stop

of children on an educational excursion, harmful behavior Srila Prabhupada
and the "no's" begin. encouraged positive activities and
thoughts. He suggested that method for
"Don't climb on that fence!" giving children spiritual and moral
instruction. In Paris, 1976, he told
"Stop putting your hand in your nose!" Jyotirmayi Dasi, "Don't say 'no,' but give a
taste for the good, then it will be
"Please stop hitting Visakha!" automatically 'no.' If you say 'no,' then [the
children] will rebel. If they develop Krsna
"You're making too much noise!" A lot consciousness, it will be automatically 'no.'
of instruction about what not to do. "

Educator Michael Grinder calls telling In these instructions Srila Prabhupada

someone what not to do a "double was not promoting a sentimental
message." He compares it to telling permissiveness. He always expected us to
someone, "Don't think of a cow." What keep our children from anything
happens? The person thinks of a cow. spiritually or materially harmful. His point
is rather that a child busy in Krsna
Grinder suggests putting our messages consciousness cannot also be busy in
into positive form. For example, instead of illusion. Srila Prabhupada would give the
saying, "Don't climb on that fence," we can example that not even a drop of ink can
say what we would like the child to do: enter a cup already full of milk. Once he
"Please stay on the sidewalk." Grinder told a disciple that we have a "no-gap"
even suggests that the adult's actions when philosophy—we keep always active in
giving the instruction be in harmony with serving Lord Krsna, leaving no opportunity
the instruction. For example, if a teacher for materialistic life.
says, "Sit quietly," while walking around
the classroom, the children will get a To practice positive life with children,
double message. The teacher should also we have to consider, "What do we want
be sitting. them to do? What do we want them to
say?"
After becoming aware of how often I
admonished children for behavior and Let's consider the following typical
attitudes I didn't want, I gradually changed situation.
to a more positive approach. Not only does
emphasizing the positive get better results, A group of women were sitting in the
it also fosters an atmosphere of mutual dining area. One woman had her six-year-
respect. old son with her.

172
 "Get me some water, Mommy!" he comply, don't get the water. The child may
demanded. decide to get his or her own water, but you
will have sidestepped the battle of wills
After lecturing him for several minutes that brings rebellion.
about the importance of politeness, she got
him a cup of water. Her mistake? She Here's another example of using
never told him the appropriate words and positive reinforcement. Suppose your child
tone of voice he should use to be polite. brings you a drawing of a mundane war
scene. You can say, "Oh! These people are
If we've grown accustomed to simply killing and dying without benefit because
telling our children what not to do, Lord Krsna is not involved. Come, let's
changing our habits may take time. But we look in the Bhagavatam and find a story
have to realize that it is we who must where Krsna is fighting. I'll help you plan
engineer each day so that the child's life the picture." If the child doesn't want to
will be related to Krsna. draw something about Krsna, you can
respond, "I'm happy to see your creativity,
Sometimes, of course, a child will reject and I also like to see pictures that remind
our positive approach. Here's an example me of Krsna so I can love Him more and
of dealing with such situations. Suppose a more. Just let me know when you'd like to
child rudely demands water, so you draw that kind of picture. I'm ready to
instruct, "Say, 'Would you get me a cup of help."
water, please?' " If the child refuses to

173
"Do You Force Your Children?"
by Urmila Devi Dasi

WE SIT IN THE Calcutta Airport countless times, and again I beg the Lord
waiting for an announcement, the flight to give me intelligence and the ability to
three hours late. The many ceiling fans do ignore the second-hand tobacco smoke.
little to refresh the air, polluted by
cigarette smoke and hundreds of bodies. "I don't like the word force," I say at
My ten-year-old son and I sit by a door, last. "Don't parents 'force' their children to
opened a crack but with negligible effect. I brush their teeth and wear clean clothes?
talk with a blue-saried nun from Puna who Yet neither parents nor children generally
wishes us the best in our spiritual journey. see this as force. Why?"
Then I talk with a couple who supervise
testing for students seeking admission to "Well, we try to explain the reasons."
European and American schools.
"Yes, and we set an example."
Then, from an Indian gentleman, the
inevitable questions. "And habit?"

"Is this your son?" "Yes, we try to develop spiritual habits

in the children. Of course, spiritual life and
"Yes, and we have a seventeen-year-old a love for Krsna's name are natural for the
son and a thirteen-year-old daughter." soul, so these things are not externally
imposed by habit. But developing habits in
"Are they also practicing Hare Krsna?" children brings them to take as natural
what is actually natural."
"Oh, yes."
"Like—you wake up early, right?"
"Do you force them?"
"Yes, three-thirty. So to our children
I take one of the last drinks from my that's simply a normal time to wake up.
bottle of mineral water and lean forward. They see six o'clock as late. In the same
way, a normal person likes clean air and
Force. Everyone wants to know if we clean lungs. Not like this room."
force. The devotees at our project in
Mayapur discussed this with me at length, We both lean back, and my son Kesava
and here it is again. Our three children continues to chant on his beads.
certainly do not feel forced. Yet we expect,
and to some degree require, their active "Mata," he asks me, "I want to see if I
and willing participation in our spiritual can leave this area and walk around the
life, especially the chanting of the Hare airport."
Krsna mantra. But how can one require
willing participation? I've explained it "Sure."

174
 I turn to the gentleman. "It may to see if they're dressed for the weather or
sometimes appear that we demand things have finished their chores.
of the children, but the point is to awaken
their natural attraction for Krsna. It's like It's easy to understand how to teach the
training children to brush their teeth mechanical, external aspects, but is it even
regularly so they'll come to feel possible to teach the internal, the feelings?
uncomfortable with an unclean mouth."
Just by teaching the externals, of
My acquaintance is satisfied and turns course, we give a powerful yet subtle
to his newspaper. message: "This is important." For example,
when a mother, during her japa chanting
Just how do we instill in our children time, always insists that her young child
love for spiritual life? First, we should play quietly, the child realizes the
surround them with spiritual activities, seriousness with which his mother
especially the chanting of the Hare Krsna approaches her chanting. So the child will
mantra, and protect them from all naturally imitate.
opportunities to grow fond of the modes of
passion and ignorance. These precautions Beyond that, one can set the example
won't narrow children. Doing these things of a deep commitment to spiritual
is as reasonable as surrounding children perfection throughout one's life. The
with a clean house and getting rid of dirt children should see that this is a joyful
from clothes, floors, and furniture. Letting commitment, free from hypocrisy and self-
children live with dirt won't broaden them. righteousness. The children need to be
inspired by regularly hearing the
We sit our children by us when we philosophy of Krsna consciousness. And,
chant, and we expect them to chant too, finally, we can pray to Krsna, who is in the
just as we put clean clothes in their heart of our children, to reveal His glories
drawers and expect them to wear them. to them.
We teach our children the Hare Krsna
mantra, show them how to finger the beads With this program and the mercy of
and play musical instruments, and guide Lord Krsna, as our children mature they
them daily, as much as we check every day will voluntarily choose to work for the
ultimate treasure, love of God.

175
Why Children Misbehave
By Urmila Devi Dasi

WHY DO CHILDREN disobey or get can strive for the ideal, while honestly
into mischief? We might assume they're admitting our mistakes.
simply rebellious, but that's rarely the case.
Let's discuss some possible causes of Wrong Reaction
misbehavior.
Sometimes a child who's rarely treated
The Lower Modes with affection will act out of line just to get
noticed. I've seen children say nasty or
Lord Krsna explains in Bhagavad-gita disgusting things to make adults angry.
that material nature is composed of three The adult's reaction may be negative, but
modes: goodness, passion, and ignorance. for a love-starved child any emotion may
Everything is in one of these modes or a be better than nothing. These children
combination of them—food, work, games, need unemotional instruction when they're
books, clothing, knowledge, relationships, unruly, and plenty of love and affection the
time of day, and so forth. Children whose rest of the time.
environment is mostly in goodness will be
generally good, whereas those whose Unregulated Life
environment is mostly in passion and
ignorance will be full of those qualities. When children are sick, tired, or
For example, an environment in ignorance hungry, they often don't show their needs
would be one in which children go to bed like adults and may become rude and
and awaken late, watch violent and sexual uncooperative. Children chronically late to
movies, are served meat and intoxicants bed are often chronically disobedient as
(such as caffeine-laden sodas), and are well. Children who eat and sleep
surrounded by insults and fighting. irregularly can be difficult because they are
Goodness supports spiritual development; always tired and hungry. Regulated eating
the two lower modes obstruct it. and sleeping, which Krsna recommends in
the Gita, is often a simple key to good
Hypocrisy behavior in a child.

Children living in a spiritually Poor Training

enlivening atmosphere will rarely rebel.
Sometimes children rebel because they see It may seem unbelievable, but some
hypocrisy, such as non-spiritual behavior parents and teachers actually train children
in a parent, teacher, or leader instructing to disobey, be rude, have tantrums, and so
them in Krsna consciousness. Such forth. Children learn to act in ways that
rebellion comes typically in early earn them some kind of "reward." For
adolescence, when a child's intelligence example, if when a child insults or
expands to understand the nature of adult threatens the parents they give in to the
society. All adults can't be perfect, but we

176
child's demands, the child is being trained Bad Examples
to be nasty, as much as an animal is
trained to roll over and jump to get food. One of the most serious mistakes an
adult can make is to cut down a child's
Misunderstood Natures other adult authorities. If a parent
criticizes a child's teacher, the child will
Sometimes what seems to be think, "Why do I have to do my work or
misbehavior in a child isn't so at all. Adults show respect? My parents will take my
with little knowledge of the normal side." And in families where one parent
behavior of children at different ages may frequently comes between the child and
mislabel a child's actions. In addition, the other parent, children never learn to
every child has an inborn psychology. We cooperate.
commonly think that our particular way of
perceiving and relating to the world is We must also be careful not to project
ideal, but our child may have a different, our own problems onto children when we
equally valid way of doing so. For are sick, tired, hungry, or uninspired.
example, a parent may be reserved,
deliberate, and task-oriented, and the child When we address the underlying
may be lively, outgoing, and people- causes of difficulty for our children, we
oriented. To the parent, the child may will find that our usual relationship with
seem scattered, frivolous, irresponsible, them is one of peaceful cooperation,
and uncooperative. The parent must learn helping us and them to advance more
that every nature can be directed to the easily in Krsna consciousness.
Lord's service. A mother satisfied to sit and
sew quietly for the Deity might find that
her daughter is happier planning a festival.

177
Training Through The Stages of Childhood
By Urmila Devi Dasi

WHAT WE CALL "a child" is simply a How can we make sure our child's
soul in a particular type of physical and spiritual and material training match his
mental dress. And by understanding the changing needs and strengths?
stages of material growth through which
the child progresses, we can help the soul Cleared Land and Foundation
attain ultimate freedom. (Birth to Age Five)
The sage Canakya saw these stages in When we read that Canakya advocates
terms of how a child can accept leniency from birth to age five, we might
responsibility. He wrote that until age five think he wants young children to be
little responsibility can be expected and so spoiled tyrants. Not so. Rather, children
the child should be treated with leniency. should be free from too much care and
From five to ten the child's responsibility responsibility. They benefit from, and
should gradually increase, and with it the should learn, basic skills of eating,
discipline with which the child is treated. cleanliness, and respect for the Lord's
From ten to sixteen the adolescent should temple. Young children can also take on
be treated "as strictly as a tiger," so that he small responsibilities at home. In Bringing
or she doesn't even think of being Up Kids Without Tearing Them Down, Dr.
irresponsible. At sixteen, the young adult Kevin Leman suggests that two- and three-
should be treated as a friend. year-olds can have such tasks as setting up
for meals and cleaning their own messes,
Besides discipline and responsibility, and four-year-olds can put groceries away
many other things change as a child or get the mail. I have found that most
develops. A child builds his understanding children by the age of two or two and a
of reality somewhat as a person builds a half can learn to sit quietly through a
house. In infancy the land is clear for lecture and eat Krsna-prasadam with
development. Then the child assembles respect.
facts, ideas, and modes of behavior as a
builder might collect piles of brick, glass, It may seem odd that the ages for the
and wood. An adolescent tries to put lightest discipline is when some physical
childhood understanding into a sensible punishment (often wrongly thought
whole with the tools of maturing synonymous with discipline) can be most
intelligence the way a builder creates a effective. But from about age two to age six
structure with the materials he has or seven a child may, for example, need
collected. And a young adult integrates his physical punishment for breaking safety
life with his world view the way a resident rules to understand the seriousness of a
finally moves into a completed building, busy street.
making it suitable for his use.
Because a child at this age is free from
academic learning and practical

178
responsibilities, he or she can use that decisions, rather than punishments or
freedom to think of Krsna's qualities and rewards authorities impose on him.
pastimes. The child's main business is to
prepare the foundation for his life. He has Now in school, the child is forming
forgotten his past lives and activities and lifelong habits and points of view. The
now identifies with his present body. But child's life should be so ordered that he or
the mystery of the material creation is that she won't even think of waking late, being
the world is meant simultaneously for dirty or rude, or failing to worship and
bondage and liberation. So the same hear about Krsna. A child should feel that
forgetfulness that allows the derelict to doing everything for Krsna, in a life full of
forget his former life as a king also gives an goodness, is an essential and valuable piece
ideal opportunity for a child to forget of existence.
material desires altogether. Prabhupada
tells us that the ignorance, or innocence, of How does the child benefit from this
a child allows the child to easily accept any order? It becomes a basic material for the
training. So if an innocent child is properly life the child will build. Unlike a house
trained from the beginning of life to love builder, the child cannot fully know the
God, that love will never deteriorate into end product. Parents and teachers,
lust. therefore, must carefully choose what
examples and facts they show the
And for the baby or toddler to love elementary-school child. And a child at
Krsna is so easy! The tiny child loves to see this age can learn an amazing amount of
Krsna's picture, hear stories of His information! This is the age for
activities, and discuss simple philosophy. memorizing and investigating.

Gathering Building Materials Children between the ages of five and

(Ages Five Through Ten) ten often seem to have a comprehensive
philosophical understanding. But generally
Training is the keystone of ages five to they are simply repeating stories,
ten, when children traditionally get their analogies, or explanations they have
primary education, in the Vedic system at memorized.
the school known as gurukula. During
these years, Canakya tells us, we should Building the Structure
put aside physical punishment but (Ages Ten Through Sixteen)
gradually increase discipline. When
children don't fulfill their responsibilities, Canakya advises the strictest discipline
they should certainly suffer the for children ages ten through sixteen. Srila
consequences, which may involve physical Prabhupada calls this period the turning
discomforts or deprivations, such as point of life, the most critical time. Now
standing in a corner for a few minutes or the child should be held greatly
missing some play time. But now the child accountable for his work, words, and
can understand that good and bad behavior. Prabhupada instructs us not to
reactions are natural results of his own spoil young people with our Western ideas
of freedom. We give a young person

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responsibility for completing schoolwork intensive course in the Bhagavad-gita, the
and duties on time, but we do not give him study of logic, and looking at the world
or her the freedom to make serious moral through spiritual vision are some means by
mistakes that can have a lifetime of which parents and teachers can help their
miserable consequences. For example, at growing children understand an integrated
age ten, if at all possible, boys and girls world view.
should be taught separately. If that's not
practical, then at least contact between Moving In
boys and girls should be minimized. And (Age Sixteen and Beyond)
they should understand the importance of
separating the sexes. At age sixteen, when our children have
learned self-control and self-discipline, we
The adolescent moves from can gradually treat our children as friends.
memorization to synthesis. Not that a The young adult, with the help of a
twelve-year-old has stopped taking in new disciplined life and adult guidance, has
information, but he or she is most taken the prepared ground, the
concerned with evaluating the materials foundation, and the building materials of
acquired in childhood and fitting them childhood to build a structure of meaning
together to see if an integrated view of and function. The young adult can now
reality emerges. Adolescents often have move in and use his building in his own
difficulty knowing how facts, ideals, way—he can see his place in relationship
morals, a way of life, and understanding to Krsna and Krsna's creation.
God fit together sensibly. Prabhupada tells
us, therefore, that this stage of
development demands regular detailed
study of philosophy and its application. An

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Discipline in Krsna Consciousness
by Višvãdhika Devi Dãsi
however, an increasing number who
His Divine Grace A.C. Bhaktivedanta advocate the values of proper discipline in
Swãmi Prabhupãda established an educating a child. The latter’s observations
educational system heretofore unknown to are useful to us.
the Western tradition. He established the
One such person is Dr. James Dobson. He Is
gurukula, for his disciple’s children and for
Associate Clinical Professor of Pediatrics at
the future generations of devotee children.
the University of Southern California School
To the teachers of ISKCON His Divine Grace
of Medicine, and Director of Behavioral
gave many instructions. The essence of all
Research in the Division of Child
these is that our discipline should be firm
Development, Children’s Hospital of Los
and based on love. The instruction is perfect.
Angeles. He is the author of various books
It is the duty of the disciple to use his energy
on child development and a devoted
in endeavoring to perfectly execute this
Christian.*
instruction. How exactly are we going to do
this? What are the details of executing this In this paper, an attempt has been made
instruction? For example, Šrila Prabhupãda torelate Dr. Dobson’s observations to our
says: Krsna conscious philosophy of education.
The comparisons are made to deepen our
Avoid using physical punishment
understanding of Prabhupãda’s words and
totrain children. Better use sweet
how well we are practically applying them.
words. Ifabsolutely necessary, show
the cane, butdo not use it. (Letter to The Critical Factor in Child Management
Svãti Dcvi Dãsi, January 20, 1972)
The following verse explains very succinctly
So, Šrila Prabhupãda is advising us to use the “critical factor in child management”:
sweet words rather than physical
punishment—to show the cane rather than A student should practice completely
use it. Anyone who has taken care of controlling his senses. He should be
children, even for a short period of time, submissive and should have an
knows that these simple directions require attitude of firm friendship for the
some expertise to execute. Actually, we have spiritual master.With a great vow,
been given the instruction by our spiritual the brahmacãri should live at the
master to become child-rearing experts. This gurukula, only for the benefit of the
is no easy task. We will have to apply guru. (Bhãgavatam. 7.12.1)
ourselves to it in every possible way.
The teacher is the representative of the guru.
One method of pursuing this goal is to use Therefore it is important that a child respect
the information and observations of his teacher, not for the purpose of satisfying
contemporary experts in the field of his ego, but because of the basic training the
education. Some are overly permissive and teacher is giving the child so that he may
blinded by sentimental ideals. There is become a worthy disciple of his spiritual

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master. By this training he will, of course, anger and ultimately — rejection. Srila
also become a worthy Vaisnava who can Prabhupãda says in this regard:
make friends with those equal to him and
have compassion for those less fortunate ....Superficially there may be some
than him. stricture... [but] by simply stricture
they will take sadly. That is not good.
Discipline must be there. This is the basic They should be situated on the
training of the student. We must remember platform of love. ...There are so many
that discipline and love are not antithetical. regulative principles [You can tell
One is actually a function of the other. Srila them:] “If you do not, you’ll be
Prabhupãda gives a very pertinent punished.” But they should develop
instruction in this regard: the idea of love. (Conversation,
Dallas, July 1975)
The children should be trained so that they
enjoy austerity. We should not spoil them by So a teacher who is sarcastic and biting in
offering them sense gratification. his criticism of his students cannot expect to
receive genuine respect in return. If the
teacher does not treat a child with dignity,
he cannot expect that in return. “The child
*‘flj5 does not at all imply that we endorse should not be laughed at unmercifully. His
everything he says or writes. strong feelings and requests, even if foolish,
should be given an honest appraisal.”
If they are obedient, they will be
(Dobson)
disciplined. Without discipline,
managing them will be very difficult. We should, of course, nor become
So first you must master how to sentimental in endeavoring to discipline
evoke obedience in the children. You with love. Misbehavior should not be
cannot always punish or force them. ignored; proper behavior must be duly
Sometimes you can show the stick, recognized. In this way a teacher will show
and sometimes you can trick orcheat love for a child and not fall to the platform of
them into happily obeying. (Letter to temporary sentiment. Proper discipline must
Stoka Krsna Dãsa, June 20, 1972) be there. If early confrontations with the
child are lost, later ones become very
So we must be convinced that punishment is
difficult to win. The end result of
not something which the teacher does to the
inappropriate discipline is, of course, that
child, but something which he does for the
the child will not respect his authorities. A
child. In other words, out of love for the
child has the right to have his problems in
child, the teacher will discipline him. Love
controlling his senses solved as they arise.
and discipline must be there together for the
They will otherwise become an increasingly
proper effect to take place. An absence of
heavy burden on his Krsna consciousness.
either is a disaster.
When he reaches puberty, these little
If the discipline is properly applied, the child problems will become big problems.
will learn respect for the teacher. Improper
We should neither be unnecessarily lenient,
discipline, however, or lack of it, will have
not harsh lords. Either way we are not
the opposite effect. It will breed discontent,

182
allowing our children to develop the proper cannot just use psychological tricks. The
attitude of respect. Dr. Dobson writes: children maybe enamored by such a teacher
for a time, but ultimately they will see the
Respect for the parent must be maintained lacking. The children will then feel cheated
for another equally important reason. If you and lose respect. So, for genuine respect to
want your child to accept your values when develop, there must be a teacher who is a
he reaches his teen years, then you must be sincere devotee, determined in his service to
worthy of his respect during his younger his guru, who has genuine concern for the
days. If his parents are not worthy of his real benefit of the child, and applies himself
respect, then he does not want to identify to find the means to actually enliven the
with anything they represent. He rejects students in Krsna consciousness. In this
every vestige of their philosophy. . . . If they regard, Srila Prabhupãda wrote:
are not worthy of respect, then neither is
their religion or their morals. If a devotee is shaky in his Krsna
consciousness, how can he teach the
I find this statement by Dr. Dobson to be a children? Unless he is firmly
direct challenge as to how serious are my convinced about Krsna
responsibilities in educating young devotees. consciousness, I don’t think the
This is also the challenge that Srila children will learn properly from
Prabhupãda has presented. He has given us such a person. (Letter Feb 16, 1972)
generations of his children to take care of.
We should take every measure possible to How to Discipline with Love
insure that they do not drift away. Of course,
we cannot control their desires and they may We have been talking a great deal about
still leave, but we should feel responsible to disciplining with love. The element of love is
do everything possible to keep them in not an artificial thing. The pure devotee has
Krsna consciousness. In pursuance of this unlimited love for every living entity.
goal, it is a well-known fact that the early However, most teachers are not on such a
training that one gets in any field is most pure platform, even though sometimes we
important because it is the foundation. are expected to be. Our alternative is to
Gurukula is the foundation of a child’s cultivate this motive. We always have to be
whole life in Krsna consciousness. We must reevaluating our motives in dealing with the
make sure it is strong. This is common children. We must also pray for this
sense. A building cannot be strong on a transcendental vision. We should be
weak foundation. So many repairs will be constantly examining dealings with the
constantly needed. Similarly a child’s Krsna children to make sure we don’t get
consciousness will display so many sidetracked and become petty and unfair. As
weaknesses if the foundation we give is Šrila Prabhupãda said, forcing should not be
weak. The children have the right to this. ordinary...it is not material force...
strong early training and it is our duty to Prabhupãda again advises us to keep our
give it to them. discipline on the basis of love, which
requires experience and good example:
Of course, respect for the teacher can only
be induced if there is valid reason for the No, that should be done. Teachers
children to give that respect. The teacher must do and students must also

183
 do....Cãnakya Pandita said, lãlane should be taken seriously and dealt with
bahavo dosãh. If you love them accordingly. The punishment should depend
unnecessarily, to make them stupid, on this evaluation. We must never be too
that is not good. Lãlane bahavodosãz. tired or busy and ignore this. At the same
If you become lenient there will time, we must not exaggerate the seriousness
bemany faults. Lãlane bahavo of a child’s misbehavior and see it as a threat
dosãh.... Butif you strictly induce to authority, when it is actually just an act of
them, forcibly, to be disciplined,... childish irresponsibility. For example, the
[they will develop] good qualities. children become a little silly during playtime
Lãlane bahavo dosãh tadane bahavo and knock over the new plate glass mirror.
gunah/ tasmãt putram ca šisyam ca As frustrating as the situation is, it is an
tadayen na tu lalayet. Therefore sons, irresponsible action—not a threat to
disciples, and students should always authority. Jadadiša Maharaja also advises us
be strictly forced. Don’t be lenient. that certain behaviors should not be taken
Why should we be lenient? That is too seriously. In Srila Prabhupãda on
not good. They are, after all, Gurukula, he writes:
children. So if you become lenient,
they will think this is the practice. Tolerate minor deviations from the
(Conversation, Dallas 1975) standard. Be conscious of them, and
whenever a child oversteps
Our instructions, therefore, are to be ãcarya reasonable bounds, bring him back
and to enforce good Krsna conscious to the standard. For example, in the
discipline. If we remain sincere and always classroom a teacher can now and
reevaluate our motives in dealing with the then allow the children a chance to
children, they will appreciate our love and laugh or speak out a little bit. Let
respond in the same way. Our goal is to help them bubble over sometimes, but
the child direct this loving attitude to his after a little excess steam has been
guru. This task will be very difficult if the released, put a cap on the situation
child does not first experience this loving and bring them back to the normal
attitude from us. We have to become strong standard of behavior. Many petty
stepping stones to the spiritual master. We problems arise which are not worth
cannot, out of love, let these children go to spending much time over.
hell and allow them to be lost in the Understand them, deal with them,
labyrinth of sense gratification. We cannot but don’t get very involved.
also, out of lack of patience, or desire to lord
it over, or anger, let these children develop a We must discriminate between behavior that
bad taste for Krsna consciousness. is defiant and the negative attitude which
comes from frustration, disappointment or
Respect for the Teacher: A Useful Guide rejection. The latter is a warning signal to us,
which we should not ignore—and which
One of the most useful guidelines in requires reevaluation of how we are dealing
deciding how serious the misbehavior of a with a child. It is one of the most difficult
child is, is the issue of respect. If by his tasks to discriminate between the two types
misbehavior a child is directly challenging of behavior. It requires us to be observant of
the teacher’s authority, then the misbehavior ourselves and the child, and always alert to

184
the child’s needs. A most successful teacher — If a child cold-bloodedly challenges
is one who can get behind the eyes of the authority, give him reason to regret.
child, seeing what he sees, thinking what he
thinks, feeling what he feels. (Dobson, p.22) — Always display love, affection, kindness
and understanding. The child should know
At this point, it would be useful to that you are condemning the misbehavior—
remember that the ultimate paradox of not him.
childhood is that a youngster wants to be
controlled but he insists that his ãšrama Control Without Nagging
teacher earn the right to control him. To do
this, the teacher must first be ãcãrya and It is important that a child understands that
must make sure that his discipline is it was his behavior and not him that the
appropriate. Inappropriate discipline has the teacher is rejecting. The following two
qualities of being harsh, oppressive, definitions of discipline and punishment
whimsical, unloving and capricious. This explain well what attitude a teacher should
kind of discipline, of course, breeds rebellion have:
and distrust. Srila Prabhupãda has advised
Discipline is directed at the
us that sometimes we may show the stick,
objectionablebehavior the child is
and sometimes...trick them into happily
displaying and is notresented by the
obeying. We are also encouraged to base our
child. In retrospect a childwill often
discipline on preaching to our students,
recount how he deserved thereaction
because we see them as Krsna’s servants. We
for his misbehavior.
should work out positive, practical solutions
to their problems, and not punish a child Punishment is a deeply resented
unfairly without sufficient evidence. To do personal thrust at the child, a desire
so, of course, destroys the trusting of one person to hurt another. It is an
relationship. expression of hostility rather than
corrective love.
Disciplining children ¡s not as intangible as
it may seem. An integral part of disciplining One of the best ways to avoid personal
is to always make sure that the ãšrama is thrusts at a child is to have a clear idea of
well organized. The students’ physical what we are doing when we discipline. The
surroundings must be neat and well- teacher should be using a well-planned
ordered. All the clothing should be marked method, because negative reaction
and there must be places for everything deteriorates very quickly into nagging.
which are clearly known to the children. Nagging is defined as “an action which
They must be taught to respect the ãšrama torments by constant scolding or urging.”
organization. The discipline in the ãšrama Nagging will not bring any desirable result.
must also be well organized. Dr. Dobson
gives us very good guidelines: Nagging is based on anger. Nagging means
using anger to try to motivate a child into
— Identify the rules well in advance. desirable behavior. It is far better to use
action to get action. There are hundreds of
— Leave no doubt as to what is acceptable
tools which will bring the desired response,
and not acceptable behavior.
some of which involve unpleasant reactions,

185
while others offer the child a reward. I am This training can take the form of using
not advocating that teachers begin inflicting action to get action. In commenting on this
pain on children to enforce discipline. It letter, Jadadiša Maharaja gives very good
does, however, have its usefulness when it is advice, on page 69 of his handbook, where
utilized in the proper context by a he briefly mentions daily routine, class or
thoughtful teacher. The motivation of the ãšrama organization, and reasonable rules
teacher will very much influence the used by a teacher dedicated to his or her
effectiveness of the discipline. If the teacher service.
is clearly directing his discipline at the
objectionable behavior of the child, and not To be on guard that our discipline does not
using the opportunity to direct personal deteriorate into nagging, we can follow these
anger and vengeance at the child, then the guidelines by Dr. Dobson:
minor pain inflicted on the child will bring
positive results. — Discipline should be administered
in a calm and judicious manner.
This type of discipline, or any other method,
does not eliminate the need for preaching. — Some display of affection toward
As devotees, we can understand that the the child is essential after
most important factor for these children is punishment to demonstrate to the
the pleasure of their spiritual master. So, to child that it was his behavior and not
the extent the child has realized this fact, we the child himself that the teacher
can use it as the basis for our discipline. This rejected.
makes our discipline the most sound,
— One might have to prove
because it is founded on transcendental
frequently who is in command.
reality. Of course, not all children are as
developed spiritually. In these cases we have — One should never underestimate a
to simultaneously awaken this devotion to child’s awareness that he is breaking
the guru and utilize other standard methods the rules.
of discipline. In all cases, we must remember
that discipline without preaching is useless. — Teachers should recognize that
This is where most educators have difficulty the most successful techniques of
and become bewildered by ideas of excessive control are those which manipulate
permissiveness. something important to the child.
Minor pain may be one of those
Šrila Prabhupãda always encouraged us to be important variables. Words following
very positive with the children. In a letter to words carry little or no motivational
Rupa Vilasa Prabhu he said: power for the child.
If we train the children by — A child would be more willing to
developing and encouraging their do right if it were clearly to his
propensities to love Krsna, we will be personal advantage to cooperate.
successful in educating them to the
topmost standard. Again, the more a child is advanced, the
more we can help him see the advantages of
Krsna consciousness in terms of himself as a

186
servant of Krsna. However, this standard teacher is hearing carefully the
cannot be artificial. Practical discipline must transcendental sound vibration, he
be applied along with strong preaching. will find it much easier to convince
the children to participate.
The Danger of Excessive Materialism
The opposites we are primarily talking about
The concept of excessive materialism may be are the extremes of smothering affection or
taken for granted by devotees. Still, we must rejection. In an ãšrama, the smothering
be careful in the daily business of taking care extreme is not much of a problem, unless a
of our devotee children not to fall into this teacher favors a child and, for whatever
trap. Too many rewards are the symptom of sentimental reason, allows his misbehavior
this mistake. An overly fruitive mentality is to go unchecked. On the other hand, we
another symptom. Šrila Prabhupãda writes: must be careful to never give a child the
impression that he is being rejected. This
The proof of your teaching method will destroy him emotionally and give him
will be the spiritual improvement reason to reject other authority figures as he
and fresh enthusiasm exhibited by grows up. Sometimes, this becomes a
the children. (Letter from Srila recurring pattern which is detrimental as he
Prabhupãda to Sriman StokaKrsna approaches puberty. We must always strive
Dãsa, dated June 13, 1972) to give students a nice taste for Krsna
consciousness, which will carry them
Jadadiša Maharaja comments: “The actual
through all the difficulties of growing up.
reward for a devotee’s good behavior is the
Srila Prabhupäda gave these instructions:
satisfaction in pleasing the spiritual master
and Krsna. That satisfaction can be Don’t bring many No’s, but give
encouraged but never replaced by external them positive life.... If you say, “No,”
rewards. For example, some teachers give there will be a struggle. This is the
points for good behavior, some give points psychology.... If we are attracted by
for bad behavior, and some give each devotional service, other things will
student a daily grade in behavior. These be automatically “No.”Param drstvã
techniques may be supported by preaching.” nivartate. (Lecture, New Mãyãpura,
France, July 31, 1976)
Avoid Extremes in Control and Love
The extreme of too many no‘s must be
In his book, Dr. Dobson comments on
carefully avoided. Too many no’s lead to
antithetical authorities. Antithesis is defined
rejection or are viewed as rejection by the
as the direct opposite. Antithetical
child. This is a bitter experience and could
authorities are harmful to a child. The worst
well lead to rejection of Krsna consciousness
antithesis that a child can experience is
in later years. We should take Srila
when his authorities are not acarya. Jadadiša
Prabhupãda’s dealings with his early
Maharaja elaborates:
disciples as a good example of how to take
When the teacher is fully absorbed in care of discipline problems we encounter.
his own devotional service, he will be He was always very positive, strict in
better able to encourage the children maintaining basic rules—and he preached.
in theirs. If during kirtana the Preaching is the essence. Discipline without

187
preaching is useless. We must treat the relationship with the child. Anger
children with respect and dignity and expect makes fools of us all.
the same from them.
The teacher should expect the
A child’s attitude of respect for his teacher children to be sometimes disobedient
does not negate the possibility and the need or disrespectful. He should never
for communication between teacher and take it as a personal affront and
student. It is possible to communicate become defensive, because his ability
without sacrificing this respect. The child to correct such behavior will then be
must be taught how to express his impaired. (Srila Prabhupãda on
discontent. In a pioneering Vaisiava Gunikula, P. 68)
community, such as ISKCON will be for
many years, this is a very important aspect of Another significant point is a reminder by.
a child’s social education. The teacher must .Dr. Dobson that there is security in defined
teach his students how to express their limits. Therein lies the importance of the
discontent, and value their comments standard daily routine for the children.
without anger on the part of either teacher Where this is lacking, there is chaos and
or student. anxiety. It is a simple material arrangement,
but one that is very important because it
This does not mean that the teacher should creates a peaceful atmosphere wherein Krsna
have to tolerate protesting crying or anger. It consciousness can flourish.
is natural, but the child should not be
allowed to indulge in it for more than five How many times have teachers found their
minutes. If it is allowed to continue, it attempts at discipline to be failures, even
becomes a rebellious act, rather than a though the disciplinary action was not
natural outlet. If the child is not too administered out of anger and was well
rebellious, he can often be simply distracted thought out? This is difficult for a teacher to
from his crying. deal with, but I have found the following
guidelines on why discipline fails to be very
In the same category as nagging, is helpful:
screaming, yelling, and flailing the children
for accidents and mistakes. This is violent — Infrequent whimsical punishment.
behavior and teaches the same. This violence Children need to know the certainty of
is one of the antithetical behaviors on the justice.
part of teachers that confuses children and is
also very easy to fall into. In Bhagavad-gitã — The child may be more strong-willed
Lord Krsna tells us that anger leads to the than the teacher. The solution ¡s to outlast
degradation of the soul. So of course, anger the student, even if it takes repeated
harms the relationship between the teacher measures.
and the student. Jagadiša Maharaja warns in
— The form of discipline chosen is too
this regard:
infrequently applied. It loses its credibility.
If a teacher punishes out of anger, The teacher becomes discouraged during the
there is great risk that he will hurt time the children take to get used to the new
the child and seriously strain his method.

188
— Disciplinary action may be too gentle or repeat the behavior that they consider to be
too harsh for the circumstances. successful. Consequently, it is imperative
that the teacher allow good behavior to
Law of Reinforcement succeed and bad behavior to fail.

“The proof of your teaching will be the Rewards need not be material. Anything that
spiritual improvement and fresh enthusiasm is considered desirable to an individual can
exhibited by the children.” (Letter from Šrila serve as a reinforcement for behavior. This
Prabhupãda to Stoka Krsna Dãsa, June 13, can be a sincere word of praise, particularly
1972) if the adult approval is expressed in front of
other children. Verbal reinforcement is a
This section is concerned with a rather strong motivator. Consider the impact of
mechanical method of dealing with the this statement, “Vãsudeva Dãsa, you are so
behavior of children. So it will be beneficial stupid, you never do the right thing. When
to keep in mind the above statement by Srila are you going to get your act together?” In
Prabhupãda the same time. this case a lot of negative motivation is going
to be generated. We must make sure, as
The Law of Reinforcement is a tactic, which
educators, that our words become an
Dr. Dobson explains as, “Behavior which
impetus for the Krsna consciousness of our
achieves desirable consequences will recur.”
children, not the opposite. It would have
This law is a useful tool in the hands of the been far better to say, “Vãsudeva, I’ve
teacher—but it is a tool and not an end in explained to you very clearly how to do this.
itself. We are not, after all, training our You are capable of doing this right. I want
children like an animal trainer in the zoo, or you to go over and do it correctly this time.”
a sergeant in the army. However, Srila
Our words must be well thought out before
Prabhupãda did encourage the use of some
they are spoken. Verbal reinforcement
tactics to help teach the children.
should permeate the entire teacher-child
Basically, we are talking about rewards. For relationship. The purpose is not to flatter but
rewards to be effective as a means of to encourage. The teacher must make wise
discipline, they must be given in a well- use of this tactic and know when praise is
planned manner. They should not appear as necessary. It’s not wise to compliment a
a whimsical favor, which the student has no child for everything he does. The praise
idea how he has earned. becomes meaningless. On the other hand, a
child who has become used to this positive
Rewards should be granted immediately. encouragement will take a reprimand with
Immediate reinforcement is a most useful much more concern and remorse.
technique for training children in
responsibility. Parents and educators often Any behavior which is learned through
complain about the irresponsibility of their reinforcement can be eliminated if the
youngsters, yet fail to realize that this lack of reward is withheld long enough.
industriousness may have been learned. Unreinforced behavior will eventually
Much human behavior is learned, both disappear. If a child’s misbehavior is not
desirable and undesirable responses. The encouraged, it will eventually disappear
universal teacher is reinforcement. Children because the child does not get the result he

189
wanted from the behavior. In order to the disciplinary action to a much
eliminate undesirable behavior, one must easier task. We should not think that
identify it and withhold the critical children will not notice this.
reinforcement. I had a five-year-old child in
my ãšrama who whined a great deal when he — Another teacher has a very low
wanted something. Why? Because, previous frustration tolerance. Whenever her
to his coming to the ãšrama, his busy mother girls fall short of her expectations,
would only respond to his requests when he she yells at them—a technique which
whined. Her annoyance at the whining seems to work. Her screaming has
prompted the response. This behavior can be been reinforced and she gradually
eliminated by first letting him know, in a becomes a loud, aggressive teacher.
matter of fact way, that the teacher will no She never wanted to be like that, but
longer respond to his whining. Only proper she’s been conditioned by the
verbal requests will be answered. children’s reaction.

The classroom show-off can be trained in the Teachers often reinforce undesirable
same way. First, determine his motivating behavior and weaken the behavior they
behavior, then extinguish that behavior by value. The most effective way of insuring
meeting his needs in a positive way. We against this type of pitfall is to act as acãrya.
should not become discouraged, though, if We cannot teach what we do not ourselves
the behavior which was extinguished one practice. If we tell our children not to fight
day, returns the next. This is to be expected. with each other and yet we argue with other
The best method of changing a behavior is to teachers at the drop of a pin, then our
withhold its reinforcement while rewarding actions are speaking louder than our words.
the replacement. In a conversation between Srila Prabhupãda
and the teachers in Dallas, another related
Parents and teachers are also vulnerable to point was brought up:
reinforcement. This is an uncomfortable fact
to meditate on, but it is a daily reality which Dvãrakanãtha: It seems we must
we have to watch out for. Teachers should become humble. We must become
be aware of their own reactions to servants to them, in the sense that we
reinforcement and make sure that they are in do everything that we can to facilitate
control of the new learning situation. their service.
Otherwise, the child will be training his
adult authorities rather than them training Then, when they see we are surrendering to
him. This can be, perhaps, best explained our service, they will surrender to us. Šrila
through a couple of examples: Prabhupãda: Very good idea. Example is
better than precept....
— A teacher disciplines one of his
students, who immediately retorts, I A final consideration is that teachers should
hate this ãšrama. I’m going to get not take definitive positions on issues until
Mahãbhãrata Prabhu to change me to they have thought them over thoroughly. A
a new one. The teacher feigns teacher must exercise self-discipline and
aloofness from this comment, but the patience to insure that the reinforcement
children notice that he later changes which takes place is positive.

190
191
Resources

Highly recommended: Recommended with

 Bhurijana's discipline workshop
reservations:
 How to Discipline Your Class for Joyful  How to Talk So Kids Will Listen and How to
Teaching! by Mary Pecci. This short and Listen So Kids Will Talk, by Adele Faber
simple booklet contains in a nutshell a and Elaine Mazlish, Avon Books. An
very effective program for motivating your excellent explanation of psychology, this
students and maintaining classroom order. book has many practical examples to help
parents and teachers get more cooperation
from children. It helps develop mutual
respect and understanding.
Recommended:
 Lee Carter's Assertive Discipline, books and  "Discipline Training Lightunit" and
video (books published by Harper and "Procedures Manual," Christian Light
Row. Education. These booklets detail their
program of classroom reward and
These are the basis of Bhurijana's discipline punishment, along with the underlying
workshop. This is a comprehensive, detailed philosophy of motivation.
program of reward and punishment for class-
room management.

192
Part Three

193
Chapter 7 –

Older Students
student. They are not getting student. And
Drops of Nectar after few years they'll be all dismissed. Who
will pay them? Hayagréva told me. He's not
getting any job. There is another, Mr., Dr.
Henderson. He's also not getting any job. He's
Please also take care of the children. They are selling insurance. And Bon Mahäräja, his
our future hopes, and the adolescent age is the institute is suffering from the very beginning
most dangerous age. It is the turning point of till now, simply begging, begging and paying,
one's life. In this age, if you take care of the paying the professor. No student. First of all
children, surely they will come out first class he started Vaiñëava philosophy, so doctorate,
Kåñëa conscious devotees. (Letter to Ph.D. So especially in India, who is going to
Hayagréva, November 7, 1969) take Ph.D. in Vaiñëava philosophy and starve?
So this is failure. (Room Conversation,
Prabhupäda: Make him a Vaiñëava, very nice London, July 27, 1976)
boy. Very good-looking boy. Don't let him
deviate. This is the age to be careful so that he Then you are to be considered the most
may not deviate. What is the age? Twelve learned. That is the recommendation of
years? Prahälda Mahäräja. "In my mind, in my
Devotee: Eleven. decision, persons who are engaged in Kåñëa
Prabhupäda: Eleven. That's all. This is the consciousness fully, they are to be understood
age. Twelve to fifteen years, the boys become, as the first-class advanced in education." And
by bad association, they become rotten. This this material education... Of course, we are
hellish world is like that. They go to school going to open the gurukula. Our aim is not
and become demons. how to make the students a big grammarian.
Paramahamsa: Yesterday, in your lecture, you No. That is not our purpose. How to make
mentioned how in this age it's very difficult to him fully Kåñëa conscious. That is the aim of
remain chaste or free of... this gurukula. In the gurukula description
Prabhupäda: Yes, but one who is Kåñëa con- there is nothing, such thing as how to make
scious, he's all right. Teach him Sanskrit and the student a big grammarian or... Generally
English and let him read our books. (Morning they take Sanskrit education, first grammar,
Walk, Paris, June 11, 1974) and it is recommended that one should read at
least for twelve years grammar. Actually this
Therefore people are after money. Who is is the fact. Sanskrit grammar is very difficult
going to be brähmaëa? If you become a perfect and unless one reads regularly for twelve
brähmaëa, who will care for you? Nobody is years... But that is another thing. If one is
interested to become a brähmaëa. "Why we well-versed in grammar he can read all the
shall become brähmaëa? Starve? For Sanskrit literatures.
starvation?" Nowadays the colleges, they're
not interested in art, philosophy, English That is another thing. But our aim is not that,
literature. No, they.... Nobody.... They go for to read Sanskrit literature. No. Our aim is
technological, how they will get more money. how to mould the life to become fully Kåñëa
They do not want. Some of the doctor, conscious. Those who are contemplating to
professor, they came to request us to give our organize our, this gurukula, they should stress
on this point as Prahälda Mahäräja says, tan stated, how Rädhäräëé was qualified. So these
manye adhitam uttamam: " He is first-class things should be taught to the girls. If the
educated." Who? Çravaëaà kértana viñëoù girls are taught to give service to the husband
smaraëaà pädasevanam. We want to teach to the greatest satisfaction, there will be no
that. There is no question of economic disagreement.
problem, that one has to become learned to get Yogeçvara: Can the older boys be trained in
some service in some big school or college and particular kind of devotional service? For ex-
get some big salary. This is not our aim. Our ample, press work?
only aim is how to mould the life of the Prabhupäda: Oh, yes, everything is
children to become Kåñëa conscious. So this is devotional. Çravaëaà kértana viñëoù
the summary given by Caitanya.., Prahälda smaraëaà pädasevanam, there are varieties.
Mahäräja. We should follow this instruction. We. are not. Mäyävädé, impersonalists,
Thank you very much. (Prabhupäda's finished, all business. It is not like that. So
Lectures, Çrémad-Bhägavatam, March 31, whatever business is going on in our
1976) movement, everything should be taught
according to the capacity, boys or girls, it
No universities. Their higher education they doesn't matter. Some department is suitable
will get from our books, and other things they for the boys, some department are suitable for
will get from experience, like preaching, the girls. In this way, they should be trained
saìkértana, etc. Alongside the regular classes up. But everyone should be trained up to give
in reading and writing, the other routine service. That is gurukula. And brahmäcaré, this
programs they should also participate in, like sex impulse should be controlled. That ruins
äraté, kértana, preaching, saìkértana, like that. the whole character. Our big, big sannyäsés are
(Letter to Chäyä Däsé, February 16, 1972) becoming victimised. So that is the danger.
Woman is good, man is good; when they
Prabhupäda: And female children should be combine together, bad. (Room Conversation,
taught how to become faithful to the husband, Paris, July 31, 1976)
and to learn the arts of cooking, arts of
painting that should be their subject matter. ***
Jyotirmäyi: Painting?
Prabhupäda: Yes. Sixty-four arts, Rädhäräëé
did: Then She could control Kåñëa.
Jyotirmäyi: So after they have learned all the An "older" student can be defined as one
academics, reading, writing, all these. who has finished his elementary gurukula
Prabhupäda: Academic is ordinary, ABCD, training. The "end" of elementary education
that's all. Not very much. But these arts. They can be grades 6 through 12, ages 11 through
should learn how to cook nicely. 18. Or we can define the older student as high
Jyotirmäyi: And what should the boys be school aged, 14 through 18, grades 9 through
taught from ten to sixteen? 12. We will use each definition for different
Prabhupäda: The principle is same, that when purposes.
they grow up they learn the çästra. The more
they read, the more they learn. Then they Generally, students in sixth, seventh, and
become preacher, teacher.... eighth grade, ages 11 through 14, can follow a
Bhagavän: The boys, they should learn how program of education not dissimilar from that
also to cook? of the lower grades. Yet, these students have,
Prabhupäda: Huh? I never said that. Why you special emotional, social, and vocational
are. bringing that question? I said the girls needs. We certainly include them in this
should be. Cooking is not boy's business. But chapter.
cooking is not a very difficult art. If they
want, the boys can... (coughs). There are so However, the high school program may be
many, in the Bhakti-rasämåta sindhu it is quite different from the lower grades. In this
section we suggest various academic programs likes and dislikes, before taking on the full
for these young adults. responsibilities of adult life.

Because we have relatively few, teenaged Children usually see themselves according to
gurukula students, and our programs for them the view of the significant adults in their lives.
are experimental, many of the suggestions in Their roles are certainly defined by others.
this chapter come from the experience of Children also adopt the values and beliefs of
people outside ISKCON. We have tried to use their parents or adult guardian. They usually
communities and schools who share some' of accept the character traits (shy, lazy, smart)
our goals and lifestyle as models. We are ascribed to them. Generally children even ac-
studying the education, marriage, and vo- cept the likes and dislikes of their significant
cational training of teenagers in communities adult guardians as their own.
that emphasize simple living, freedom from
sense gratification, and religious commitment. As adults, however, we have a sense of our
duty and relationship to others. We accept
As our study and experience increase, we will values and morals because we are convinced of
be able to offer more concrete and definite their truth. We develop our own conception of
programs for these most valuable members of our traits, likes and dislikes.
our society. For those of us who are faced;
with this responsibility now, we need to The getting from there to here is the struggle
constantly depend on Kåñëa for guidance and of adolescence. This is basically a mental and
inspiration. Prayer and surrender to Kåñëa's emotional process, made difficult by the
direction must be constant for those entrusted changing of the physical body with its
with such a responsibility. attendant sex desire. However, it isn't sex
desire in and of itself that makes adolescence a
precarious time. It is the ability to think like
an adult, with logic and reason, but without
Psychology of the the guidance of experience.

Adolescent At this point you may feel that such a discus-

sion is rather mundane. After all, what do
these bodily and mental self-designations have
Adolescence can be divided into two distinct to do with spiritual life? The key is this: we
want our sense of self, of who we are, to be
categories: early and late. The average age for
spiritual. We want to identify ourselves, "I'm
girls to begin puberty is between 10 and 12 a devotee of Kåñëa. I have a duty to serve my
but some girls start as young as 8 or as old as
spiritual master and cooperate with other
14. The average boy starts two years later. devotees. I value and practice a life in the
mode of goodness and I accept and enjoy what
From the start of puberty until the individual is valuable to Kåñëa." But such a conception is
develops his own "self-concept" or identity, is
usually not present in a child, no matter how
considered early adolescence. It is in this pe- well he can speak philosophy! (Unless he is
riod that we move from the standards, transcendental to the body and mind by very
concepts and lifestyle of our parents to our
strong spiritual advancement. That is very
own. In late adolescence, an individual's idea rare.) The child is simply accepting the state-
of his personality and values become steady.
ments and actions of his
parents/teachers/guru. He has not made these
In fact, adolescence could be defined as a time
concepts his own; he needs realization and
for identity building. Teenagers need, not free personal acceptance.
or leisure time per se, but the chance to
discover their own strengths and weaknesses,

3-5
A teenager can be compared to a toddler. The simply accept the thought and behavior
comparison is apt because a toddler is in patterns of the significant adults in their lives.
transition from babyhood to childhood. A Therefore, an adolescent who does not form
baby goes and does pretty much where and an identity through comparison, logic; and
what the parent wants. He wears the clothes 'established values (ideally established by guru,
his mother puts on him, plays with the toys sädhu and çästra) is not really "growing up."
she gives him, and eats the food before him. # He becomes like a four-year-old who still acts
like a toddler; a licensed driver whose driving
When a baby learns to walk, however, he is unpredictable; even to himself.
quickly discovers that he has his own desires.
However, Kåñëa gives children the ability to A teenager who has not built a solid, internal
walk long before they can handle that freedom sense of self by late adolescence does not have
with any degree of responsibility. They learn standards for his conduct. For example,
by having their freedom guided and curtailed people who don't steal are honest because they
by their mother. view themselves as honest persons. If an op-
A teenager similarly gets an adult body from portunity to steal presents itself, such a person
material nature before he is ready to use it. It will think, "I know and believe that stealing is
is like putting a non-driver behind the wheel. wrong. I am satisfied with whatever I have by
The teacher sits beside the student driver, with my karma and Kåñëa's grace. I am not envious
his own set of controls, and teaches the of the possessions of others." Without this
student how to use the car before allowing internal identity, a person does whatever the
him to drive on his own. people around him at the time consider appro-
priate, or whatever his mind and senses dictate
Adolescents develop their identity by com- will give him the most satisfaction.
paring themselves with others, and using their
new found powers of logic and reason to see In conclusion, early adolescents are almost
where they are similar to and different from always in a vulnerable position. Their values
others. The basis for their decisions and are in flux—neither that of their parents by
observations stem from the value system and blind acceptance, nor yet their own. Con-
way of life they receive from their home and sequently, they have a low sense of self-
community. esteem, confusion, fear and worry about their
changing body and mind and their place in the
Of course, this identity forming process takes world. These difficulties are still felt by the
place in an emotionally healthy individual. older adolescent who apparently has an iden-
The process can be disrupted by external tity, but is a shallow composite of others, able
factors-divorce, abuse, lack of guidance from to change at any moment.
superiors, or an extremely repressive
environment. In such circumstances the The teenage uncertainty makes an early ad-
individual sometimes has a "delayed ado- olescent particularly sensitive to criticism.
lescence," questioning and discovering his This will increase with the lack of spiritual ad-
identity and values in his late teens or even vancement. Adolescents are very easily hurt
twenties. by comments about their behavior and
appearance. Ironically, they can be very
More frequently in modern Western society, hurtful of other's feelings, forming exclusive
however, the main business of a teenager is cliques and gangs.
disrupted in more subtle ways. Identity is
often formed not from internal thoughtful Adolescents are particularly susceptible to
deliberation under adult guidance, but by group or peer pressure which gives them an
simply imitating the personality, behavior , “instant identity". They often lack the moral
and values of others. This imitative method of conviction to stand up for their values - pre-
self-concept is the procedure of children who
cisely because these values have not yet be- A most important point is not to give
come "theirs." teenagers moral freedom too early. Çréla
Prabhupäda told us to be most strict with boys
Another manifestation of the insecurity of from the ages of ten to sixteen. This strictness
early adolescence is the feeling of being "on must not be repressive, harsh, or authoritarian,
stage." Most. young teenagers think that but must effectively restrict the possibility of
everyone is watching them. This leads to a' gross sinful activity. It is important to realize
preoccupation with bodily appearance and a that parental control during this time is
fear of nonconformity to their peer group. natural for boys, although they may appear to
resent it. Boys in a natural Vedic, society did
Misuse of the almost-adult body, is another not have to rebel in order to establish
danger of adolescence. In an attempt to define themselves as independent, useful adults.
themselves as an adult, they may take to seem- Most boys worked under their parents until
ingly adult activities such as smoking, the parents retired.
drinking, and sex. Sometimes these sinful
actions are indulged in not to construe an Some understanding of the Vedic social system
identity, but out of the extreme stress that is helpful here. A boy who brought his wife to
teenagers face in modern Western society (or near) his father's house did not have to
when allowed to make moral choices for worry about the money to become established
which they, are' not ready. in household life. His father provided the
house and an occupation; his father-in-law
We, as parents, teachers, and administrators provided household paraphernalia as part of
have a responsibility to understand the needs the dowry. The boy received training and as-
of the adolescent and guide him to a solid spir- sistance in his occupation; his new wife had
itual identity as servant of Kåñëa. There are, of the help of her female in-laws for household
course, many theories about how to smooth chores and then child care. The boy who
this transition and come out with a first-class completely rebelled and left home had
human being. We can mention here observa- nothing. Even his social standing was
tions that are common in most schools of generally established by his parents.
thought.
How, then, did such boys (and such systems
First, teenagers need genuine understanding, still exist in rural areas in many parts of the
but not too many assumptions about their world) feel satisfied as independent adults?
feelings. Let them tell you how they feel, and The society knew how to give their
show your understanding by a simple re- adolescents a positive adult identity, mostly
flection of their words. "I see that you are through meaningful adult work. In addition,
really upset", or "You don't feel that's fair, do Vedic culture observed ceremonial "rites of
you?" is much better than extensive preaching passage" that announced to the boy and his
at the time when a teen needs your help and community that he was now to be treated as
guidance. Preaching is best used in a general an adult.
way as part of a class or group discussion.
There is another Vedic model for boys - those
We then have to respect the shaky ground on who chose to remain in the brahmäcaré äçrama
which early adolescents stand. They need or directly go to the vänaprastha or sannyäsa
desperately to see themselves as normal, pro- äçramas. In these cases, it was the guru who
ductive devotees who "fit in" with adult ISK- gradually established the boy in his adult role.
CON society. We must never chastise or His "meaningful work" was not farming, trade,
ridicule (or even praise excessively) them pub- management, going to a military campaign, or
licly. learning a craft; he was engaged as a preacher,
püjari, cook, and teacher.
Girls’ needs are somewhat different. Vedic They then correlated parents' style of training
society married girls as soon as they reached with teenagers' self-image, respect for
early adolescence. Women are not meant, by authority, and acceptance of the parents' re-
nature, to be independent. Yet they still un- ligion and life style.
dergo the transition from identity and values
as defined by the parents to identity and values The authoritative parent, one who has
as defined by—whom? Themselves? Unlike strict controls and a high level of
boys, they would rather have such decisions friendship with his child; was most likely
made by an authority, although separate from to have a child with-a good self image,
the parents. This authority should be the respect for authority, and acceptance of
husband. Because this is not usually practical the parents' religion and lifestyle.
in modern society, girls define themselves in
terms of their associates and friends in lieu of a The permissive parents were second ex-
husband; boys generally define themselves in cept regarding self-image—where they
terms of their interests and talents. A girl is were last. Parents who don't discipline
therefore susceptible to peer pressure, and their children tell them that they don't
parents, particularly the father, must continue care. The child then feels worthless.
to protect a daughter. We are fortunate to be While such a child may eventually accept
able to rely on the "extended family" that the the parents' beliefs because of the parents'
ISKCON community provides. Parents can love, he may suffer much mental and
engage their daughters within ISKCON much physical distress from an uncontrolled
as they would their sons, with equally good life.
results.
Children of neglectful parents were third
Parents' job of protecting their daughters is in every area.
compounded by other problems. Girls' time of
early adolescence comes an average of two The authoritarian parent was last in every
years earlier than boys' - often starting at age area except self-image. Such children feel
nine, ten, or eleven. Females thus have the confident of themselves, but are likely to
disadvantage of building an adult identity with become rebels.
a less mature intelligence. Teenage girls, par-
ticularly during the first two or three years The message from this study is the conclusion
that they enter puberty, need a lot of patience; of Çréla Prabhupäda - children need love and
loving support, and protection. education. It is certainly better to err on the
side of love, but education and training should
Christian Light's training "lightunit" describes be a manifestation of that love, not in
the doctoral research work of two students opposition to it.
who wanted to know why so many teenagers
give up the beliefs of religious parents. They These are the general principles of dealing
analyzed parents as: with teenagers. It is impossible to address
every specific issue, but we would like to bring
 neglectful: low on love and low on up some popular misconceptions.
discipline
 permissive: high on love and low on The first is that adolescents are best prepared
discipline for "the world" by giving them freedom as
 authoritarian: low on love and high soon as they begin to physically mature—or as
on discipline soon as they request it. The example of a new
 authoritative: high on love and high driver and a toddler should suffice to dispel
on discipline. this idea.
Another popular notion is that teenagers (and often have full moral freedom at age thirteen.
sometimes children) should be exposed to the We don't want to imitate such insanity in our
nasty things of the material world in order to Kåñëa conscious society.
prepare them to understand and resist them. I
wonder why such parents don't serve meat in One of the most insidious arguments is that
order to give their children a taste for vegetar- teenagers almost have to rebel—that it is nat-
ianism. David Elkind, in All Grown Up and No ural. This is ridiculous. Before the industrial
Place to Go, writes, "It is certainly true` that revolution, it was much more common for a
society no longer seems to regard Children as boy to follow his father's occupation, living
innocent or to see childhood innocence `as a near his father's home. Girls went from obe-
positive characteristic. As it is also true that dience to the father to obedience to the
even young children are today exposed to husband. Of course, there has always been
every nuance of human vice and depravity some teenage drunks, criminals, and unwed
under the mistaken assumption that this will mothers. Some came from "good homes." But
somehow inure them to evil and prepare them this is by no means the rule.
to live successful, if not virtuous and
honorable lives. This assumption rests on the Of course, it is true, as was the case with
mistaken belief that a bad experience is the Ajämila, that Kåñëa conscious training in
best preparation for a bad experience. In fact, youth is never lost. Rebellious children will
just the reverse is true: a good experience is return to Kåñëa consciousness, even if in
the best preparation for a bad experience." another life. Ultimately we must do the best
we can, and leave the result up to Kåñëa. But
This particularly applies to association with the argument that rebellion is unavoidable
materialistic people. What parent purpose- isn't exactly like that. It makes light of
fully introduces his children to heroin dealers adolescent sinful activity, and makes little
in an attempt to have him live a drug-free life? arrangement to check it.
Yet, television brings them, and much worse, Such a mentality actually comes from a non-
into the home itself. If we want to know how repentant attitude of the adult. He has not
this degraded Western civilization of godless really admitted that his teenage sinful activity
sense gratification has spread so far, so fast, was wrong. If we are completely convinced
look no further than the television. that breaking of Kåñëa's laws causes much
suffering, that our sinful life before being
Another popular theory is that teenagers are saved by Prabhupäda has hurt us materially
less likely to rebel if given freedom, at least up and spiritually, we will not so lightly overlook
to a point. This untruth is very dangerous be- it in our children. Such a parent inwardly
cause of the genuine truth in it. Teenagers feels that there is some pleasure or knowledge
have a great need for real, adult responsibility in sinful life. In this way we may inadvertently
and duty. This helps them painlessly build a imitate the materialist who, "enjoys sex and
healthy, spiritual identity. However, they can- produces children who in their turn marry and
not handle freedom regarding moral or produce grandchildren. His only enjoyment is
behaviour al decisions. Their lack of in increasing the number of sex enjoyers."
experience, low self-esteem, and susceptibility (Bhägavatam 4.27.9 purport)
to peer pressure make them easy prey for
wrong decisions that may hurt them for the Why do teenagers rebel? First, parents and
rest of their life, and that they may deeply teachers may not have provided the strong
regret once they fully mature. control, guidance, and loving friendship, espe-
cially in the early years of adolescence that the
Modern society gives adolescents just the child needed until he became secure in his
opposite! Teenagers can quite acceptably have identity. These are the permissive and/or neg-
no adult responsibility outside of school until lectful authorities. He may therefore just be
they are twenty-one or twenty-two. Yet, they influenced by bad association. Second, the
parents' control may have been such that the television/radio indulgence. If the activities of
child couldn't express his growing intelligence materialists are illusory and full of suffering,
and ability in a constructive way. These are why are we enraptured by them, often at the
authoritarian authorities. Third, and very expense of seeing the deities?
common in the modern West, parents and
teachers may have combined these two prob- The so-called sexual revolution of the sixties
lems. The child lacked the moral restrictions and seventies was a result of hypocrisy.
and loving adult guidance and he was pre- Parents told their children that they should
vented or discouraged from making a save sexual intercourse for marriage. One of
meaningful contribution to his family and the main reasons for this, materially speaking,
society. is that sex is meant for producing children and
children need a family. However, with the al-
Another significant cause of teenage rebellion, most universal use of contraceptives, within
even when the relationship between the child marriage, parents gave their children a, clear
and his parents/teachers is ideal, is hypocrisy. message: we think that sex for its own sake is
Adolescents have an adult way of thinking good: If this is true, the children thought, and
without adult experience. They can therefore there are reliable contraceptive methods, why
understand problems on an adult level, but bother with marriage and restraint? It is im-
tend to be very idealistic about solutions. It is portant to realize that the parents of sexually
difficult for an adolescent to accept the fact indulgent youth probably never told their
that the adults in his community cannot or children that they themselves had sex just for
will not live up to their ideals. In their sense gratification. The fact that the parents
simplistic, naive way adolescents are intolerant had a small number of children coupled with
of human weakness and lack empathy for the the lack of a philosophy of restraint; made that
struggles toward spiritual perfection that each obvious to the perceptive teenager.
individual has in his own situation.
From another angle of vision, the same char-
The obvious but impossible solution is to acteristics that cause teenagers to rebel when
surround the teenager with only pure they sense hypocrisy can be advantageous.
devotees. We can, however, live up to our Youthful idealism, coupled with passionate
philosophy as much as possible, always strive exuberance, can be a powerful force for
to make spiritual advancement, and humbly positive change. We want adolescents who
admit our weakness when we fail to act prop- can channel their quest for perfection into a
erly. This humility should help the adolescent good cause in a reasonable way.
to realize that he, too, probably has areas in
which he could improve, and to be more toler- In conclusion, we need to deal with our
ant of others. teenaged devotees with love, understanding,
friendship and humor. Hopefully as our
There is no excuse, however for outright movement progresses and stabilizes, we will
hypocrisy. We can teach our children to find an increasing satisfaction in these valuable
tolerate the weakness of others, but we should young devotees.
not expect them to respect us if we are pur-
poseful cheaters. If we say that Kåñëa con- When we train our adolescents with mean-
sciousness is the most important thing in life ingful, adult-level work and engagement in
but then send, our children to karmé school, lofty spiritual pursuits for the upliftment of the
have we shown them that we are willing to world, the result is quite exciting. After work-
sacrifice our convenience for the sake of spir- ing with teenagers such as these, we can easily
itual life? What are we really saying is more understand how formerly a family counted its
important - the ease of following the local wealth by the number of children.
materialistic society or the austerity of follow-
ing our spiritual master? The same is true for
Resources Academic Aims

How to Talk so Kids Will Listen and How to Most Western high schools divide their ed-
ucational program into "vocational" and "col-
Listen so Kids Will Talk is useful as a general
lege preparatory". The vocational students
guide when working with children or adoles-
learn some very basic language, mathematics,
cents. This is clear and practical psychology.
and social studies (usually their nation's
history and/or system of government). The
Unfortunately, most literature about teenagers,
concentration, however, is on practical skills.
even when written by "religious" people, is full
It is ironic, however, that such skills are taught
of glorification of material life. These books
at great expense in an artificial classroom.
are therefore suggested with much reservation:
These students then graduate without
All Grown Up and No Place to Go, David
experience in their chosen field. The
Elkind, Addison Wesley. Elkind describes the
preparatory students have an intense study of
mental and physical changes of adolescence
academic subjects to enable them to go to
with suggestions for providing a smooth
college. These students often question the
transition to adulthood.
practicality and relevance of their instruction.
Preparing for Adolescence, Dr: James Dobson.
Our dilemma is how to follow Prabhupäda's
Here are many practical ideas for helping the
instructions within the Western system. Why
teenager deal with moral and emotional issues.
within the system? Until and unless we have
This book clearly shows how schools can help
our own society, we must prepare our children
or hurt the adolescent.
to work as the present adults in ISKCON. We
cannot expect them, on their own, to establish
Ten Mistakes Parents Make With Teenagers and
a radically different way of living and inter-
How to Avoid Them, Jay Kesler, Wolgemuth
acting. The Amish, for example, have large,
and Hyatt Publishers. Kesler' deals with
established communities. They can, in Amer-
everyday situations and gives mostly excellent
ica, take exception to the compulsory atten-
advice on how to create a relationship between
dance laws and formally educate their children
adolescents and parents/teachers that is
only up to age fourteen. The teenagers then
balanced between control and respect.
work under the direction of the adults to learn
a practical trade.
Adolescence, John W. Santrock, Wm. C. Brown
They do, of course, have some problems with
Publishers. This hefty textbook covers all
their teenagers, because their philosophy is
aspects of adolescent psychology and behavior
very narrow and intolerant. It is also
. It discusses various theories about adolescent
unreasonable. Still, three-quarters of their
intellectual/ emotional/social development. It
children are satisfied to live a very simple life
examines how the experience of adolescence is
surrounded by the industrial age.
modified by the individual's society, family
structure and relationships, economic status,
Some devotees would like to have only a Vedic
and other factors. There is a chapter
system of education and vocational training
specifically devoted to schools.
for teenagers. We need to seriously consider
our children's future before acting rashly. We
also need to take the adolescent's feelings into
consideration. Does he want to go and start
his own varnäçrama community while the rest
of the local adult community continues to
preach in the city? Does he want his options
for devotional service curtailed?
 cation, even if they prefer that he not attend
A very honest view of our current ISKCON college. They feel that he will be better pre-
situation forms the basis for our vision of aca- pared for varieties of service with this possi-
demic aims. We are not trying to serve two bility. Most ISKCON students, leaders, and
masters - we want to serve only Kåñëa, using educators share this view. At the same time
our intelligence and present situation. we really don't want any of our students living
in a dormitory with sinful materialists: Nor do
All adolescent devotees should learn to listen, we want them to spend hours in classrooms
speak, read and write clearly and effectively. with atheistic and degraded teachers. There
They should be able to execute all basic are solutions.
mathematical computations, and know how to
solve everyday mathematics problems. They First, we must make sure that qualified stu-
should have a working knowledge of basic nat- dents have the academic background neces-
ural laws governing simple machines; weather, sary. This varies from country to country. A
etc. They need to be familiar with the work- sample of graduation requirements is given in
ings of their local and national government, so our "formal classroom section”. Students need
to understand how to preach in their area. to take the college entrance examinations
They need to know common facts so as to required in their area. In America, the SAT is
understand the allusions of their culture. In essential. Some colleges require the ACT as
other words, if someone refers to Stalin or well. These tests can be taken at a local public
Abraham Lincoln, or the French Revolution, school. Parents inform the school that they
our students should know what they are live in the district and want their children to
talking about. The same is true, perhaps to a take the test.
lesser extent, for famous quotes that imply a These tests are given when the students are
larger knowledge of the context from which seventeen or eighteen, beyond the compulsory
they are taken. Our students must know how attendance age. Students are therefore not
to think logically and clearly. Do these goals required to attend the public school to qualify
seem too academic for the "vocational" for test-taking. If
student? If we want a student in school, a student graduates from an ISKCON high
rather than doing practical service, we must be school program before age sixteen, there may
willing to teach him the basics. The more be a problem. Parents or teachers in such a
academically inclined student can, of course, situation can contact a local favorable private
go beyond these simple aims. school, or a local home schooling
organization. We are not familiar with the
In our "formal classroom" section of this process for taking these exams in other
chapter, we detail specific goals for each sub- countries.
ject area, academic and vocational. Each
temple will be able to offer courses based on If a student does well on these tests and has a
the expertise of local devotees, as well as a good record of achievement in school, he can
wide range through correspondence. It is im- now apply to a college. There are several
portant to establish written goals for every choices for devotees.
projected course.
1. The student starts by taking courses of
a local community college while learning
Preparing for College practical devotional skills from adult devotees.
Or he can take accredited correspondence
courses on the college level. Some of these
course credits can immediately transfer to "an
We would like to address here the issue of accredited college. For the others, he takes the
college. Many, many devotee parents want CLEP test (College Level Examination
their child to have the option of a college edu - Program) in that subject area. By the time the
student is twenty or twenty-one, he has accu- 5. A student could go from high school
mulated college credit and practical experience directly into his service without thought of
with very limited contact with materialists. He college. We should note here that one can get
can now apply for an independent adult a high school diploma that will not allow him
degree program. He may be able to get credit to immediately enter college. (He would have
for his work in Kåñëa consciousness in to take additional courses at, for example, a
addition to his formal learning. In such an junior college.) If we give a student a college
independent program he generally has to preparatory diploma he can apply for admis-
attend few or no classes on a formal campus. sion to college at any time in the future.
All courses can be taken through
correspondence or individual learning con-
tract. In this way he can achieve the desired
degree without sacrificing his sädhana or his
association. We should note that such
Resources
programs are possible in virtually any part of
the world.
For basic academic guidelines (in America -
2. The student may choose to take a in other countries contact your local
complete break from studies and concentrate government office):
on learning a vocation - from preaching and
püjari work to farming. After a few years or, "SCA Guidelines" pamphlet subtitled,
many, he can take up college as an "Speaking and Listening Competencies for
independent adult student. He will most High School Graduates" from Speech Com-
likely be able to get college credit for his work munication Association, 5101 Backlick Road,
by assembling a "portfolio". This independent Suite E, Annandale, VA 22003
work, again, can be done off campus, with
devotees. "Typical Course of Study" booklet from World
Book, Inc. Merchandise Mart Plaza, Chicago,
3. The student may choose to fully attend Illinois 60654
a local college while living in the association of
devotees and attending the devotional For alternatives to a traditional college educa-
program. Such a student should have a firm, tion (anywhere in the world):
clear, goal for his program of study.
Bear's Guide to Non-Traditional College Degrees
4. Students may be able to do college- and College Degrees by Mail, Ten-Speed Press,
level work without a degree by training in P.O. Box 7070, Berkeley, CA 94707. (They
practical experience. For example, a student will also provide personal counseling services
whose parent or äçrama teacher is expert in for a very small fee.)
animal care could learn enough to become a
veterinary assistant, or work with ecological It would be wise to narrow down one's college
research. I have met teenagers in such a situa- choices by using this book, along with
tion. We should note, however, that as long as guidebooks such as Lovejoy's that are available
the modern technological society exists, it will in any library. Then the prospective student
at some point demand academic credentials needs to talk to the admissions staff of the
from some of its members. Students who want colleges in which he is interested.
to work within Western society, as devotees,
but who don't want to play the "game" of col- For SAT information:
lege degrees, may find that they need them
sooner or later. College Board ATP, P.O. Box 6200, Princeton,
N.J. 08541-6200, (609)771-7600; (415)654-
1200
Some excellent books to help students prepare achieve the flexibility that will make the
for the SAT are available from John Holt's program acceptable.
Book and Music Store, 2269 Massachusetts
Ave.,Cambridge, MA 02140; (617)864-3100. Some students who are otherwise enrolled in a
local formal program, or a program of
The books we suggest are: apprenticeship, may want to take a few
Cracking the System, Standing up to the SAT, courses by correspondence. This can be very
and Ten SAT's useful when the student has strong interests
that cannot be met by the local devotee
For ACT information: community. Of course, such a student would
ACT Registration Department, P.O. Box 414, not be "enrolled" or receive a degree from the
Iowa City, Iowa, 52243; (319)337-1270 institution.

Many English-medium high school courses are

available through correspondence. Some offer
Possible Programs accredited degrees, but all would enable a
student to enter college, if desired. Most of
these courses are available in any part of the
world. We are not specifically aware of corre-
spondence courses in languages other than
Correspondence English, but feel confident that many such
courses exist. Devotees outside of North
America can contact homeschooling organiza-
Correspondence school essentially means tions, local government-run schools, and local
that the teacher is at a distance. The job of the government officials.
adult parent or teacher who lives with the stu-
dent becomes that of supervisor. This type of
program is very useful when there is no
organize d educational program for teenagers,
Resources
the parent or teacher feels himself unqualified
in the subject matter, or the homeschooling
parent doesn't have the time for intense in- The Big Books of Home Learning, Mary Pride,
volvement in the student's education. Crossway Publishers

The drawback of correspondence is that the Some correspondence programs available in

student is, to some degree, learning from a English (not all have been thoroughly per-
non-devotee. We must, therefore, carefully sonally reviewed. We present these as possible
choose correspondence programs. Adults in candidates for devotee's education, and to give
charge must look over the material and take the reader some idea of the possibilities):
the time to explain anything troublesome.
Provide Complete Correspondence Courses:
Most correspondence courses don't require
that students take every course offered in  A Beka Video School and/or A Beka Cor-
order to graduate. Some programs (such as respondence School, P.O. box 18000,
Alpha Omega and Home Study International) Pensacola, FL 32523, 904-478-8933 -
will allow the parents to substitute their own grades K - 12
religion course, rather than using their Bible
program. If devotee teachers or parents feel Yes, this is expensive! This is very, very for-
that a program is basically sound, they can mal with a fairly strong Christian orientation.
usually negotiate with the organization to It is something like having a school come to
your home, as the parent does little real  Basic Education, P.O. Box 610589, D/FW
"teaching". Airport, TX, 75261-0589, 800-275-2289-
grades 1-12, some college
The system for elementary school is that,
about every two weeks, they will send you ten This program is structured physically the same
video tapes! They simply tape their school and as Christian Light and Alpha Omega. That is,
then send it to you. In addition, you purchase each subject for each grade level is divided
the corresponding books. This program is ex- into twelve booklets so that a student can start
tremely formal and regimented. in different places for each subject. There is a
placement test, and a particular student can
Starting in seventh grade, in addition to the start in the beginning of sixth grade English,
"full program" described above, separate middle of seventh grade math, and end of fifth
courses are available so, for example, you grade social studies, for example.
could purchase a video to teach a high school
subject with which you are unfamiliar. The texts are designed to be entirely self-in-
structional, with the students correcting their
 American School, 850 E. 58th St., Chicago, own work. Parents can buy the materials and
IL 60937, 312-947-3300—grades 9-12 keep their own records, or enroll in Living
Heritage Academy which provides a moderate
This is a very inexpensive way to get an ac- amount of services, such as record keeping.
credited high school diploma. This course Parents will have to do a bare minimum of ac-
caters mainly to adults who did not complete tual teaching after the child learns basic read-
high school. Students of normal high school ing and writing.
age need to be motivated. The parents need to
provide general supervision, not teaching. The main criticism of Basic Education is that is
Most of the materials will be similar to that it mostly memorization. The courses do seem
used in public, government schools. The to be moderately challenging, and most of the
program is formal and entirely textbook-based. material is interesting. They do not, however,
Even science courses that generally require lab encourage much creativity, the element
work can be taken as a theoretical only (no sacrificed to achieve self-instruction. Learning
lab) course. is entirely formal and textbook-based,
although students can progress at their own
The emphasis here is practical. Therefore, the pace.
materials are not as concerned with in-
doctrination as the typical public school fare. Basic Education now offers two computer
However, expect some objectionable material, aided curriculums that are coordinated with
particularly regarding evolution. their texts. The program for IBM compatibles
seems very exciting, as it provides more inter-
If you would like your child to get a high action than the texts alone, add gives students
school diploma with this school, it is training in computers, as well.
important that you enroll them for the full
four years or make sure that whatever work There are two types of curriculum offered by
they do before enrolling is with a fully Basic Education: the colored PACES for slower
accredited institution. learners, and black and white self-pats for
average to above-average students. In both
The American School will not accept work these curriculums, the academics in the early
done at home after eighth grade. grades goes very slowly, and students will be
slightly "behind" those on most other
It is possible for a motivated student to finish programs. However, students not only "catch
high school fairly quickly with this program. up" in the later grades, but often excel, if only
using these materials.
Devotees who feel unable to teach have ex- Their diagnostic test allows you to place a
pressed satisfaction with the program. It is student exactly at the academic level that
also used by some ISKCON schools. Some corresponds to his knowledge and skills.
devotee schools use a particular course, Additionally, each subject for each grade is
especially at the high school level, if a student divided into twelve parts, with a separate
has an interest in a subject for which there is booklet for each part. Therefore, a student can
no teacher. start at the middle of fifth grade math, near the
end of seventh grade English, and the
Ironically, it is the success of this program in beginning of third grade science. Students
meeting its own goals that make it unsuitable also can progress at their own pace.
for many devotees. There is no separate Bible
course, and fundamental Protestant Christian- Christian Light offers three options for
ity is literally woven into almost every enrollment, from just buying whatever books
sentence of every book. While at first, you want to counseling and record keeping.
devotees find that they can apply the sectarian Alpha Omega just sells their texts (and many,
concepts to Kåñëa consciousness, the students many related educational supplies.). Summit
and teachers generally tire of the constant Christian Academy offers record keeping, test
stream of dogma. This is often a serious grading, and other services using their
objection to the program in general. materials. The Sycamore Tree can also assist
parents with Alpha Omega.
 Christian Liberty Academy, 203 E. Camp
McDonald Rd., Prospect Heights, IL  Home Study International, 6940 Carroll
60070, 312-259-8736 Ave., Takoma Park, MD 20912, 202-722-
6570, 800-394-4769—preschool—grade
• Christian Light, 1066 Chicago Ave., P.O. 12 and some college
Box 1126, Harrisburg, VA, 22801-1126,
703434-0768; and Alpha Omega, P.O. Box Run by the Seventh Day Adventists, this is the
3153, Tempe, AZ, 85281, 800-622-3070— only fully accredited home school program
grades 112 that has a religious orientation. And, the doc-
trine includes vegetarianism, no sex outside of
These are practically the same course. The marriage, no intoxication including caffeine,
work is mostly self-instructional, but is and no gambling. Most of the secular dogma
creative and challenging. The basis is is in a separate Bible course, which is optional.
Christian, but the bulk of religious instruction Additionally, the social studies courses teach
is in a separate Bible course, which can be "regular" history, rather than Adventist his-
eliminated. The overall approach is fairly tory.
formal, but the partially programmed texts
allow greater learning and flexibility than a From kindergarten through sixth grade,
"traditional" textbook. The science course is parents can enroll their child in the complete
particularly good, emphasizing discovery and course, or choose individual subjects. The
hands on learning. Science kits that correlate parent is expected to do a great deal of teach-
with the texts are available. There may be ing from kindergarten through grade six, simi-
some difficulty with the social studies courses lar to that which would be required in a
in the upper grades, where the focus is on the school. The manuals are complete, explicit,
history of a particular Christian sect, and easy to use.
particularly with the Christian Light version.
The English series from either publisher is one Some of the materials, such as early reading
of the best available from a correspondence and grades 3-6 math, are acceptable but not
course. The math is good, although some outstanding. Overall, however, particularly
students find the high school level confusing.
with texts they have developed themselves, This is like getting the best public school at
this is academically superior. home. The material is academically challeng-
Starting in seventh grade and through college ing, with little or no busy work. Students can
level, students must enroll for the complete purchase a particular course, but for an ac
course. Whereas many home school providers credited high school diploma, one has to
ask that the student or parent correct daily enroll in the full program. No substitutions
work, Home Study International has the are allowed. The program will accept
student turn in all work to be corrected by transcripts from non-accredited schools, on
their teachers. At the high school and junior condition that the student passes an ITD test.
high levels, the texts are self-instructional.
Therefore, the parent only has to make sure The courses are self-instructional, with all
that the student is following a schedule and work sent to the school. This program is used
sending in work. by high school students who compete in the
Olympics, and by children of diplomats. The
This program is very formal and academically material and texts, of high academic quality,
challenging. They will, however, allow some are secular and will contain objectionable
room for individual requests. For example, if material, such as evolution.
you would like to use a different math book,
you may write an explanation to the director Students can progress at their own pace, and,
of the high school program, who will consider as this program is part of a university,
your request. They will accept transcripts advanced students often take college courses
from non-accredited schools, even at the high (for credit) in their senior year. There are
school level, but each case is judged also, independent study courses offered at the
individually. You could probably enrolll your university level, so this might be ideal for a
child for the last two years of high school, or high school student who wishes to continue
even just the last year, as long as you had his education in the same way.
complete and accurate records, and preferably
test scores such as the PSAT and an achieve- The program is, of course, expensive. It is not
ment test. unreasonable,' however, for 'the services
offered. Books and materials are extra, but all'
As one can imagine, this program is expensive: supplies (including science equipment) can be
There is a small enrollment fee, and then each purchased directly from the school.
course is costly, over two hundred dollars at
the high school level, for example. Books and • Summit Christian. Academy, Suite 100,
supplies are additional. Their book prices are 13789 Noel Road, Dallas Texas, 75240,
high, but you can purchase the same texts 800362-9180
elsewhere. At the upper grade levels, this is
certainly ideal for a family who can afford it, is Provide Courses Uniquely Designed for Your.
very interested in an accredited high school Particular Needs:
diploma, and is not able to "teach”. For
elementary students, this program gives the • Clonlara Home Based Education Program,
parents a great deal of help and guidance, with 1289 Jewett St., Ann Arbor, MI 48104,
philosophically and academically superior 313769-4515
materials.
• Corvallis Open School, 960 S.W. Jefferson'
• University of Nebraska Division of Ave., Corvallis OR 97333
Continuing Studies, Nebraska Centre for
Continuing Education, 33rd and Holdrege, • Sycamore Tree, 1548-D Adams Ave., Costa
Lincoln, NE 68583, 402-472-1926—grades Mesa, CA 92626, 714-650-4466—grades
9-12 and college K—12

3-19
This is run by a Seventh Day Adventist family. believe in formal academic education at this
For a very small fee, which is refundable and level.
charged per family rather than per child, they
will give you general advice, record keeping, This is probably the only program that has
and testing. They offer a range of curriculum, special courses for academically gifted stu-
including Alpha Omega and some materials dents, learning disabled children, and even
recommended by Hewitt Research such as handicapped children. Children are also eval-
"Math it". uated as to their individual learning styles.
The course designed by Hewett Research is
This program is ideal for those who have little therefore "tailor-made".
money and a fairly good idea of what they
want. Depending on the curriculum materials Many (or most) of the textbooks and supplies
chosen, the amount of teaching the parent will they recommend (you can also use materials of
do will vary. However, the parents are de- your choice, though they must be approved)
finitely taking most of the responsibility. are of excellent quality. They favor materials
that help the child to think and understand,
The Sycamore Tree publishes a catalogue of rather than rote memorize. Most of their texts
educational materials, including a vegetarian can be purchased separately whether or not
version of "Math Mouse”. All these can be you enroll.
purchased separately whether or not you are
enrolled. Their prices for individual books is Many devotees, especially those with students
sometimes a little high. who have had some previous school ex-
perience, are very happy with Hewitt.
• Hewitt Research Foundation, 2103 B.
Street, P.O. Box 9, Washougal, WA 98671- Please note: There are other correspondence
0009, 206835-8708, 206-835-8541— schools, such as Calvert, for below high school
grades K—12 work. The schools listed above either include
high school, or are exclusively on the high
For those who favor informal education, have school level.
a fairly solid idea of what and how they want
to teach, but want some help, this is ideal. Provide Correspondence Courses in Specific
You can design your own curriculum with Subjects:
their help, and teach in your own way.
Students must keep a record of their activities Please refer to the Big Books of Home Learning
and send in a sample of their work four times for lists and descriptions of many, many
a year. The company is Christian, but is glad programs.
to evaluate work on Bhakti- shastri or other National Home Study Council's "There's a
Vedic programs. (As far as I know, this is School in Your Mailbox", ($5.00 in 1985),
unique. Other companies will allow you to 1601 18th St., N.W., Washington, DC 20009,
have your own religion course, but I don't 202234-5100. They also have a free brochure
think you can send them tests, etc.) A teacher of their current "NHSC Directory of
is available by an 800 number, and they keep Accredited Home Study Schools".
records and arrange for testing.

I do not believe this is accredited, although

other high schools and most colleges accept
Formal Classroom
their students. This is not a good program for
unmotivated or disorganize d students, nor for
parents who want little or nothing to do with To have a formal program for adolescents, do
the teaching. It is also not necessarily useful we need to have a separate teacher, building,
for kindergarten and first grade, as they do not et al? Maybe, if your school is large with
many adolescents. But, a small school can "all or nothing" problem. Many devotee ado-
simultaneously teach teenagers with younger lescents; will easily be able to complete the
students. Parents can certainly do it at home. minimally required (for their country) high
school requirements with plenty of time to
There are several options. First, parents or spare; even considering a full morning
teachers can choose a programmed or mastery program. This time should be set aside for
learning curriculum. With these, the teacher "unstructured activities".
is essentially "in the book". Such courses form
the basis for many correspondence schools. For example, a fourteen-year-old boy attends
The difference here is that the adult present the full morning program with his parent/
decides what material to present, and takes full teacher. He then has formal classes until 1:00
responsibility for testing, grading, and record- p.m. After lunch, six hours remain in the day.
keeping. This option may be the only rea- The student needs perhaps an hour of that
sonable choice for a new teacher. It is possible time to take care of bodily maintenance, or to
to teach a completely Individualized course of finish his rounds. Independent or home work
study to students on many different levels that is prescribed by his formal academic
without using such materials, but some teach- schedule may take another one or two hours.
ers in that situation may consider the That still leaves three hours per day. In addi-
"programmed" approach less of a strain. Such tion, schools generally have one or two days
courses are usually Christian and include Basic “off” per week. Some of that time the students
Education, Alpha Omega, and Christian Light. use for "chores" around the äçrama or home,
such as laundry or cleaning. He may need
Second, teachers with a multilevel and/or some time for homework. But many hours re-
Individualized program that includes high main.
school students can use an eclectic combina-
tion of concept and programmed philosophies. What can he do with this time? We can allow
This is fully outlined in the "Scope and him to "do as he likes" but that is almost
Sequence, Multilevel" Section. Please be aware guaranteed to produce trouble. Why not allow
that some courses require a discussion class him "freedom" to learn and understand some
with close to the full attention of the teacher. useful service? For example, suppose this
Teenagers really thrive on this attention to boy's father runs a business. The boy can have
their unique academic and emotional needs. scheduled time to assist his father with the
This can still be done in a multilevel classroom business. He will then learn various office
by scheduling activities for the other students and/or business procedures. After this-time,
during this time that don't require much say an hour, he can have time to develop his
teacher intervention. interests: gardening; computer programming;
music. His parents, teachers and the adults in
Schools that have enough students and the community can ask him to complete pro-
teachers for a whole classroom structure can jects that are related to his interests and which
use the formal curriculum outlined in Chapter require him to learn various skills. However,
14, "Course Overview Level Four". A parent there is no "formal" classroom or learning ex-
with one or two teenagers could also follow perience, as such.
such a program.
Suppose this boy is attracted to preaching. He
can go with an adult to school preaching
Informal Education engagements, home programs and on book
distribution. He could assist the life member-
ship director when he visits members. Gradu-
ally he could give lectures himself.
We should start by strongly stating that for-
mal/informal learning doesn't have to be an
If no one in the community is engaged in An apathetic student will probably be better
service that interests this boy, we can either off in a program that is structured for him by
insist that he learn some practical skill anyway an adult, consisting of standard academic fare.
or have him choose a practical correspondence Give him a taste for various occupations after
program for his "spare time". school, and put him on an informal education
program when he shows personal interest and
The main point of the above programs is that drive.
they are essentially "student directed". The
boy should work as much as possible at what Third, and perhaps most important, there
interests him, and at his own pace. He may must be enough opportunities for the student
choose to do much independent study on, for to be fully engaged in useful work. This is not
example, airplanes and flight. Perhaps he then necessarily difficult. Motivated devotees can
works on models and eventually signs up for a find or create opportunity. We don't want,
training program at the local airport. under any condition, adolescents who have
much unsupervised time without engagement.
Should such students be paid for any practical That is a recipe for disaster.
work they do? This really depends on the
community and the individuals. Generally, if The problem of un-schooling exists in the
he is doing work that would normally generate cities of industrialized nations. The male
pay for an adult, he should receive some com- devotees may "go to work" or work in ways
pensation. However, minor children don't le- that don't easily lend themselves to the
gally have complete say over the spending of assistance of a fifteen-year-old boy. If the
their personal money and can even be obli- women are just cooking, cleaning, and taking
gated to turn it over to their parents. care of children, adolescent girls may feel that
they also want to learn other specific skills
Make sure that the student has engagements (such as weaving, embroidery, herbal healing).
that are actually important and needed. This
will give him a genuine education and greatly The ultimate solution to the urban, industrial
assist in the task of building a positive spiritual ISKCON centre appears obvious: don't have
identity. teenagers there. However, there is no cause
for such despair. We suggest that city dwellers
Now, what about the student who has no interested in such a program contact their
formal education during adolescence? Is it local home schooling organization , par-
possible to have a completely informal educa- ticularly those that subscribe to John Holt's
tion approach? The answer is definitely "Yes, philosophy. Growing Without Schooling is a
if..". I have met many "informally taught" useful publication, and there are conferences
teenagers and young adults who were very to help parents who desire this type of
satisfied with their arrangement. But we must training.
consider several factors.
One final note—if a totally informally taught
First, this is a decision for the parents and the student later wants to go to college, he may
student. No school administrator or teacher have difficulty. To avoid this, the student's
should push a child out of an academic activities and projects must be recorded as reg-
program. The parents and student must ular classes with grades and credits. Some
genuinely feel that a completely informal correspondence, or umbrella schools, such as
program is advantageous over the standard ap- Clonlara in Ann Arbor, Michigan, can greatly
proach. help the parents who want total informal edu-
cation with a college option. It is possible, but
Second, the student must have enough mo- must be carefully planned for in advance.
tivation and desire to learn in at least one
specific area for such a program to succeed.
 others tell me that they are well behaved,
Travelling with Teenagers to genteel and generally different from their
Preach materialistic contemporaries, it is very
encouraging.
by Lakñmé Moné Devé Däsé
Aside from the benefits for me as a teacher, the
For two years now I have taken my äçrama of girls find it a wondrous adventure in Kåñëa’s
eight teenage girls travelling for the month of service which they remember all year and
July. Come to think of it, we travel a lot all anticipate 225 days in advance. it comes in
year but mostly short one or two day programs second only to Çréla Prabhupäda's marathon in
to nearby temples and preaching engagements. December. They ain great conviction in the
In the summer, however, we all go out. philosophy of Kåñëa consciousness as they see
Packing academic books and teacher, food, first-hand what the material world is like and
shelter and clothes into a maxi van, we head that we aren’t just painting a false picture.
down the nation’s highways, stopping at camp-
grounds and temples, distributing Kåñëa’s In meeting non-devotees and talking about
pastimes and the philosophy of Kåñëa Prabhupäda's books, they learn to see the
consciousness. weaknesses in other philosophies and the
infallibility of their own. Several girls have
It is amazing to see these uncontrolled teenage pointed out to me that by seeing how strong
minds and senses somehow unite into a Kåñëa consciousness is all over the United
cohesive troupe of wandering preachers. As State and meeting other devotees, they felt
the travel, these girls profoundly affect more confident in giving their lives to
everyone they meet, both devotees and ISKCON.
potential devotees, with their purity and
religious intelligence. They support themselves by their (and our)
book distribution, stopping here and there in
I think that as a teacher at home in gurukula, I otherwise unexplored villages and towns, sari-
tend to underestimate the actual spiritual clad and tilaka-adorned, to give out books and
qualities and abilities that my students have magazines to anyone they meet.
imbibed after endless hours of constant
repetition of Çréla Prabhupäda's philosophy. They are eagerly received in all ISKCON
On this excursion I get to see them through centres for their plays and bhajanas which are
the eyes and minds of others who are performed with great care and attention - the
experiencing them for the first time or in a product of hours of dedicated, selfless hard
comparative way. The input definitely practice. They work together as best as their
provides a fresh vision which is often adolescence will allow, to cook, camp, shop,
rewarding and enlightening. pump gas, travel, swim, play, preach and act
together and come out with deep friendships
Many would-be or used-to-be gurukula and topics of conversation based on real Kåñëa
personnel complain that it is a thankless task, consciousness experiences.
at least within the immediate present but
watching these girls preach and hearing the The overall outcome is a refreshed
appreciation that comes from everyone that determination to advance in Kåñëa
meets them, it is very rewarding. it tends to consciousness. Surprisingly enough, although
ease the feelings of fruitive urgency and they relish the travelling experience, they also
frustrated concern for the future that plagues develop an appreciation for the regulation of
me when I deal with the girls routinely. their normal lives and comeback enthusiastic
Sometimes it seems hopeless because I become and ready to resume their regular gurukula
blinded by their persistent deviation from program.
basic gurukula rules and regulations and when
Drug Free
By Urmila Devi Dasi

IT'S RATHER COMMON now in Another reason for the urge for
America—a sign proclaiming "Drug-free intoxication is modern society's equating
School." But teachers, parents, and happiness with escape and delusion.
students know the idea is a joke. According to Bhagavad-gita, such delusion
Intoxicants—tobacco, alcohol, marijuana, is happiness in the mode of ignorance, the
cocaine—rage through the minds and lowest of the three modes of material
bodies of young people practically nature (goodness, passion, and ignorance).
everywhere. Some intoxicants may seem to promote
passion, as they speed up physical and
Studies, treatments, and educational mental processes. And some intoxicants
programs have done little. Rather, children seem to mimic the effects of goodness by
are taking intoxicants at younger ages, and imitating a sense of peacefulness (it's really
use is increasing. Modern society knows just lethargy) or "consciousness
that intoxication brings crime, cruelty, expansion." Yet all intoxicants produce
illness, laziness, accidents, family only varieties of illusion and delusion.
breakups, and early death. But what can
we do to stop it? How do we give children the message
that happiness equals the ignorance of
First we need to consider why people distorting reality? By encouraging them to
take intoxicants. The urge to dull or escape from life through fantasies, fairy
distort one's awareness comes from a sense tales, parties, and amusement parks.
of futility and hopelessness. Modern Television and movies further the idea that
philosophies teach our children that all entertainment and pleasure come from
existence comes from chance interactions entering a world of illusion. In fact,
in a universe with no one at the controls. watching television creates symptoms
In schools, on television, in history, similar to those of intoxication, such as
science, or literature, the message is that increased violence, decreased attention
there are no absolutes. Truth is relative. span, false estimation of one's abilities, and
Expedience and popular whim determine difficulty showing compassion to others.
value.
Influenced by the mode of passion,
To children who see reality as having kids use intoxicants for social acceptance.
no ultimate goal, the future looks empty. A In fact, mild forms of intoxication are so
sensitive child can understand that life in much a part of the world today, regardless
the material world is basically miserable of the country or culture, that not only
and temporary. And if the present life is peers but also parents and family elders
everything, with nothing beyond death routinely initiate children into smoking
and gross matter, why not create a more and drinking, or at least ingesting
pleasant reality—at least within one's caffeine—in caffeine-laden drinks and
mind? chocolate.
 We can keep or save our children from happiness means full alertness and
intoxicants first by giving them thorough expanded consciousness, so children who
knowledge of the purpose and plan of perceive love for God will tend to avoid
creation. From a young age, a child should anything that will limit their awareness.
know that he or she is a pure soul, capable
of achieving unlimited spiritual happiness The natural inclination of a child to
in love of Krsna, both in this life and play, hear stories, and celebrate should be
beyond. Children need to learn that the directed not to illusion but to the supreme
miseries of life result from our rebellion reality, Lord Sri Krsna. In that way a child
against the authority and love of Krsna, can transcend the material miseries rather
the Supreme Person. We get free of misery than try to cover them.
not by ignoring or covering it but by using
our free will to serve Krsna. Besides And if a child's community is filled
receiving theoretical knowledge of such a with people who don't include the dulling
view of life, our children should be around or distorting of consciousness as part of
people whose lives exemplify their festivity and social acceptance, pressure
spiritual vision. from peers and elders will work in a
positive way to give the child a sober
By living with people who think and lifetime.
work in harmony with Lord Krsna,
naturally our children will experience
happiness in the mode of goodness, and
even happiness beyond any material
happiness they can imagine. Spiritual
Higher Vocations
By Urmila Devi Dasi

Srila Prabhupada Wanted Iskcon's 3. Open a shop for books and

educational system to produce high-class devotional paraphernalia.
people, high not in wealth or status but in 4. Publish devotional books.
character. We often describe the ideal 5. Sell Krsna conscious books retail or
character of a brahmana (intellectual) as wholesale.
tolerant and austere, of a ksatriya (civic 6. Farm organically with oxen and sell
leader) as heroic, and so on. Yet for the produce.
training of our children, Srila Prabhupada 7. Cook and sell baked goods to stores.
also emphasized another quality: 8. Teach courses that include a Krsna
independence. conscious perspective.
9. Produce and sell Krsna conscious
Brahmanas, ksatriyas, and vaisyas music.
(farmers and merchants) can create their 10. Sell Krsna conscious art.
own vocations. Whether working directly 11. Write educational computer
in the service of Krsna or working to software for Krsna concious schools.
maintain their families, they don't need to 12. Sell items or services useful to both
beg from others, and they don't need much devotees and nondevotees (such as
supervision. Such higher-class persons, groceries, cars, office supplies, tools,
willingly obedient to the spiritual master, computers, printing, layout, electrical
are self-disciplined and therefore self- work, health care).
reliant. When we understand this kind of 13. Develop a Krsna conscious theater
independence, we remove the problem of company of a professional standard.
finding a vocational "place" for our 14. Start your own ISKCON center for
children. They don't need to beg work spreading Krsna consciousness.
from anyone, in or out of ISKCON. For
the self-disciplined, independent person, is Here are some suggestions for fostering
there not unlimited work, unlimited a higher-class mentality in your children, a
service? mentality in which they'll find positive
ways to function independently.
Make a list with your child of ways to
spread Krsna consciousness. Surely he or Don't think in terms of getting your
she will have the ability and the son or daughter a good job and tying them
inclination to perform some of them. to mundane schooling for that purpose.
Many will also provide income. Your child Let your child know that striving for "job
can choose a service and begin to prepare security" by waiting upon others is less
for it. important than becoming Krsna conscious
and teaching Krsna consciousness.
Here are some ideas:
Put emphasis on practical education.
1. Open a prasadam restaurant. From age eleven to age fourteen, let your
2. Open a health-food store and sell children spend lots of time with adults
prasadam and Krsna conscious books. who can train them in practical work.
Most adolescents benefit from friendships If a child of sixteen or older still
with their peers. But learning practical depends on you for money, treat him the
service from adults and making spiritual same way you would a friend in that
friendship with them may provide a deeper circumstance—and expect the same
relationship that is more valuable for compliance with rules.
bringing out good character.
See adolescents as useful members of
Give the child some social, economic, society and give them opportunities to feel
and familial responsibility, at least by age useful.
twelve. For example, a fifteen-year-old can
regularly volunteer some time at the local Train children from as young as
temple for a Krsna conscious project such possible to use intelligence in Krsna's
as Food for Life. Even a twelve-year-old service.
can do valuable service or earn money that
will mean something for a family or a Reward them for doing things
project. And as children mature, they can voluntarily. Encourage vision and plans,
take on chores that demand more even if undeveloped and immature.
competence.

Give your children as much Urmila Devi Dasi was initiated in 1973
responsibility as they can handle. But for and has been involved in ISKCON
children under sixteen, be strict in giving education since 1983. She, her husband,
strong direction in moral and spiritual and their three children live at the
decisions. Srila Prabhupada taught that ISKCON community in Hillsborough,
children under sixteen should be dealt North Carolina, where she runs a
with so firmly that they won't even growing school for boys and girls aged 5-
consider disobeying. Especially, it's up to 18. She is the major author and compiler
you to set guide-lines on such matters as of Vaikuntha Children, a gurukula
what they read, what they watch on TV, classroom guidebook.
how they treat intoxicants, and how they
behave toward members of the opposite
sex. We don't tell a fourteen-year-old,
"Now I've informed you about marijuana,
but it's your choice." We simply forbid it.
Teens and Celibacy
By Urmila Devi Dasi

CELIBACY IS SUCH an important part And schools aren't the only place kids
of Vedic education that the Sanskrit word learn to think well of illicit sex. Role
for student is brahmacari ("celibate"). The models such as those on television, on
pressure to give up celibacy begins, of radio, and in politics keep reinforcing the
course, in adolescence, the most message. Parents add to the negative
dangerous age and often the turning point influence by using contraceptives or
of one's life. Young adults need guidance cheating on their marriage vows.
before and during the teenage years to
recognize and follow the right path. The result, of course, is that children
enter adolescence with attitudes that lead
Celibacy trains adolescents for self- them away from self-realization, or even
restraint, whether they stay single or get civilized life. The illicit sex that results
married. It develops their inner strength, from years of indoctrination leads to
self-control, and good character. It also chaos. Yet the very educators and
fosters good health and a fine memory. politicians who promote illicit sex to
children talk on about fatherless families
Without celibacy we can never realize and unwanted kids who turn to crime and
that we are spirit soul, distinct from the drugs.
body. Sex reinforces the illusion that we
are these bodies. Sexual attraction and its To be trained in celibacy, our young
extensions in family and society are the students should live with people who take
main knots that bind us to material pleasure in Krsna consciousness. Our first
identification. Vedic education aims to free task is to shield our children from
the child from these knots so the materialistic influences and surround them
adolescent can act on the spiritual plane. with positive, transcendental life. That's
the only way to get them ready to face
Children, of course, have no their transition into adulthood.
knowledge of sex. How do we train them
to value celibacy before they reach But childhood training isn't enough.
puberty? By association and environment. Prabhupada told us we must carefully
guide our children during their teens.
Modern educators know well how Then surely they will come out first-class
children's early impressions influence their Krsna conscious devotees. We should be
later moral behavior. And these educators like a commanding officer who not only
are passing on their decadent moral values trains his solders but also serves with them
to our children. For example, the New on the battlefield.
York City public school board recently
introduced textbooks in the first grade that Traditionally, a spiritually guided
show families with two "mommies" or two society helped young people with good
"daddies," to get children used to association, vocational training, and
homosexuality. marriage. Our teenagers need to train and
study with Krsna conscious friends and
teachers. Otherwise, Prabhupada once and through astrology. The wishes of the
said, if from twelve to fifteen years of age boy and girl are also important. Once the
they go to an ordinary school, by bad families and the boy and girl agree, a
company they become rotten. It is sad to period of occasional, supervised
see this happen to a child who had strong association begins. It's as if the parents
childhood training and could have become introduce their child to a suitable mate
a first-class human being. and then chaperone formal "dates" to
prepare the children for marriage. When
Despite the best training and the best the children are old enough to marry, the
company, most teenagers want to associate girl may still spend long regular visits at
with the opposite sex. Therefore, Vedic her parents' home so she may gradually get
culture prescribes early marriage, on used to being a wife. An extended family
religious principles. That kind of marriage makes this easier by helping the new
makes the mind peaceful and receptive to couple in their duties and relationship.
spiritual instruction.
This time-tested process can be easily
Parents must help their sons and followed today. The girl engaged to a
daughters find suitable marriage partners, suitable boy doesn't have to advertise
except for children who are going to stay herself to find a man. And the boy knows
happy in lifelong celibacy. Parents should he can't marry until he becomes
understand that adolescents have only responsible. He is therefore motivated to
three choices in sexual morality: celibacy, mature into a conscientious man of good
marriage, or immorality. Because of the character.
danger in a society where boys and girls
mix freely, marriage should be Built on the early training in
encouraged. renunciation, their marriage will be
dedicated to Krsna, fulfilling our hope for
We sometimes mistakenly think that their future.
an "arranged" marriage means that the
parents force a twelve-year-old girl to Urmila Devi Dasi was initiated in 1973
marry a thirty-year-old man—and they and has been involved in ISKCON education
meet for the first time at the wedding. since 1983. She, her husband, and their three
Prabhupada gives us a different picture. He children live at the ISKCON community in
tells us of a gradual process, usually Hillsborough, North Carolina, where she
spanning several years. The parents look runs a growing school for boys and girls
for a suitable partner for their child, taking aged 5-18. She is the major author and
into account that the boy and girl should compiler of Vaikuntha Children, a gurukula
be equal in character, qualities, social classroom guidebook.
position, and renunciation.

The parents judge the match through

their own observations, by asking others,
Chapter 8

Influence Outside the

Classroom
You have a natural inclination as a teacher of
Drops of Nectar small children, and I think that you should
utilise it to instruct the young children of
Hamburg in Kåñëa consciousness. Children
especially are inclined to appreciate Kåñëa's
The vow of brahmäcarya is meant to help one pastimes, so begin by reading to them from
completely abstain from sex indulgence in Kåñëa book. They are not yet covered by false
work, words and mind—at all times, under all prestige and will very quickly take to tapasya
circumstances, and in all places.. No one can as if it were amusing like a game!
perform correct yoga practice through sex
indulgence. Brahmäcarya is taught, therefore, Just see the young brahmacärés in India. The
from childhood, when one has no knowledge Guru says do this, do that - immediately they
of sex life. Children at the age of five are sent do - they go out and beg all day in the hot sun
to the gurukula, or the place of the spiritual and come back with a little rice, then take rest
master, and the master trains the young boys on the floor with no covering. And they are
in the strict discipline of becoming enjoying, it is pleasurable to them to work
brahmacärés. Without such practice, no one very hard. So it is very important to train
can make advancement in any yoga, whether it children to endure all sorts of hardships and
be dhyäna, jïäna or bhakti. restrictions at the boyhood stage. Later, no
(Bhagavad-gétä As It Is, Chapter Six, Text 13- one will renounce what he has accepted as the
14, purport) standard of enjoyment, to accept a standard of
less enjoyment. So I think you should begin
Consequently, the whole world is in chaos. immediately holding class regularly and
Actually, human civilization should be based advertising for it. I understand the German
on the Vedic principles. This means that in people are very fond of kindergarten schools,
the beginning of life boys and girls should so let them send their children to us for
undergo penances and austerities. When they receiving the highest education. (Letter to
are grown, they should get married, live for Himävaté, November 11, 1971)
some time at home and beget children. When
the children are grown up, the man should Prabhupäda: So your wife came... (break)
leave home and search for Kåñëa This is Indian attitude. They do not care for
consciousness. In this way one can make the modern, civilized way of life, wasting time
one's life perfect by going home to the reading some nonsense book or going to the
kingdom of God. Unless one practices bars, the cinema, talking unnecessarily. They
penances and austerities in his student life, he do not like. Those who are old style, they do
cannot understand the existence of God. not.
Without realising Kåñëa, one cannot make his Gopala Kåñëa: No, I know many women who
life perfect. (Çrémad-Bhägavatam, 4.31.1, are very good cooks, I have tasted...
purport) Prabhupäda: They have no time to waste time
in that way. They must be inclined that "I
must prepare something nice so that my Just like our students, Kåñëa conscious person;
husband, my children or my, all friends will be if he is invited, "Come on, there is a nice
very pleased". That is their policy. I wanted picture in the cinema", no. He'll never go.
that all our girls, they should be expert. And He'll never go. (chuckles) Because he has
in America they are doing that. They should become haàsä. He is not a crow, that he'll go
learn the art of cooking and prepare very nice such places. Why? What is there? So haàsä,
foodstuffs, daily change of menu. And the here it is said, tad väyasam tértham uçanti
children should be so trained up that no more mänasäù. They reject, reject. Uçanti mänasäù
birth. And that is life. They can produce na yatra haàsä niramanty usik kñayäù. There
hundreds of children, it doesn't matter, but was an incidence in my life. I was, of course,
must be responsible that "the children should at that time householder. So one my friend, he
be saved. This is the last birth, no more birth. was going to cinema with his family, and he
I'll train the child in such a way that next life saw me. I was in the street, and he
he's going to Kåñëa, back to home, back to immediately stopped his car and he asked me
Godhead”. That is parent's duty. Otherwise that "You come. We are going to cinema". So
they should not become parent. That is I refused, that "if you give me one thousand
contraceptive: "I am not fit to train my dollars, still I shall not go to cinema" So he
children in that way, so I shall not produce dragged me. He took me to the cinema house,
cats and dogs". This is life. Why shall I but I never entered. I came back. You see?
produce cats and dogs? And Bhaktivinoda Because it was detestful. (Prabhupäda’s
Thäkura was gåhastha, he produced Bhakti- Lectures, Çrémad-Bhägavatam, June 6, 1969)
siddhänta Sarasvati. That Is one... So in this
way, if there is ideal institution, ideal mode of Similarly, if a brahmäcaré is taught from child-
living, it is happy; everything is all right. That hood, from boyhood address all woman as
is gåhastha. Produce Bhaktisiddhänta "mother," he cannot see otherwise. "S(he) is
Sarasvati. My Guru Mahäräja used to say that my mother." I remember, it is an example.
"if I can produce Kåñëabhakta as children, then Long ago, say, in 1925, long ago, so we were
I'm prepared to marry and produce hundreds in a cinema house.
of children". (Room Conversation, Bombay,
January 3, 1977) So my eldest son, as soon as he would see one
woman in the picture, "Here is another
For example, a Kåñëa conscious boy, even if he mother! Here is another mother!" (laughter)
is not very well educated by the university he would cry. Because a small child, he does
standard, can immediately give up all illicit sex not know any woman except mother. He
life, gambling, meat-eating and intoxication, knows everyone as "my mother". So if we
whereas those who are not in Kåñëa train from the childhood that "You should
consciousness, although very highly educated, treat all woman as mother" then where is the
are often drunkards, meat-eaters, sex-mongers question of anomalies? No. There is no
and gamblers. These are practical proofs of question. (Prabhupäda's Lectures, Çrémad-
how a Kåñëa conscious person becomes highly Bhägavatam, September 18, 1972)
developed in good qualities, whereas a person
who is not in Kåñëa consciousness cannot do The materialistic persons, they are simply busy
so. We experience that even a young boy in for satisfying the senses. Go to the hotel;
Kåñëa consciousness is unattached to cinemas, satisfy the tongue. Go to the cinema; hear the
nightclubs, naked dance shows, restaurants, cinema song, see nice girls, and so on, so on.
liquor shops, etc. He becomes completely But these devotees, they are not interested at
freed. He saves his valuable time from being all. The cinema is here, a few steps away, but
extravagantly spent in the way of smoking, you will never see a student or a disciple of
drinking, attending the theatre and dancing. Kåñëa consciousness will go to that nonsense
(Nectar of Devotion, Chapter One) place. Practical you can see. Why it has
become possible? It is practical. The more
you engage yourself in devotional service, the revive the forgotten consciousness of the
more you will forget your sense gratification conditioned souls, and any literature not
process. meant for reviving God consciousness is
rejected at once by the näräyaëa-parä
And as soon as you become completely devotees. Such deluding books of knowledge,
detestful for sense gratification, then you are not having Näräyaëa as their aim, are not at all
liberated person, fit for going back to home, knowledge, but are the playgrounds for crows
back to Godhead: (Prabhupäda's Lectures, who are interested in the rejected refuse of the
Çrémad-Bhägavatam, November 26, 1974) world. Any book of knowledge (science or
art) must lead to the knowledge of Näräyaëa;
Prabhupäda: In India these things are otherwise it must be rejected. (Çrémad-
entering: dog, television. And cigarette, wine, Bhägavatam, 2.5.15, purport)
has already entered.
Bahulasva: This is the degradation. (break) Any literature that has no connection with
Prabhupäda: Ah, yes. God is just like a place where crows take
Bahulasva: So much sex, everything you enjoyment. Where do crows enjoy? In a filthy
watch. place. But white swans take pleasure in nice
Prabhupäda: And not only that, horrible clear waters surrounded by gardens.
scene. (Teachings of Queen Kunté, Chapter Sixteen)
Bahulasva: Yes.
Prabhupäda: Killing and like that. The king or the executive head of a state, the
Dharmadyaksa: They sit hypnotised. They father and the school teacher are all
say we are becoming hypnotised by chanting, considered to be natural leaders of the
but actually they are hypnotised by this TV innocent people in general. All such natural
set. leaders have a great responsibility to their
Prabhupäda: No, no, that I have already ex- dependents; therefore they must be conversant
plained. We must be hypnotised. If we do not with standard books of moral and spiritual
become hypnotised by Kåñëa, then we must be codes. (Bhagavad-gétä As It Is, Chapter Three,
hypnotised by this television. (Morning Walk, Text 22)
Los Angeles, June 26, 1975)
Interviewer: What is the purpose of the robes
Only attention engaged in the service of the and having your head shaved?
Lord, especially in dressing and decorating the Prabhupäda: That is not very difficult to
temple, accompanied by musical kértana and understand. Just like you dress in a certain
spiritual instructions from scriptures, can save way, I dress in certain way. So we have got
the common man from the hellish cinema this dressing system in our Kåñëa
attractions and rubbish sex-songs broadcast consciousness movement, and this is taken
everywhere by radios. (Çrémad-Bhägavatam, from Vedic literature. A brahmäcaré should
2.3.22, purport) dress like that. And that is very economical.
Our dress is saffron dress. It does not become
Prabhupäda: So people were inclined to send dirty very quickly, and we... (break) This
their children to gurukula. Now they are dress is not very important thing, but when
inclined to send their children to cinema, this, one is initiated, he accepts the regulations
that... A difficult task to institute. (Room which I give them. So it is not that if you do
Conversation, Våndavana, June 24, 1977) not come in that dress in our temple you will
not understand our philosophy. That is not...
According to the Vedänta-sütras, the Supreme We don't mean that. But it is convenient. But
Lord is the author of all revealed scriptures, anyone who does not want to change this
and all revealed scriptures are for knowing the dress, that does not matter. We don't insist.
Supreme Lord. Veda means knowledge that These brahmacärés, they voluntarily change.
leads to the Lord. The Vedas are made just to Otherwise there are many students, just like
we have got two, three students, they are but as soon, as he is one day after he keeps
working. They come just like ordinary hair. Immediately.
American gentlemen. So there is no objection
in that way. Dress is not very important thing. Because in this age it is understood that if you
(Interview, Los Angeles, February 1, 1968) can keep hair, bunch of hair, not very nice, but
simply hair will make him beautiful. He has
Pradyumna: "The brahmäcaré should carry in no beauty still, he thinks, "I have become very
the hand pure kusa grass, dressing himself beautiful by keeping hair". So this should be
regularly with a belt of straw, a deerskin avoided. In this age, of course, this jaöä is not
garment, a bunch of hair, a staff, and water possible. If you keep jaöä, then when you go
pot, as well as the sacred thread? on the street for begging alms for guru, then
Prabhupäda: So description of brahmäcaré is perhaps you'll be chained (changed?) by so
going on, here the dress. The dress should be many animals here. So it is better to remain
as simple as possible. So the jina means the clean-shaved. It has no botheration, no taking
deerskin. That is very essential because care of the hair. (Prabhupäda's Lectures,
formerly the brahmacärés used to go to guru- Çrémad-Bhägavatam, April 15, 1976)
gåha . In those days the guru-gåha was not
palatial building. Now if you haven't got Interviewer: Now, one more thing, you have
palatial building nobody will come. The some paint or colour down your forehead and
different stage. But actually brahmacäré, the your nose and on all your followers who are
guru also, they were living in the forest, and here in the studio.
brahmäcaré used to go that guru-gåha. So the Prabhupäda: Yes. These marks are a temple of
deerskin in the forest is very essential. Just Kåñëa. We mark these different twelve parts of
like we take some blankets. We can spread the body. The idea is that we are being
anywhere and sit down. Deerskin, it is said protected by God from all sides. (Interview,
that if you have got deerskin, you can sleep in San Francisco, March 12, 1968)
the jungle; the snake will not touch you. That
is the dravya-guna, the special effect of The next point is that you should dress just
deerskin. Either tigerskin or deerskin, if you like perfect American gentlemen, but the çikha
sit down, if you sleep, the snakes will not and tilaka must be very prominent. Coat,
come.... pants, necktie, and everything, brahmacärés
and gåhasthas, they can put on, because you
Jaöä. Jaöä means the bunch of hair. Means you are not sannyäsés. In the temple, you can dress
should not take care of the hair. Then as brahmacäré, but in order not to become
automatically it will become jaöä. If you apply ridiculous in the eyes of others, outside you
very nice coconut oil and with comb you dress should dress just like a very nice perfect
very nicely, then there will be no jaöä. The aristocratic American. So there is no
jaöä means don't care of your hair. If you want objection. But we must have always our tilaka
to keep hair at all... First of all, there is no and çikha and there is no compromise for this
question of caretaking if you become clean- purpose. (Letter to Brahmänanda, October 6,
shaved. There are two processes. 1968)

A brahmacäré, either he is clean-shaved or he By dress, one will understand. That vermillion

keeps his hair without any taking care. That is sign means she is married. When she is nicely
two processes. Jaöä kamaëòulün. Not that "I dressed, oh, she has her husband at home.
shall keep my hair". Now in the Kali-yuga the When she is in white cloth without any
hair is very valuable thing, life and soul. I ornament, she is widow. When the siti.. What
have seen some of our disciples. As soon as is called in English, siti? This? Parting. If it is
he's out of this camp, immediately hair, not in the middle, it is in side, she is a
immediately. I have seen so many. When he prostitute. So woman should dress in such a
was within the camp, very advanced supposed, way that man will understand. And not
married, she will not have this veil. It must be When thus protected, women as a class remain
open. So anyway, these are social customs in an always auspicious source of energy to man,
the Vedic civilization . (Prabhupäda's Lectures, (Çrémad-Bhägavatam, 4.21.4, purport)
Çrémad-Bhägavatam, May 9, 1973)
So you leaders see that the Kåñëa conscious
Guest: Is the exterior clothing important? standards in regard to initiation, cleanliness,
Prabhupäda: Ah? dress and activities of the devotees, the restric-
Guest: Is the exterior identification tion of association between men and women,
important? all be strictly followed. Devotional service
Prabhupäda: Yes, important. Just like cannot be done whimsically. (Letter to
officially the policeman must dress, but a Mädhavänanda, January 1, 1974)
policeman sometimes in ordinary cloth also,
that's his duty . But that is special case. But As far as the children are concerned, people
external, external dress is also required. By... are accusing us sometimes that our children
In the dress of a police if he is a thief, that is are undernourished, underfed and note cared
very dangerous. That is very dangerous. Just for properly. So it is good that you are seeing
like this dress of sannyäsé, saffron cloth, one that they are happy and healthy. They should
will respect that "Here is a sannyäsé". But if be given milk at least 8 ounces a day if
he is a thief in a dress of a sannyäsé, that is possible 16 ounces a day. däl, capäöé, rice,
dangerous. (Questions and Answers, Hawaii, vegetable this will keep them fit. If possible a
January 17, 1974) little bit of fruit also. As for fixing up the deity
house in Dallas with marble altars, this is not
Tamala Kåñëa: She doesn't cover her head. necessary for now. We shall see later on. For
And l noticed the thing that when we're the time being organize the health, education
sometimes passing in a car in Bengal I notice and care of the children and continue the deity
that the women, very often, they don't.. It's worship as it is going nicely now. (Letter to
more in this state than anywhere else, they Jagadiça, December 28, 1974)
don't cover their head.
Prabhupäda: No, no. The system is when the Every parent wants to see that their children
woman is at the care of father she does not are taken care of very nicely. That is the first
cover but when, she is, under, the care of duty. If they are not healthy then how they
husband she must cover. By dress you can can prosecute their education? If they are
understand what she is, whether she is widow, undernourished it is not good for their future
whether she has got husband, whether she is activities. They must have sufficient quantity
Prostitute. Everything by dress you'll of milk and then däl, capäöé, vegetables and a
understand. (Morning Walk, Mäyäpura, little fruit will keep them always fit. There is
January 22, 1976) no need of luxurious fatty foods but milk is
essential. A big building is also very good for
A welcome offered by unmarried girls who are the children's health. They can move freely
internally and externally clean and are dressed and run and jump. (Letter to Satsvarüpa,
in nice garments and ornaments is also October 9, 1971)
auspicious. Kumaré, or unmarried girls
untouched by the hand of any member of the Prabhupäda: He used to collect all these
opposite sex, are auspicious members of things for guru's cooking. Kåñëa went to
society. Even today in Hindu society the most collect with Sudäma Vipra, and all of a sudden,
conservative, families do not allow unmarried there was cloud and rain, and there was too
girls to go out freely or mix with boys. They much water, and they lived upon a tree for the
are very carefully protected by their parents whole night. Then Sändépani Muni, other
while unmarried, after marriage they are students, came and rescued them.
protected by their young husbands, and when Pusta Kåñëa: Now we have to collect to pay
elderly they are protected by their children. the electricity bill.
Prabhupäda: These things are wasted. It can Suppose we make no conscious effort to set
be utilised. The children, they'll gladly collect such standards? Our standards will naturally
it. It will be like their sports. All the children flow to the lowest point of our local commu-
will come and collect. Just see. Their energy nity. Not setting standards doesn't mean that
is utilised, the nature's gift is utilised, and no standards have been set! It simply means
there is no expenditure. (Morning Walk, that standards are established by the behaviour
Johannesburg, October 21, 1975) of the most fallen person in the devotee com-
munity. In other words, the children will
Prabhupäda: Our grandmother used to engage quickly accept whatever is the most deviant
us for watering work, these pots. And that behaviour and life style that is acceptable for
water was brought from down, two, three "devotee" adults. The sad truth is that almost
stories down, and we used to bring and put. all the children will tend to gravitate toward
That is good exercise and sport also, this most extreme end of acceptability.
competition between children. (Morning
Walk, Mäyäpura, March 12, 1976) We could compare standards to a fence around
a pool.* When the standards are too liberal,
Teach the small children to play Kåñëa games: we can compare them to a fence that is
one child is a cow, another is cowherd boy, precisely on the edge of the pool. One slight
they go to the forest, there are demons there, deviation and you are in the water. Standards
Kåñëa kills the demons, like that; in this way, that are unreasonably strict are like a fence
let the children play Kåñëa games, then attend that is two miles from the pool. People will
äraté, then learn some ABC, then play some not respect them.
more, have kértana, little ABC, and by keeping
them always diversified they shall not lose * from Administration of the Christian School,
interest and will keep their attention always Chapter 7
focused around Kåñëa. (Letter to Giriräja, July
30, 1972) It is true that internally mature devotees don't
need specific written standards, like an adult
Children: Haribol! doesn't need a fence around his pool. Yet,
Prabhupäda: (laughs) Kåñëa Balaräma used to adults are willing to walk around to a gate to
practice race with the birds. protect the children who do need a fence's
Hari-sauri: Now our boys are racing with the protection. Similarly, spiritually advanced
cows. devotees don't mind adhering to official stand-
Prabhupäda: This is childish game. This ards for the sake of those who need such sup-
nature is there in Kåñëa. (Visit, New port. Of course, we can all personally benefit
Våindaban, June 26, 1976) from the help, encouragement, and even pres-
sure from other Vaiñëavas. If we have this
humble attitude of appreciation for the help of
Determining Standards others, there will be little resentment at our
policies.

It should be obvious that setting standards,

Kåñëa consciousness is not an official "re- clear and in writing, is not limited to a large
ligion" or kind of faith. Nor is it a äçrama gurukula. Parents with a home school
"profession" to be divorced from one's will find their job much easier if their children
personal or private life. Therefore, it is know what the limits are. In a small school or
essential, when considering an education parent co-operative, written standards avoid
program for children within ISKCON, to backbiting, personal criticism, misunderstand-
decide on standards for influences that affect ings, and resentment. The importance of this
them in general, in and out of the classroom. step cannot be stressed enough.
Here we attempt to set standards on an in- often read little more than the Bible. It is said
ternational level, realising that some local ad- that Abraham Lincoln simply learned phonics,
justment may be necessary. Therefore, and then read the Bible and Pilgrim's Progress
standards here are conservative. If you feel over and over. So we may justifiably wonder if
that your local situation requires a more our children could read only Prabhupäda’s
lenient attitude, carefully consult with senior books from age six on.
Vaiñëavas to be certain essential practices and
principles are not being violated. If you feel Our experience is that, if only adult-level
that your standards need to be more stringent, Kåñëa conscious books are available, our child-
make sure that you establish realistic policies ren will generally not read very much. Most
with a definite purpose. Strictness for its own devotees live in a greater society that is full of
sake is as much a cause of fall-down as millions of books on various topics. Our
leniency. children therefore know that non-devotee
books suitable for their age are available
A final word of caution-unenforced or un- outside the temple.
enforceable standards are as bad as none. We
become fools in the eyes of the students and Devotees are concerned not only with the
parents if we set standards which we are not content and attitude of literature, but the
able or willing to enforce. Sometimes we es- children's positive attitude toward it. If we
tablish rules for our students, such as no force our students to exclusively transcenden-
television in the home, that are difficult to tal books that are very materially difficult for
enforce by the school administration. In such them, they may acquire an aversion and shy
cases we need to make clear that we depend on away from Çréla Prabhupäda’s books.
the honesty and cooperation of the parents.
This attitude is far more likely to get results On the other side, we risk the danger that our
than pretending that the school can have children will become attached to reading non-
absolute control outside its physical devotional books. Do we want this practice to
boundaries, continue until adulthood, when Prabhupäda’s
books are within their intellectual grasp? We
The suggestions here are from Çréla also take the risk that children will move from
Prabhupäda whenever possible. In areas the carefully screened books we provide to
where he gave no specifics, such as dress code indiscriminate reading which can lead to their
for small girls, we have tried to capture the fall-down from devotional life.
spirit of his general or related instructions. All
the suggestions were formulated with the The appropriate solution includes the type of
advice of many senior devotees, working books our children read, when and how much
within and outside of the ISKCON educational they read them, and under what circum-
system. stances. These decisions come within the
framework of the purpose for reading at any
given time.
Books General purposes for reading include: gaining
the material ability to read Çréla Prabhupäda’s
books; absorption in the Lord's pastimes;
We first address the most difficult and having practical examples of "heroes";
controversial area. Why difficult? The çästra learning information (facts, procedures) that
stresses the importance of hearing from we use in our service.
devotees, and criticises mundane literature and Before looking at specifics according to par-
poetry. Yet, there are far too few tran- ticular needs, we should state the perhaps ob-
scendental literatures that our young children vious fact that factual books of information are
can read. It is true that a century ago children appropriate at any age and throughout life.
The information presented can be relevant to Prabhupäda’s books read to them by adults.
the individual's needs in devotional service. This should be a regular practice.
The time spent studying such factual or "how -
to" books should not hamper our practice of The intermediate reader (approximately ages 8-
sädhana-bhakti or our reading of Prabhupäda's 11) needs practice with his decoding skills.
books. He also needs to increase his reading vocabu -
lary. He should have exposure to sentences
We also need to consider books "about Kåñëa" and paragraphs of increasing complexity.
that have been written or translated by persons Such students also need contact with deeper
outside of a bona-fide sampradäya. These themes and characters than they encountered
wolves in sheep's clothing should be avoided when struggling with sounds. In addition,
whenever possible. This includes many comic these students need to have practical examples
books. (in life and/or books) of people who make
choices based on Kåñëa consciousness or at
Most çästric references to the evils of mundane least, Kåñëa's codes of ethics and behaviour .
literature refer to romance and sex life. All
stories that have any inclusion of man-woman Many children develop a love for reading
attraction must therefore be very chaste and during this time. Others read little more than
moral. We should watch out for romantic is presented in the classroom. Both types of
relationships that are portrayed as glorious or children need to be encouraged, not forced, to
spiritual. It is best, if we choose to use a book find a balance. Most will gradually come to it
with man-woman attraction, that this be a on their own.
small or insignificant portion of the book, as
well. There should be enough other Most children's books published within ISK-
redeeming features to justify the book's use. CON fall within this age range of reading abil-
ity.
Let us now look at specific situations. Unfortunately every book now published
could be read within one month.
The beginning reader (approximately ages 5-7)
needs to learn to translate the printed letters Some adult-level books published by ISKCON
into sound. He also needs to gain a rudimen- devotees can be understood and enjoyed by
tary understanding of what he is reading. this age child. Included are Çréla Prabhupäda
Nectar, Lessons from the Road, and Nimäi all by
There are relatively few Kåñëa conscious books Satsvarüpa Mahäräja.
available until the end of this stage. Students can read the stories in Çréla
Prabhupäda’s books. They should not be
Beginners should read books that do a good forced to read the purports. This reading can
job of teaching reading. Stories presented take from 1/2 hour to 3 hours per week,
should have moral or theistic themes. Pictures according to the local schedule, and can be a
should show proper moral dress and regular part of the child's instruction. (See
behaviour . Extremely silly or frivolous books Appendix C)
should be avoided.
Children can benefit from access to books that
These young children need access to books in promote the mode of goodness, and/or moral
addition to their formal studies. Such books behaviour , both in the text and pictures. It is
should follow the same moral guidelines, but wise to carefully choose all such material, as
don't need to correlate with the "decoding" the child at this age has very little discrimi-
(phonics or linguistics) instruction in the nation.
classroom.
Intermediate readers (approximately ages 11-
These children appreciate hearing Çréla 14) are almost capable of reading adult books.
They are moving from simple comprehension curriculum and be a matter of class study
to a deeper understanding of nuances and rather than independent reading.
implications. They should achieve the speed
and competence in reading that will give them Summary - What to have in your class or
the confidence and taste they will need to school library:
thoroughly study Prabhupäda's books in later
life. They continue to need practical examples A complete set of Prabhupäda's books is
of proper behaviour and choices. desirable. Any bona fide Vaiñëava English (or
local language) publication should be availa-
Statistically, people read the greatest volume of ble. The youngest children should have easy
books at these ages. Therefore, a student who access to simple factual and moral books.
reads a book a day during these years will not Books for ages 8-14 should include references,
necessarily continue this practice throughout moral stories (true and fictional), factual
life. information relevant to their studies and life,
and "how-to" books on subjects from string
These students should read the stories from games (an art of Rädhäräëé) to computer
Çréla Prabhupäda's books. They should not be programming. Any books for the oldest
forced to read the purports. students that require classroom discussion
should not be openly available.
An ever-increasing number of adult-level
books within ISKCON are becoming available
to these students. These can be used both in
and out of the classroom.
Reviewing Non-Vaiñëava
The amount of moral, non-transcendental
Books
books available can be decreased from the pre-
vious level. We have the same considerations
as for younger children in regard to content'
It is easy to say, "Use moral and uplifting
and pictures. Some books for this reading books". How do we judge? To assist us, Sri
level contain romance between boys and girls, Räma Däsa has developed a form for evalua-
and should be eliminated. tion. We suggest that all important books, or
questionable selections, be given this written
Adolescent readers (approximately ages 14-18) assessment by the
need to learn the skills for full understanding teacher/principal/librarian/parent. All adults
of transcendental literature. Although this is with responsibility for choosing suitable books
not strictly an intellectual process, they do should write their conclusions according to
need the mechanical skills to discuss and this or a similar form for at least five books
comprehend. A poor reader at this age will before attempting to mentally assess a book's
often shy away from reading, because it is such value. All mental evaluation should follow a
a mental strain. similar pattern. Don't keep a poor book for
financial reasons. When in doubt, do without.
The entire scope of ISKCON publications
opens up, within and without the classroom.

We want their students to have some rudi-

mentary knowledge of famous mundane
authors. Some of these classic works can be
used within the classroom. Any book that
isn't at least morally uplifting should have a
very good reason for inclusion in the
Title Title of the work.
Author Author of the work.

Edition Reviewed Publisher and date of publication. Abridged or unabridged? Special children's or student
edition? Illustrated? Glossary? Any other special qualities?

Type of Material Book? Magazine? Prose? Poetry? Fiction or non-fiction? Reference? Picture book? Biog-
raphy? Novel? Historical novel? Short story? Etc.

Reviewer Your name.

Summary of Plot Give a brief description of what the work is about. What would make a person want to read this
work?

Reading Level What level of education would a student have to have in order to tackle this work?

Interest Level Is the work interesting? What kind of person would find it absorbing and worthwhile? What
age level is it suitable for in terms of subject matter?

Writing Quality Is the work well-written according to the standards of the modern reader? Is the plot believable?
Is it written in an archaic fashion that makes it difficult to understand? Any major flaws in style,
translation, etc? Is the style easy or difficult to follow?

Vocab Quality Is the vocabulary understandable to the average reader? Does it contain many words a modern
reader wouldn't be familiar with, or are familiar words used in unfamiliar or archaic ways?

Theme In literature, the stories told are meant to be enjoyable. But most stories also teach something,
even though the author may not directly mention what it is he is trying to teach. The plot,
characters, conflicts and final outcome usually support one main idea, which is often
philosophical or moral. This idea is called the "theme". It is important to analyze what the
theme (or themes) of a story is and ascertain whether or not it is compatible with Kåñëa
conscious understanding.

Hero’s Qualities It is natural for the reader to identify with the heroes or main characters of the story. It is
important to ascertain whether or not the main characters that the children will like have
qualities which are admirable. It will be rare to find characters who have qualities that resemble
those of a devotee, but we can at least look for those who demonstrate good moral behaviour ,
respect for God and his representatives, respect for bona fide authority, desire for some form of
self-realisation or spiritual improvement, etc.

Morality The best we can expect from many books is that they will teach children to behave morally. This
is not a bad goal, as it is neglected by many devotees in their ordinary dealings. It is best if a
book subscribes to an absolute sense of right and wrong, ultimately having its root in the laws of
God. Books which encourage "situation ethics", where there is no absolute right and wrong, but
everyone is to judge what is right and wrong according to the situation, should be considered
with caution.

Good/Evil According to the Vedic conception of drama writing, a work should have a happy ending, where
good is rewarded and evil punished. This leaves the reader with a sense of satisfaction and a
feeling of faith in the purpose of life. Books which lack this treatment of good and evil, tend to
leave one feeling purposeless and wondering if there is any order and justice in life. Ultimately,
this means the denial of God or of God's influence in the material world. Many modern books
suffer from this defect. However, sometimes they may still have value if they demonstrate the
hopelessness of trying to conquer and enjoy the material energy.

On the other hand, there are many pieces of classic literature which suffer from the defect of
glorifying the material enjoyment one can have if he just lives a good life. Ideally, good and evil
should be shown in a balanced way which reflects the influence of the laws of karma.

Logic of Karma Very few authors have knowledge of the laws of karma. Therefore, one of the big questions of
literature is why do people suffer and enjoy in ways that are seemingly unrelated to their present
activities. Authors often try to explain this in one of three ways: 1) There is no reason. It is all
by the chance interactions of material nature. 2) It is all because of one's actions in this lifetime.
3) It is God's inconceivable plan that some should suffer and some should enjoy. None of these
 explanations are logical and they show an unfortunate ignorance of the laws of karma. However,
in many books, although the author doesn’t understand karma, he writes in such a way as to
make its existence plausible. The reader who understands karma is often at an advantage in
being able to understand events that the author himself cannot logically account for.

Wisdom/Self-realize Does the work show a respect for knowledge and wisdom as a way of bettering oneself? Not just
superficial knowledge and education, but knowledge of how the material world really works. Are
spiritually minded characters shown in a favourable light, or are they treated as naive
sentimentalists? Is respect shown for the process of self-realisation?

Varnaçrama There are several treatments of social structure which are favourable to understanding the
value of varnaçrama: 1) The remnants of varëäçrama social structure are presented as serving a
useful function, 2) The lack of proper social and spiritual divisions leads to individual or
collective bewilderment and dissatisfaction, and 3) The oppression of social positions which are
determined by birth only.
View #2 is seldom explicitly stated, but an observant devotee can see how people unnecessarily
suffer because of lack of varëäçrama. Varëäçrama reduces competition in society and instils social
responsibility in individuals. Without it, there is always social chaos and oppression.
View #3 is especially common in European literature of the last three centuries. However, the
author's conclusion is often that all social distinction and division is inherently evil and should
therefore be done away with. This conception is often subtly conveyed and should be watched
for.

View of God Does the author present God as impersonal, either directly or in a covered way? Does he hint
that perhaps God is not there, or if he is, has no influence on the world's affairs? Is service to
man the same as service to God? There are unlimited views of God and his relationship with
man, and most of them are incompatible with the version of the revealed scriptures.

View of Religion Often in books of the 18th and 19th centuries, authors portrayed organize d religion in an
unfavourable way. They were struggling to expose religion which was rife with corruption and
foolishness and followers who practiced for sentimental reasons and allowed themselves to be
exploited in the name of spirituality. This is not necessarily bad, provided they leave room for
genuine spiritual beliefs and practices. This must be carefully examined to see that the author
has not "thrown out the baby with the bath water".

Secular Humanism Secular humanism is so all-pervading in modern society and was probably so much a part of our
own education that we may not even recognise it when we encounter blatant examples.

More or less, humanism means faith that the intellect of man is sufficient to solve all problems,
both individual and societal. Under this conception, man can achieve anything he puts his mind
and effort to. Humanism exalts man's supposed superiority over nature, the irrelevance of God's
will and influence, and, philosophically, makes man the measure of all things. Secularism
emphasize s the importance of the matters of this world rather than the afterlife. Historically,
secularists felt that too much emphasis was placed on efforts for salvation, and not enough on
efforts to better man's lot in this world.

Meat Eating Portrayal of the breaking of the regulative principles does not necessarily mean that a book is
unsuitable for student reading, as many books show the consequent ill effects of these sinful
activities. However, they are most often glorified or shown as normal, essential, or desirable
elements of human life.

It will be hard to find books that don't portray meat-eating in this way, but some books are
noticeably worse than others.

Intoxication Is intoxication presented as a necessary part of everyday existence? Is it glorified for its
"beneficial" social effects? Are spiritual or otherwise respected persons portrayed as thinkers?

Gambling Is gambling presented as exciting, adventurous and glamorous?

Illicit Sex Is illicit sex portrayed as normal and exciting without showing the physical, psychological,
emotional, and social consequences?

Romance & This is perhaps the most difficult aspect, as many otherwise innocuous books are tainted by
Marriage improper dealings between men and women. Even in books when love affairs are not at all
essential to the plot or theme, authors have included them to meet the demands of the reading
public.

Is love made out to be the all-important factor in choosing a marriage partner? Do boys and girls
meet under improper circumstances? Is the concept of arranged marriages denigrated? Is
mundane love glorified as being spiritual? Are intimate dealings graphically portrayed? Is
romance a main theme or predominant part of the plot?

Other Problems Is the work full of unwholesome language? Is there ridicule or abuse of sacred things, overdone
patriotism, glorified frivolous activities? Does the author embrace evolution as an
unquestionable truth?

Devotional Service The most important questions about a book is how it leaves one feeling about his own devotional
service. Some works make one want to get serious about his own spiritual practices, either
because of the good example of some character or because the problems of material life have
been graphically and forcefully pointed out. Other books leave one feeling drained, uninspired,
doubtful about the purpose of life, enthusiastic for material activities, or feeling that one's
spiritual practices are unimportant, foolish or irrelevant. Even worse, an improperly chosen
book can leave one with doubts about the reality of God and the spiritual realm.

Proud to be Devotee After reading the book, does one still feel glad to be a devotee of Kåñëa? Or does the reader feel
foolish and out of touch with society, wishing he could be more involved with "normal" material
activities?

Major Flaws What are the major philosophical flaws of the book that should be pointed out? Can the work be
studied so that whatever positive points are there can be enjoyed without one becoming
negatively influenced by the rest?

Possible Value What benefit might a Kåñëa conscious reader get out of this book? What would justify a
student's reading it? Spiritual value, moral guidance, value as good literature, important and
relevant information, reinforcement of Kåñëa conscious principles or viewpoint, educational or
reference value?

Free Reading? Would this book be suitable for unrestricted reading by students?

Guided Reading? Would this book be suitable for teacher or parent-guided reading by students?

Recommendation:
How would you recommend this book to be best utilised?

To help you in selecting books, we include some book reviews. Please do not take these as absolute!
Different devotees may have different perspectives. An unsuitable selection may be used if the adult
is willing to edit out a page or certain references. Some controversial books can be used in the
classroom but not for free reading.

Title Les Miserables

Author Hugo, Victor

Edition Reviewed Washington Square Press, Abridged Edition

Type of Material Novel

Reviewer Çré Räma Däsa

Summary of Plot Set in early 19th century France. A man who has spent 19 years in the galleys for stealing a loaf
of bread, is finally released. He emerges with a hateful attitude toward the world, but undergoes
a moral conversion by the effort of a priest. Throughout the story, he struggles to overcome the
 evil side of his nature, and his thorough saintliness shows through.
He moves to an impoverished region and transforms it into a thriving community by his
ingenious work. But he reveals his identity when another man is mistaken for him and about to
be condemned for life. He is sent back to the galleys, but escapes.
He later adopts a young girl and raises her in hiding. He who has never loved anyone before,
gives his whole life to the girl.
When the girl grows up, she falls in love with a young man and this threatens the relationship
with the convict. In the end, the convict's selflessness and saintly qualities become known after
he has passed through his greatest test.

Reading Level High-school/Adult

Interest Level The story is engaging and there should be no problem keeping the attention of most readers.
There is, however, a lot of philosophy and some apparent digressions that all readers might not
want to go through. Therefore, an abridged edition might be desirable.

Writing Quality Much of the writing is brilliant, with observations and details which the reader identifies with
and which inspire a sense of realisation and insight. However, the grammar of many sentences is
strange, making parts a little hard to read. I couldn't tell whether this was part of the inherent
style of the book, or whether it was due to the translation. The story is realistic in its detail, but
some parts of the plot do not seem plausible and the reader will have to ignore this if he wants to
enjoy the story.
Perhaps the translation could be better. As far as the editing done to make an abridged edition, I
think this could have been done better. The editor has not only cut out whatever is not relevant
to the story, but he has cut out whatever is not absolutely essential, including many parts of the
plot which might have added to the reader's enjoyment.

Vocab Quality The vocabulary is not easy.

Theme There are two main themes:

The struggle between good and evil in an individual. Man has both, good and evil natures, and
struggle brings the opportunity for one or the other to predominate.
Society's struggle of progressive advancement. Society must and will be changed for the better
through social action.

Hero’s Qualities The qualities of the hero are admirable, at least from the view of a Christian, who only
understands a portion of how to live life properly. He struggles to overcome evil in his own
character and strives, almost selflessly, to do as much for his fellow man as is humanly possible.

Morality The morality of the favourable characters is acceptably portrayed. One interesting element is
that the morality of man-made laws is called into question, and it is hinted that there is a higher
morality that has its ultimate source in God. However, there is no indication that such God-
given morality has existed in the past, but rather it can be found in the future by the efforts of
"enlightened" human beings.

Good/Evil Generally, good is rewarded and evil punished, but this happens most strikingly when it
manifests internally. The hero, Jean Valjean, can only be happy when he lives with absolute
virtue. Those who are evil, condemn themselves to a miserable existence.

Logic of Karma However, there are many "loose-ends" of good and evil which are not suitably rewarded within
the scope of the book and there is no absolute assurance of divine retribution. The author seems
to indicate that the fault lies within the jurisdiction of society. If society can be improved, then
all seeming injustice could be corrected within the material realm.

Wisdom/Self-realize High respect is shown for spiritual self-improvement. However, the author's idea of spirituality is
seriously deficient.

Varëäçrama The author strongly condemns the idea that a person's social position can be fixed by his birth,
previous activities, or other circumstances that are currently beyond his control. Other than that,
there is not much that is relevant.

View of God The book is quite theistic. God has a prominent role as the creator and ultimate destination of
the human soul. However, God is not so much portrayed as actively intervening in mundane
 affairs. The improvement of human conditions is a task left to man. Also, there is no idea of
direct service to God. Rather, service to man is equated with service to God.

View of Religion Organize d religion does not seem to be terribly relevant. The important religious activities take
place within individuals.

Secular Humanism This novel is very much Christian humanism. The author seems to be pushing for the realisation
of true Christian principles as he sees them: compassion, charity, a sense of responsibility for
one's fellow man, etc. He firmly believes that life in this world can be improved by the efforts of
man, and that there is no limit to his potential achievements in this realm.
The book is also secular in the sense that emphasis is placed on how much the present life can be
improved, and even perfected. However, this is not done to the exclusion of the spiritual, but
rather it is considered as the will of God.

Meat Eating Meat eating is portrayed as normal, but not prominently or as absolutely necessary.

Intoxication Not portrayed particularly favourably

Gambling Not portrayed

Illicit Sex The sad results of illicit sex are clearly portrayed.

Romance & Unfortunately, one of the major elements of the plot is a romance between two young people
Marriage which is repeatedly glorified. In fact, mundane love is conspicuously raised to the level of a
spiritual activity.

Other Problems None

Devotional Service Whilst there is nothing which is overtly challenging to devotional service, knowledge of directly
service to God is conspicuously absent. It is very much a book of Christian idealism, with a
humanistic touch. One would only feel inspired about devotional service if he clearly saw the
defects in the final outcome of the plot. But because of the power of the presentation, there is
every possibility, that one would be enamoured by the possibility of perfecting material
existence.

Proud to be Devotee The book may lead one to believe that being a "good" person is the most important goal of life.

Major Flaws The main problems of this novel are the beliefs in the ultimate perfectibility of material life and
the spirituality of mundane love.

Possible Value It is interesting literature and one could derive many realisations about material life but the
benefit is probably outweighed by the misconceptions that one could walk away with.

Free Reading? Yes

Guided Reading? Yes

Recommendation For whatever benefits one could get out of this book, there are other books which could give
those benefits in a better manner.
Title Pilgrim’s Progress

Author Bunyan, John (Adaptation by Oliver Hunkin)

Edition Reviewed Dangerous Journey. An adaption for children. Marshall Morgan & Scott, UK 1985. Full colour
illustrations.

Type of Material Book. Allegorical novel

Reviewer Çré Räma Däsa

Summary of Plot The author has a dream of a pilgrim who undertakes a journey from the City of Destruction
(material world) to the Celestial City (heaven). In part two, his wife and children follow.

Reading Level Probably readable by anyone over ten, but comprehension of the theme may be limited for those
under 16.

Interest Level It might be interesting for a child as fantasy story, but the real interest is for an older person who
wants to study the process of spiritual progress. It was originally written for common people.

Writing Quality This edition is quite readable and the style suits its purpose.

Vocab Quality Some words will have to be looked up in the dictionary, but most of the vocabulary will be
known by a teenage reader. It will be most helpful to look up the allegorical names of the people
and places. Some of the terms are more archaic usages,

There are a lot of references to the Bible and Bible personalities that the reader may be unfamiliar
with, inhibiting his understanding of the author's point.

Theme The author is telling, an "everyman" allegory, describing the process of obtaining salvation
according to the Christian concept. He is detailing how one who is serious about returning to
God, will have to abandon any idea about enjoying the material world and become very serious
and determined to make spiritual progress. All of the pitfalls on the path are illuminated, as well
as the ways in which God helps his devotees (pilgrims) on their way back to the spiritual world.

Hero’s Qualities The hero (Christian) is a sincere seeker of transcendental life, and will be easy for any devotee to
identify with.

Morality The concept of morality is transcendental, with mundane morality condemned. There is some
emphasis on Christian good works.

Good/Evil The concept of good and evil is black and white - perhaps a bit too self-righteous.

Logic of Karma This being a thoroughly Christian work, the concept of karma is wholly absent and the author
steers clear of any area where the Christian philosophy is lacking.

Wisdom/Self-realize Knowledge and spiritual wisdom are totally respected.

Varëäçrama Social structures are not dealt with.

View of God Puritan (see sections "Possible Value" and "Major Flaws.")

View of Religion The author views the Puritan way as more or less the only way. He was particularly critical of
Catholicism and Quakerism. However, criticism of other religious views is played down in this
edition.

Secular Humanism None. Just the opposite.

Meat Eating Mentioned only in passing.

Intoxication Intoxication "Spirits" mentioned in passing.

Gambling Condemned
Illicit Sex Condemned

Romance & Marriage is presented as a means to a holy life.

Marriage
Other Problems See "Major Flaws."

Devotional Service This will encourage one in the practice of devotional service.

Proud to be Devotee The reader will feel as if there have been many people who have shared the difficult path back to
Godhead. The only problem is that without guidance and knowledge of Christian philosophy, a
student ends up feeling there is not much difference between this brand of Christianity and his
own practice of devotional service.

Major Flaws The reader will feel that the similarities between this and his own devotional service are greater
than the differences. However, some of the differences which should be pointed out are:
1. There is the Christian concept that the world is about to be destroyed by God.
2. Spiritual progress is made to sound burdensome because there is a lack of real enjoyable
spiritual activities.
3. There is a lack of knowledge about the nature of the spiritual world and God and His
activities. Very obvious in the descriptions of the Celestial City.
4. Hell is eternal damnation.
5. Those who fail away from their spiritual practices and die are condemned to hell forever.
6. Acceptance of Christ relieves one of one's sins. (Perhaps there is some truth in it, as much
as one accepts Christ as one's spiritual master but the concept of Christ as spiritual master is
cloudy, and there is no initiation by a dikña guru.)
7. Calvinistic ideas of predestination and God's chosen (The Parchment)
8. No one but a Christian can be saved. (Pagan) The author would likely consider a devotee of
Kåñëa in the category of a pagan.
9. Martyrdom is an automatic ticket to heaven. (death of Faithful)
10. The way of spiritual progress is so difficult and the results so distant that one may doubt
that the end is real and achievable. (trying the shortcut near Doubting Castle)
11. The spiritual practices of those who don't have perfect spiritual knowledge lead only to hell.
(Ignorance)
12. Others can help us at the time of death. (Hopeful helps Christian cross the Dark River)
13. One needs to be chosen by God. (messages to Christiana and Mercy)
14. There is no knowledge of karma and transmigration of the soul.

Possible Value The reader will appreciate that the author had a reasonable understanding of many of the steps
required in becoming free from the material nature and gaining salvation. Some of the things
that seem to be pointed out by the author are:
1. The material world is not here for our enjoyment.
2. One 's family members don't always encourage one's spiritual efforts and one might have to
leave them behind.
3. A spiritual guide (guru) is needed. The guru repeatedly takes trouble to save the sincere
disciple. (This idea is not well-developed, but it is definitely mentioned.)
4. One must be very serious and determined to get to God.
5. One may become discouraged after initial enthusiasm in spiritual life. (Slough of Despond)
6. Mundane morality is not spiritual. (Mr. Legality)
7. After beginning spiritual practice, one has not automatically left material obstacles behind -
until one is completely purified, he will have trouble. The material consciousness is full of
contaminations.
8. Maya (the Devil) is always trying to turn us away from the right path, but God is always
offering help in different ways.
9. Spiritual life is a razor's edge (Straight & Narrow Holy Way)
10. Help comes internally through supersoul (Interpreter)
11. Without God's grace, one cannot successfully clean his heart. (Room cleaning scene)
12. One must accept a bona-fide process and not try to cheat. (Holy Way)
13. One should not accept the outward practices of religion without actually purifying his heart.
(Formality)
14. God won't give a test we can't pass. (Lions)
15. An organized association of spiritual aspirants is helpful. (Palace Beautiful and Delectable
Mountains) But not absolutely necessary.
 16. According to one's degree of pride, one will have to struggle. (Valley of Humiliation)
17. Preachers are not much appreciated by common men.
18. The farther one progresses, the heavier Maya's tests become.
19. Erroneous philosophy and following blind leadership can be perilous. (Valley of the Shadow
of Death)
20. Association is essential. (Faithful and Hopeful)
21. Not everyone goes through the same experiences on the path back to Godhead, because
different people have different varieties of material contamination.
22. Spiritualists do not blend in well in the material world. (Vanity Fair)
23. Devotees (pilgrims) are often taken for lunatics or criminals. (Vanity Fair )
24. Persecution; like that experienced by our devotees in communist countries, is not unique.
25. Sometimes, one must be ready to die for God. (Faithful) -
26. Some are ready to be religious as long as it is easy and profitable. (City of Fair Speech)
27. By setting a good example, devotees can inspire others. (Hopeful)
28. One may become despondent and forget God's promise to help one get back to Godhead.
(Doubting Castle)
29. Many people think that one way is just as good as another. (Ignorance)
30. Beware of false teachers who lead one with sweet words down the wrong path for their own
self-aggrandizement. (flatterer)
31. If one doesn't follow the right process, he can't see God and may therefore deny His
existence. (Atheist)
32. Sleep and ignorance are detrimental to spiritual progress. (Enchanted Ground)
33. Everyone must pass through death before going back to Godhead. The more faith one has,
the easier it will be. (Dark River)
34. If one follows the example of previous saints, the path is easier because one gains faith that
the process works. (the whole story of Christiana in general, and the destruction of
Doubting Castle, specifically)
35. Study of the scriptures gives faith, hope and knowledge.
36. Great preachers (fighters) can make the spiritual path easier for others (Mr. GreatHeart)
37. For a devotee (pilgrim) death does not have to be a sad, frightening experience. (Christiana
crosses the Dark River)

Free Reading? Yes. The teacher should study the full edition first.

Guided Reading? No.

Recommendation Good for literature study: Might be also all right for comparative religion study

Title The Secret Garden

Author Burnett, Frances Hodgson

Edition Reviewed Dell Yearling Classics, Dell Publishing Co. ; Livingston, NJ.; 1986

Type of Material Children's novel

Reviewer Çré Räma Däsa

Summary of Plot A spoiled, unloved girl is orphaned in India and sent to live at her reclusive uncle's manor in
Yorkshire, England. She discovers a secret garden and an invalid young cousin who is hidden
away, and together with a friend begin to transform the garden into a place of beauty. In the
process, she, her cousin, and her uncle also undergo changes, each overcoming their personal
handicaps and becoming mature, loving persons.

Reading Level 10 yrs. to adult

Interest Level Charming story. Anyone who is a little sentimental will enjoy it.

Writing Quality Smoothly written and easy to read. The story is a little fantastic, but it doesn't pretend to be
totally realistic. It is the kind of fantasy where the characters are larger than life, but nevertheless
one can see something of himself in them.
Vocab Quality Some characters speak "Yorkshire" dialect and there are a few unfamiliar Indian words, but a
reasonably intelligent reader should have no problem.

Theme The theme is about personal transformation and how we bring on our own misery by bad
behaviour and ignorance. Reaching out to each other and appreciating the beauty available in
life can help us overcome our misery and in the process we can help others to realize their full
potentials.

Hero’s Qualities Mary Lennox, the young orphan girl is very bad-natured and selfish, but she doesn't see it. In
her, we see something of our own selfish natures. But in the process of trying to help her cousin,
she comes to understand her own self and is gradually transformed into a mature girl who can
feel compassion and love for others.

Morality As a Victorian morality tale, one of the goals of the book is to inspire moral and selfless
behaviour .

Good/Evil Good and evil are clearly drawn, according to the Christian conception. One is encouraged to
rise from the mode of ignorance to passion.

Logic of Karma Nothing to contradict the law of karma, but while the point is made that people make their
misery worse by ignorant activity, no explanation is offered for why the characters find
themselves in such diverse conditions of suffering in the first place.

Wisdom/Self-realize There is no socially elevated character in the story who is a source of knowledge or wisdom.
Wisdom, of a common-sense or folk variety, is highlighted.

Varnaçrama The issue of social class is not touched upon directly. But one sees the background of Victorian
England where social class was rigid, but the characters seem to ignore it in their personal
dealings.
View of God God is more or less ignored, even where mention of him would have nicely fit into the story.
This is one of the more curious and troublesome areas of the book. There is continual reference
to a force which is called "Magic," — not magic in the way one would usually think of it, but as
the ultimate power for good. At one point, one of the characters suggests that this "Magic" may
even be the same as God. Unfortunately, there is a real impersonal tinge to the whole thing.

View of Religion Religion is touched on in only a peripheral way, and one feels its absence.

Secular Humanism The story is undoubtedly an example of secular morality and there is no reference to anything
beyond material affairs. It is not entirely humanistic, as there is acknowledgement of a higher
power that is in control. However, it is stressed that by human endeavour that higher power can
be tapped and utilised.

Meat Eating Portrayed as normal activity.

Intoxication The only incident is where young Mary accidentally drinks a glass of wine and is knocked out of
commission for a few days.

Gambling None

Illicit Sex None

Romance & None, but one can foresee that the intimacy that develops between Mary and her cousin
Marriage Marriage would probably grow into a romance had the story continued. (In fact, in the movie
version, that's exactly what happened.) Mary's uncle is also portrayed as having been unlimitedly
infatuated with his young wife: Not a major problem, however.

Other Problems The story begins in India and some of the worst of English prejudices are portrayed through the
immature eyes of a nine-year-old girl. India is described as place that is very unhealthy,
especially for children. Mary remembers Indians (she only had contact with servants) as
grovelling, subservient creatures. Indians are referred to as blacks and there is no balancing
opinion given by any adult who had a more mature or varied experience.
 A strange feature of the story is that when the children seek to harness the power of the "Magic",
they engage in a kind of pseudo-religious ceremony they invent involving a take-off on mantra
meditation which Mary remembered from India. It is exactly the opposite of what we say would
happen if one chants some mundane sound, over and over again.

My fear with this book is that it will give children a negative view of India and Indian culture,
and may cause them to doubt the transcendental nature of some of our activities, especially
chanting.

Devotional Service Though there is nothing which is directly adverse to devotional service, a child may end up
wondering about its relevance, in a world where problems can be so nicely solved by human
endeavour.

Proud to be Devotee See "Other Problems," above.

Major Flaws The major problems have been described above.

.

Possible Value Children might learn about some of the unhappiness which is caused by gross selfishness, and
how it can be recognised in one's own character and overcome.

Free Reading? If it were going to be read, it is the type of book which a child would read on his own.

Guided Reading? Practically nothing which lends itself to in-depth study.

Recommendation Because of the problems outlined above, I couldn't really recommend this book. If one wants to
read a book by the same author, I would suggest A Little Princess, which is much less
troublesome

Title A Little Princess

Author Burnett, Frances Hodgson

Edition Reviewed Bantam Classic; Bantam Books, 1987

Type of Material Children's novel

Reviewer Çré Räma Däsa

Summary of Plot Sara Crewe, who was born and raised in India, is sent back to England at the age of seven to
attend boarding school. Because she is wealthy and talented, she becomes the "show pupil " of
the school. When she is nine, her father, (her mother died when she was born) loses all his
money in a bad business investment and dies, leaving Sara with no known relatives. Because her
father left unpaid bills with the school, she is put to work there and endures unlimited
degradation and cruelty. She maintains faith that things will work out, and her situation
improves as an unknown benefactor tries to relieve some of her misery. In the end, her father's
business partner finds her and restores her fortune.

Reading Level 10 yrs. to adult

Interest Level Very engaging story for anyone with a sentimental streak.

Writing Quality In general, good. It is a little bit of a fantasy, so the plot might not be wholly believable, but it
doesn't detract from the beauty of the story. Sara is a little too good to be true; nevertheless, the
characters really come alive. The author could have improved her handling of suspense, as
mysteries are often revealed a little before they need to be. Perhaps this was done to make the
story more accessible for children. Very smooth and entertaining reading.

Vocab Quality No problem, except for a few unfamiliar Indian words.

Theme 1. One should never lose faith in the power of good.

2. A noble and good person must never lose control of his mind and senses or he will lose his
 good qualities. Basically, it is a story of a girl who is very good-natured and well-behaved
when things are going well and successfully struggles to remain good when circumstances
turn against her.

Hero’s Qualities Sara's personal qualities are highly exemplary and parents and teachers would be happy if
children tried to emulate them. She is a relevant heroine for children because children will see
how it is possible and advantageous to control the mind and senses and react in a positive way,
even when others are acting cruelly. Her struggle to remain good when her comfortable world
falls apart is really interesting. A good example of how one should not become intoxicated by
good fortune or discouraged by bad.

Morality The story very much encourages moral and selfless behaviour . The fault is that morality is
presented as its own end. It is a good example of the kind of self-satisfaction which comes from
the mode of goodness. One sees that Mary even becomes a little proud of her own goodness.

Good/Evil Evil Very clear-cut distinctions between absolute right and wrong. Virtue is rewarded and evil
punished.

Logic of Karma Misfortune is explained according to the Christian conception that it is sent as a test of our
character, rather than as a result of our previous activities. It's too bad that the author had no
knowledge of karma as the story would have lent itself to that kind of insight.

Wisdom/Self-realize There is no source of knowledge, except for Sara's own instinctive realisations.

Varëäçrama Social class is not dealt with directly. However, it is shown how there can be harmony between
different classes and how they can help each other. But in keeping with the Victorian English
conception, it is never conceived that one can transcend one's social position.

View of God God is never mentioned, either positively or negatively. Sara keeps going during her period of
adversity by her vivid imagination and faith that things could get better. One wonders how long
she could have continued in that way without a more transcendental motivation.

View of Religion Religion is only mentioned peripherally— practically not at all. Sara's religion is the kind of faith
in "Magic" that also permeates the author's book, The Secret Garden (see review). However, it is
not as bad in this book.

Secular Humanism The book is definitely secular in that there is no reference to anything beyond material activities.
It is humanistic, rather by default. While one gets a feeling that there is higher control, human
endeavour is given the prominent role in determining the final outcome of events. There is
definite faith that man can make the material world a much better place by improving his own
nature. I suppose this is unavoidable in a book which is meant to emphasize morality.

Meat Eating Portrayed as normal.

Intoxication None

Gambling None

Illicit Sex None

Romance & None, though the portrayal of love between father and daughter has a romantic intensity that
Marriage Marriage would have been romantic had the characters been appropriate.

Other Problems India is mentioned as an unhealthy place for children

Devotional Service As with any work of this kind, which avoids reference to God, a child might wonder about the
relevance of spiritual activity.

Proud to be Devotee Neutral

Major Flaws The major philosophical problem here is the role of Sara's imagination as a tool for keeping her
sanity and composure during difficult times. It presents an unreal picture of how one can survive
in the material world. However, I think most children will not take it seriously and will consider
 it a cute, but not relevant mode of thinking.

Possible Value There are many practical lessons on how sense and mind control are both relevant and desirable.
Children can learn positives modes of behaviour for dealing with other children and also
envious adults. A child who could learn to keep secure by thinking of Kåñëa, the way that Sara
thinks of her imaginary worlds, would have a valuable lesson.

Free Reading? Would be nice if the teacher or parent was prepared to discuss the above considerations.

Guided Reading? Not really the kind of book one would study in a class.

Recommendation Probably one of the better books of this kind.

Title Little Lord Fauntleroy

Author Burnett, Frances Hodgson

Edition Reviewed Bantam Classic, Bantam Books, 1987

Type of Material Children's novel

Reviewer Çré Räma Däsa

Summary of Plot Cedric Errol, seven-year-old son of a widowed American woman, is discovered to. be an English
lord and the heir to his Grandfather, an Earl. His grandfather sends for him, intending to turn
him against his mother and transform him into a spoiled English lord. Not only does the hard-
hearted and lonely earl fail, but he is transformed by the innocent and kind nature of his
grandson.

Reading Level 10 years to adult.

Interest Level Best for hard-core sentimentalists
Writing Quality Smoothly written and pleasant to read but it partakes of the nature of a fairy tale. Cedric and his
mother are impossibly good and plot is beyond the realm of reality.

Vocab Quality No problem, except for a bit of dialect here and there.

Theme Theme "Nothing in the world is so strong as a kind heart" In this, the earliest of her novels for
children, this theme is unencumbered by many significant co-themes. Unfortunately, this is a
fault rather than a virtue as the book comes off as a little simplistic. The idea is that youthful
innocence
and kindness are more powerful than wickedness and selfishness.

Hero’s Qualities Both Cedric and his mother are perfect creatures with no faults.

Morality Clear-cut morality.

Good/Evil No problem

Logic of Karma Nothing contradictory

Wisdom/Self-realize As in all Burnett's children's books, there is no real external source of knowledge or Wisdom.
Except there is the small element of training which Cedric gets from his mother.

Varëäçrama Since the book is something of a comparison between the English and American natures, there is
an element of American breaking-down of English class consciousness. But there is also a side
which shows that the higher classes have responsibility for seeing to the welfare of the lower
classes and protecting them.

View of God This book does not ignore God as much as some of the author's other works, but He is given no
place of importance or relevance.
View of Religion The church parson is a pious Christian whose main concern is the material well-being of his
parishioners.

Secular Humanism A pious variety, emphasising that man can make a better world by kind behaviour .

Meat Eating Portrayed as normal.

Intoxication Not portrayed as desirable.

Gambling Not portrayed as desirable

Illicit Sex Not portrayed as desirable

Romance & There is an element of respect for independent marriage arrangements when parents
Marriage unreasonably object to an otherwise good marriage. Marriage for reasons of lust only is not
recommended.

Other Problems None really.

Devotional Service Like so many books that make no real reference to God, a child might wonder about the
relevance of devotional service.

Proud to be Devotee Neutral

Major Flaws Kindness is its own end and reward.

Possible Value Shows the happiness that is created by kindness and good behaviour .

Free Reading? Yes.

Guided Reading? Not really the kind of book one would study in class.

Recommendation Not a great book, but probably harmless and enjoyable for many children.

Title Lost Horizon

Author Hilton, John

Edition Reviewed Pocket Book edition; Simon & Schuster, New York, 1970

Type of Material Novel

Reviewer Çré Räma Däsa

Summary of Plot In 1933, a group of four persons are kidnapped by plane from India and flown to a remote valley
in Tibet. They are escorted to a hidden lamasery overlooking a small tropical valley. They are
treated very well, but are not told why they are there. Eventually one of the captives (Conway) is
told that Shangri-la is a place where life can be extended for hundreds of years, but no one who
comes there can leave. Conway is also told that he is to become the next high lama. However
Conway and one of the others do leave, with disastrous results

Reading Level 13 to adult.

Interest Level Good. Nice engaging novel.

Writing Quality Pretty good.

Vocab Quality Some geographical names, foreign words and names of historical persons should be looked up in
the dictionary.

Theme This is a utopia novel, not about how the whole world can become a utopia, but how at least one
special place can become a paradise and serve to preserve what is valuable in the world culture in
a time of mass destruction. But beyond that, the author is exploring the negative relationship
between passion and wisdom—"Wisdom begins where passion ends."

Hero’s Qualities The main character, Conway, is a man who is torn between goodness and passion. He mostly acts
under the influence of goodness and the positive result is demonstrated. In the end, he succumbs
to passion and destruction results.

Morality The book does not show an absolute sense of right and wrong and casts doubt and whether there
is such a thing. Rather, it tries to demonstrate that moderation in everything is the best morality
even when the moderation is in virtuous behaviour .

Good/Evil The good/evil issue in this book is the struggle between the mode of goodness and the mode of
passion. Goodness is shown to be clearly superior.

Logic of Karma Karma is not dealt with specifically, though its action could certainly be implied.

Wisdom/Self-realize The attainment of wisdom is the major theme of this novel. The lamas are engaged in a kind of
self-realisation, that is however, limited to an impersonal understanding in the mode of
goodness.

Varnaçrama The case for having a brähminical class of men is strongly made in the novel. However, a
devotee may note with interest how the whole future of Shangri-la is jeopardised by the lack of
understanding that not everyone can be elevated to the mode of goodness in this lifetime

View of God There is worship, religion and self-realisation, but no meaningful reference to God, except from
the missionary woman, whose view is not to be taken as a serious alternative. One can safely
assume that the author's conception is impersonal.

View of Religion It is clearly stated that no religion has a monopoly on the truth—rather all religions have
some of the truth. Some legitimate criticisms of Christianity are implied.

Secular Humanism The book is secular in an unusual way. It isn't worldly in the way we normally consider worldly,
because activity in the modes of ignorance and passion is deprecated. However, it is secular
because no importance is placed on an afterlife, but elevation to the mode of goodness is
considered the highest goal. The book is also humanistic in that the process of reaching the
highest goal is seemingly completely in the hands of men.

Meat Eating Not emphasized

Intoxication One of the ingredients in the Shangri-la formula for longevity is a kind of mild intoxicant. The
use of drugs as part of the process of self-realisation is mentioned.

Gambling Not mentioned

Illicit Sex As part of the Shangri-la philosophy of "everything in moderation, " illicit sex is permissible for
those who haven't come to the stage of being passionless. -
Romance & There is one romance toward the end of the book, but it ends in disaster, in keeping with the
Marriage theme that passion (especially passion that gets out of control) is a source of trouble.

Other Problems None.

Devotional Service One leaves this book feeling a sense of superiority. The author has something valuable to say, but
the devotee will feel that he already knows more.

Proud to be Devotee A devotee will feel empathy with the lamas who are attempting some form of self-realisation, but
he may also understand how much better his position is, in that he doesn't have to speculate.

Major Flaws Major problems are the "moderation" philosophy, the view of religion, and the sense of
impersonalism.
Possible Value The devotee may find it an interesting study of the nature of the mode of goodness, both its
benefits and its shortcomings. One may also come away with a good appreciation of how much
we are bound by the time factor.

Free Reading? It may be marginally alright if you have a liberal attitude about children's reading matter.

Guided Reading? Quite appropriate and interesting for classroom study.

Recommendation This book deserves consideration because of the themes about the cultivation of goodness, the
fact that a devotee will most probably feel that his knowledge is already superior to that which
the characters of the book are struggling so hard to attain, and the ease with which one can
identify the book's problems

Title The Princess and The Goblin

Author George MacDonald

Edition Reviewed Published by Marshall Morgan and Scott Publications, a subsidiary of Zondervan Corporation.
This edition illustrated by Alan Parry and abridged by Oliver Hunkin.

Type of Material Children's fantasy

Reviewer Ürmilä devé däsé

Summary of Plot Goblins who live underground plot to kidnap a princess or, failing that, drown a group of miners
and destroy the mine. They are discovered and stopped by a miner's son with the help of the
princess and her magical grandmother.

Reading Level Elementary

Interest Level Children who like adventure and magic

Writing Quality Good

Vocab Quality Some unfamiliar British terms

Theme The author shows that good triumphs over evil by hard work, diligence, intelligence, and the
causeless grace of some superior power. He also shows that evil deeds bring destruction upon the
perpetrator.

Hero’s Qualities There are three heroes: Curdie the miner, Irene the princess, and the magical grandmother.
Curdie is selfless, devoted to his parents, respectful of authority, open-minded regarding new
spiritual insight, resourceful, and not easily discouraged. Yet he is believable. Irene appears to be
a bored, somewhat spoiled child who comes to goodness and right action primarily through the
grace of her grandmother. She is simple, with strong faith in the supernatural, very courageous,
and a little curious and foolish. The grandmother is all goodness. She is extremely magical with
many supernatural powers. It is not clear whether or not she is mortal. She is austere, concerned
primarily with others, gentle, and wise. She appears to represent God or a demigod. She is
certainly not believable as a human being.

Morality Everyone in this story is either all-good or all-bad, although many characters need to make
further spiritual advancement.

Good/Evil The book has a happy ending, with the good people rewarded and the evil beings punished.
Some of the goblins are redeemed and become human again. There is no hint of the fate of the
grandmother.

Logic of Karma No explanation is given for suffering, except that it may sometimes be a result of foolishness.
Protection and enjoyment are divinely bestowed without apparent reason.

Wisdom/Self-realize The grandmother is portrayed as having vast wisdom and knowledge of material and spiritual
 things. Her spiritual knowledge, however, is never revealed.

Varëäçrama Caste by birth is portrayed as foolish. The miner is declared to be an actual prince due to his
qualities.

View of God Not mentioned

View of Religion Not mentioned

Secular Humanism Although the characters achieve much through their own endeavour, ultimately they are
dependent on the grandmother's supernatural help.

Meat Eating The grandmother lives on pigeon's eggs. Very other little reference to meat-eating.

Intoxication The king keeps wine but no good characters drink. Portrayed as a deluding force.

Gambling Not mentioned

Illicit Sex Not mentioned

Romance & This is probably the main problem. From the beginning, Irene, who is eight, promises the
Marriage Marriage twelve-year-old Curdle a kiss which she later gives him on the lips. It mentions in the
postscript that they grow up and marry. This needs to be "whited-out" and changed to a gift
for this book to be usable. Unfortunately, in this edition there is a picture of the kiss, as well.

Other Problems Spiritual guidance is portrayed as magical powers used by higher beings. The Goblins and their
animals have changed their forms dramatically after living underground for some time. Although
no species changes into another (just variety within a species), this may be considered to hint at
evolution.

Devotional Service After reading this, one wants to find a powerful, self-realized soul and serve him.

Proud to be Devotee It may seem irrelevant to serve Kåñëa when we can take help from lesser beings. On the other
hand, we may feel inspired to depend on Kåñëa for guidance in our times of difficulty. Reading
this certainly makes one feel proud to have superior knowledge.

Major Flaws Spiritual personalities offer material benedictions and help, rather than philosophy or guidance.

Possible Value The reader learns to trust his guru even when not understanding the instructions and purpose.
Trust in higher authority, even when contradicting one's own common sense, will save one from
all calamities.

Free Reading? Possibly

Guided Reading? This has limited value in a classroom setting.

Recommendation I would change the pigeon's eggs to pigeon's gifts or leaves or fruit. The kiss should be changed
to a gift of a necklace. If the changes are made, this can be a library book for elementary level
children.

Title The Kingdom of Wundle

Author Robert Siegel

Edition Reviewed Crossway Books, 1982, illustrated by Marilyn Theurer

Type of Material Allegory-fantasy

Reviewer Ürmilä devé däsé

Summary of Plot A kingdom becomes negligent because of prosperity and allows a monstrous Gryfuss to enter and
put everyone to sleep. Two children who are immune to this spell travel until they meet a
 strange man in the Land Without a Shadow. The girl weaves a magical' tapestry while the boy
goes on an adventure to seek knowledge. Armed with knowledge and the tapestry, they return
and wake up the kingdom, banishing the monster. Everyone then becomes more vigilant and the
children, now grown, marry and rule.

Reading Level Upper elementary

Interest Level This is of interest to those who like deep philosophical allegory. Others might like it as a fantasy
adventure.

Writing Quality Excellent

Vocab Quality No problem

Theme We must conquer ignorance and rise to the platform of passion and goodness. This is done by
our own vigilance and by the grace of a higher personality.

Hero’s Qualities Prince Herald is outspoken and analytical. He is more interested in common sense than accepted
wisdom. He is adventurous, sometimes to the point of foolishness. He has great self-control, and
is interested in benefiting others. Gwendolyn's character is not very developed. She seems to
simply follow Herald and other authorities although she was also sceptical of the general
ignorance of her country. She is adventurous and courageous.

Morality There is little mundane moral instruction. The heroes follow authority and act selflessly.

Good/Evil Evil is seen as a result of complacency and negligence in regards to one's duty. The only suffering
inflicted is further loss of awareness and even existence. Good people voluntarily suffer for the
cause of awakening others from this ignorance, which purifies them. Good triumphs through the
efforts of the heroes and divine intervention.

Logic of Karma Ignorance and knowledge are dependent on one's desire. There is no further explanation for
enjoyment and suffering.

Wisdom/Self-realize To gain knowledge is the theme. However, the concept of knowledge is rather vague.

Varnaçrama There's a nice presentation of an ideal kingdom with everyone doing his duty without envy and
inter-class competition. There is also a clear instruction that women should help men not by
striving alongside them, but by working at home.

View of God It is unclear. God is not mentioned, but it could be that the author's analogy of the Flower of
Light is his impersonal conception of God. It is also possible that the flower is symbolic of the
mode of goodness.

View of Religion Not mentioned.

Secular Humanism The characters have to have a personal determination to become free from ignorance, but they
can only gain this through the magical guidance of a guru.

Meat Eating Shown as normal. However, all but one example of meat-eating is in reference to people in
ignorance. People in goodness are eating milk and bread.

Intoxication Not mentioned.

Gambling Not mentioned.

Illicit Sex Not mentioned.

Romance & This could be a problem. The children mature while on their quest, without realizing it. When
Marriage they return, the prince is captivated by the girl, walks arm-in-arm with her, and marries her.

Other Problems Although the girl is told that she will perhaps have the more difficult job by helping at home, all
her work is done magically, without endeavour. The prince, however, has to struggle against
internal and external obstacles to achieve goodness. The guru gives little practical instruction
except that goodness can be obtained by gazing at the Flower of Light. There is definite
confusion between mundane and pure goodness, and the ultimate view is impersonal. After
 achieving goodness, the prince becomes captivated by the mode of passion in his desire for the
girl.

Devotional Service After reading this, one feels inspired to do his duty and rise above ignorance.

Proud to be Devotee It is easy to identify with the prince and feel that one has taken the right path by surrendering to
a guru and searching for truth.

Major Flaws The Land Without a Shadow, which is presumably the Kingdom of God, is always in danger of
being overcome by ignorance. In fact, it is closer to a heavenly planet. The source of light, the
Flower, is also in danger from darkness, and indeed the prince saves it from being consumed by
desire and anger. The guru's words of wisdom are enigmatic and useless, although his concrete
instructions prove successful. The analogy of the dragon is unclear. Are obstacles on the spiritual
path based on our own fears and perceptions, having no basis in reality? The desire of the prince
for the girl is seen as an outcome of goodness. There is also the possibility that a child reading
this on his own would conclude that danger is necessary for goodness not to be boring.

Possible Value One learns the importance of sticking to. what is right, rather than following the fashions of
society into ignorance. The reader sees that when he desires a spiritual master, he will be lead
there without his knowledge or further intervention. We learn that knowledge and goodness can
be found only from a guru, and not through experience, investigation, or ordinary people.
Through bad association, even a spiritual seeker can be diverted, in which case he must give it up
and purify himself. We also learn that it is not shameful to expose our weaknesses and seek
purification.
To achieve goodness, one must face all our desire and anger and reject it. The goal of goodness is
to preach and elevate others to that platform.

Free Reading? No, it is unlikely that a child will understand this story on his own, and may get some wrong
impressions.
Guided Reading? This might be useful after fourth grade.

Recommendation This could be used in conjunction with a study of Bhägavatam allegories, in studying religion and
philosophy, or in a reading class as an example of symbolic allegorical writing.

Title Tales of the Kingdom and Tales of the Resistance

Author David and Karen Mains

Edition Reviewed Published by Chariot Books, 1983 and 1986. Illustrated by Jack Stockman.

Type of Material Fable/allegory/fantasy/adventure

Reviewer Ürmilä devé däsé

Summary of Plot A wicked, powerful Enchanter has control over a city. Hero escapes and joins another society
that lives in a nearby Great Park, worshiping a king. In the Resistance, Hero returns to Enchanted
City to help restore the king's rule. He is helped by the others, as well as the king.

Reading Level Upper elementary/junior high

Interest Level Most children will easily identify with Hero and Amanda.

Writing Quality The characters and situations, while sometimes fantastic, are true to human nature. The work is
absorbing.

Vocab Quality No problem

Theme Each chapter has a. separate moral or theme. The Kingdom deals with problems and realisations
common to neophyte devotees. The Resistance deals with the problems of a preacher in a hostile
environment. An example of morals presented (From The Kingdom): one must be materially
exhausted in order to approach a guru, everyone should engage according to his propensities
under the guru's direction, you must do the guru's will in order to be a disciple, when we love a
 forbidden thing, we lose the guru we actually love. An example of morals presented (From The
Resistance): When you belong to a spiritual society, one can never be alone in terrible places,
devotees are everywhere and can be discovered by preaching, it is easy to give up a lower taste
when one has a higher taste.

Hero’s Qualities Hero is a typical new devotee. He is anxious to leave ignorance, but unsure of his commitment to
his guru until he finally becomes "initiated"'. He is a very real person who wants truth and
goodness. Amanda is also a typical neophyte, except that she is overly proud, which gets her into
trouble. She is redeemed by humility. The other characters are spiritual seekers discovering
various truths. In addition, there are the all-bad authorities of Enchanted City who use orphans
as slave labour and the all-good "king" (guru) and the authorities under him who are full of
mercy and knowledge.

Morality There are many good lessons in compassion and mercy. The value of helping others on the
spiritual path is emphasize d.

Good/Evil There is absolute bad which is punished, and absolute good which is rewarded. However, in
certain times and places, bad may temporarily be supreme. Most people are presented as
constantly having a choice between this good and evil.

Logic of Karma No explanation is given for the extreme suffering in Enchanted City except that the people
originally wanted such an evil leader. However, this doesn't explain the hellish conditions that
the present generation and children are undergoing.

Wisdom/Self-realize There is definite respect for gaining genuine knowledge through following a process, working in
a spiritual association, following a guru, and gaining realisation.

Varëäçrama We simply learn that everyone has a "gift" that he should use in the king's service. One is warned
not to imitate other's duties.

View of God It may appear that the "king" is God, probably because of mistaken Christian concepts about a
guru. However, once or twice the king prays to his father for help. The people in the spiritual
society only know and revere their guru.

View of Religion Shows an organization of spiritually minded people to be essential to make advancement.
Emphasizes regular worship, in a group, as important. No reference to any specific religion.

Secular Humanism Characters become good by both their own endeavour and realisations and the grace of their
guru

Meat Eating Mentioned once or twice as normal

Intoxication Not mentioned

Gambling Not mentioned

Illicit Sex Not mentioned

Romance & This is a problem in the Resistance, when Hero and Amanda are growing up and Hero realize s
Marriage that he is in love with her. In one story they sit together in the evening, discussing their
preaching plans. Hero seems to love her basically for her dedication to a spiritual goal, and there
is little actual romantic interaction between them. However, I feel that this may render the
second book unsuitable.

Other Problems In the Resistance, the king sacrifices himself and then rises from the dead in order to save
Enchanted City. (Why this is necessary is not clear) Such blatant Christian propaganda mares the
general message and is unsuitable.

Devotional Service These books definitely inspire one to be more serious and vigilant in his devotional service.

Proud to be Devotee would feel that they are right whereas the rest of society is foolishly suffering in ignorance.

Major Flaws These books never define God or spiritual life. The descriptions, although relevant to devotees,
 are only superficial without in-depth philosophy.

Possible Value The Kingdom is a nice book of "fables for a spiritual seeker," as it is non-sectarian.

Free Reading? Tales of the Kingdom, only.

Guided Reading? Both books have possible value in reading class.

Recommendation Tales of the Kingdom can be put in the library for extra reading. Some chapters, such as "Princess
Amanda and the Dragon", could be read in class, starting in third or fourth grade. Tales of the
Resistance has too many sectarian and romantic references to be useful, unless some chapters
were edited and some removed. However, this might create a cliff-hanger.

Title Animal Farm

Author George Orwell

Edition Reviewed 1946 by Harcourt, Brace Jovanovich, Signet Classic paperback

Type of Material Political satire

Reviewer Ürmilä devé däsé

Summary of Plot Animals on a farm in England revolt and overthrow their human masters. Although promising a
classless society, the pigs quickly become leaders. Gradually they become corrupt and exploit the
other animals more than the original masters did. These pig leaders then turn into human beings.

Reading Level Junior high

Interest Level High school

Writing Quality Excellent

Vocab Quality Some "English" terms

Theme The author's intentions are unclear. He is either saying that suffering and exploitation are
inevitable or that it is our duty to be intelligent and well-informed in order to maintain justice in
society. In either case, he makes several clear points: that we become like those we despise, that
we shouldn't follow authority blindly, and that communism is an evil system of government.

Hero’s Qualities It is doubtful whether or not there are heroes in this story. If so, they would be Snowball, Boxer,
and Benjamin. Snowball, although taking some slight advantage of his leadership position, is
genuinely concerned for others' welfare. He is a true ksatriya, first in battle and providing for all
his citizens. However, he is naive and fails to protect himself and his "kingdom", militarily,
against internal enemies. Boxer is the ideal sudra. He is totally dedicated to whoever is his
master. He suffers greatly for his tolerance and hard work, however. Benjamin is a cynic who has
no hope of anything but suffering under any government. His position seems to be supported by
the author.

Morality Morality is seen as useless. A reader would feel that doing good to others and developing the
mode of goodness simply allows others to exploit your sentimentality. The world is hard and
cruel and one must look out for his own interests.

Good/Evil Those who are good are seen as' naive and foolish. They are simply exploited and suffer. Those
who are evil and clever reap all the material rewards, although it is clear that they have lost all
true happiness.

Logic of Karma Everything appears to be unfair.

Wisdom/Self-realize The highest concept of wisdom is political and historical knowledge which is seen as very
important. It could be said that Orwell considers such knowledge to be the only possibility for
 human society to exist peacefully.

Varëäçrama Classes are portrayed as inevitable yet exploitive. There is a hint that all classes can cooperate
under a good leader.

View of God Not mentioned

View of Religion The crow, a preacher of heavenly enjoyment after death, is shown to be an easily corruptible fool.
Religion is portrayed as a tool to manipulate people.

Secular Humanism We could conclude either that all endeavour for betterment is useless or that man can only better
himself through his own effort. Following authority is condemned.

Meat Eating Condemned

Intoxication Condemned

Gambling Condemned

Illicit Sex Not relevant

Romance & Molly's interest in romance is seen as a source of bondage

Marriage
Other Problems This book is very depressing.

Devotional Service One might feel foolish to be looking for a spiritual solution to life's problems.

Proud to be Devotee If the reader agrees with the author, he would feel uninspired. If he disagrees, he would feel very
glad to have the actual solutions to Orwell's intractable problems.

Major Flaws We are left feeling very lost and hopeless. Should we tolerate suffering and become a cynic? Try
to grab a leadership position by cruelty and cheating? Provide free education to the masses and
maintain a free press? Study history carefully? Have courage to stand up for justice at any cost?
Orwell simply presents the problem, offering no solution.

Possible Value Animal Farm graphically shows that it is impossible to find material solutions to the problems of
life. It is very convincing that good intentions, hard work, morality, altruism, patriotism, and all
the other "good qualities" of the materialists are worthless in the long run. It is an excellent satire
of godless communism. It also clearly shows how the four sinful activities cause someone to lose
all good qualities.

Free Reading? For adolescent students.

Guided Reading? This could be used in a high school course on literature, government, or history.

Recommendation If this book is used, students should read no more than a chapter at a time on their own. The
teacher should be familiar with the personalities and events in the former Soviet Union that
Orwell is satirizing. The teacher should be very careful that students don't become emotionally
depressed, but realize that this depression is the normal condition of thoughtful people who
have no spiritual knowledge.

Title The Forbidden Door

Author Jeanne K. Norweb

Edition Reviewed Published by Cook and Lang, 1985, paperback

Type of Material Adventure/science fiction/moral story

Reviewer Ürmilä devé däsé

Summary of Plot Two cousins open a mysterious door to save a baby dragon and find themselves in another planet
or universe inhabited by good and evil dragons. They learn about etiquette, selflessness, courage,
and death. They return to this planet with a new outlook on life.

Reading Level Upper elementary.

Interest Level Children interested in adventure and chivalry.

Writing Quality Excellent.

Vocab Quality No problem.

Theme If we live in the mode of goodness we'll have a happy life and return "home" after death.

Hero’s Qualities There are many heroes. The dragon king and prince are ideal ksatriyas—brave, just, courageous,
deeply concerned about the citizen's welfare, religious, honest, and faithful. The dragon heroines
are maternal, merciful, brave, truthful, and faithful. David and Laura have some mild faults that
are quickly rectified in the association of the good dragons. Their character is exemplary. The
Grandfather is pious, understanding, and open-minded.

Morality The whole purpose of this book is to teach morality.

Good/Evil The good obtain true happiness, while the evil characters suffer internally.

Logic of Karma Suffering for a good cause (martyrdom) is seen as a source of happiness. No explanation for
enjoyment or suffering in general.

Wisdom/Self-realize The Masters of Wisdom, the gurus, are esteemed as a source of wisdom.

Varëäçrama Definite class system by birth, with all classes happy and satisfied. Demoniac and pious entities
also determined by birth. There is clear indication, however, that rare individuals can change
their position.

View of God Mentioned as "Great One" and a "who" not a "what". No further description.

View of Religion Every good dragon takes some kind of initiation where he promises CO follow the laws of the
Great One. This is considered essential. No other mention of organize d religion.

Secular Humanism Generally characters make progress through their own efforts to improve, good association, and
some divine guidance.

Meat Eating Fish eating mentioned once as normal.

Intoxication It is not clear whether or not the dragons' drink is an intoxicant. Probably not.
.

Gambling Not mentioned.

Illicit Sex It is mentioned that the evil dragons do not restrict themselves to monogamy.

Romance & It seems that David and Laura, 13 and 12 year olds, would have some romantic interest,
Marriage especially since they are cousins only by adoption. However, they are platonic friends. The reader
might assume that they marry later in life. Good dragons marry with their families' permission,
although they have a chaste courtship. I do not see this as a problem.

Other Problems None

Devotional Service This book certainly inspires the reader to be devoted and helpful.

Proud to be Devotee There: is a possibility that a reader could. assume that one can be "happy" in the material world
by the mode of goodness. Generally, the story confirms one's faith in Kåñëa consciousness.

Major Flaws This book definitely preaches that mundane goodness is the path back to Godhead. It also,
 subtly, preaches the concept of "only one life." The good characters all go back home at death if
they remain faithful to their "initiation" vows, but the laws of God are never defined and no one
follows a spiritual process. The gurus are material healers who offer material benedictions in
exchange for some austerity. They also offer some material knowledge and guidance.

Possible Value There is a definite message that any intelligent person will accept the idea of other universes,
other beings, and different concepts of time in other parts of the universe. It also teaches the
greater happiness in serving others over one's one sense gratification. The characters are ideal
mundane role models while believable (no small accomplishment). We also learn that the goal of
life is to please God, remember Him, and go to His kingdom at the time of death.

Free Reading? Yes, perhaps editing the one reference to fish eating by the children. Dragons eating fish seems
acceptable.

Guided Reading? Possibly

Recommendation This is a nice addition to a children's library of moral fiction.

Title Alpha-Centauri

Author Robert Siegel

Edition Reviewed Crossway Books, paperback, 1982, illustrated by Kurt Mitchell

Type of Material Fantasy/science fiction/moral and religious story

Reviewer Ürmilä devé däsé

Summary of Plot Becky and her horse, Rebecca, travel back in time to England and a society of centaurs. They
have been called there to save the centaurs from destruction from the Rock Movers, human's
ancestors. Becky learns many lessons and then returns to her own time.

Reading Level Upper elementary

Interest Level Anyone who likes adventure.

Writing Quality Very good – too much description

Vocab Quality No problem

Theme God chooses each of us for a mission which we must execute with obedience, courage,
determination, and selflessness. There is also a sub-theme about the history and destiny of the
planet.

Hero’s Qualities Becky is an ordinary girl who loves nature and animals. She develops good qualities such as
kindness, courage, and austerity in the association of the centaurs. The main centaur characters
are full of good qualities, although they show occasional failings. The First Ones are great yogis
and mystics.

Morality One of the main purposes of this book is to teach morality and proper behaviour .

Good/Evil Both are portrayed graphically, with suitable consequences

Logic of Karma It is explained several times that only God knows the reason for things and has His own
purposes. It appears that He purposefully allows faithful people to suffer for some higher cause.
It is explained that God can use the evil deeds of cruel entities for good purpose.

Wisdom/Self-realize It is clearly stated that the ideal life is one dedicated to extreme austerity, meditation, and
cultivation of spiritual knowledge. Although it is accepted that most living beings cannot follow
this path completely, it is foolish to chase after material sense pleasure.
Varëäçrama We see a class system of the good characters where society goes on peacefully and without envy
and a class system among the Rock Movers that is full of exploitation and cruelty.

View of God God is referred to as the Shaper. He directs everything and all power comes from Him. There is
no further information.

View of Religion The centaurs take initiation where they receive a new name in meditation that is known only to
the Shaper. They engage in worship and chanting every eight days. The First Ones definitely
practice some religious system of chanting, meditation, and regular meetings.
Secular Humanism Characters achieve their ideals through obedience to saintly persons, faith in God, and divine
intervention.
Meat Eating This book is rather astonishing. It presents meat eating in about six or seven places as normal.
However, the First Ones are explicitly vegetarian. It is directly stated that meat-eating is a
symptom of fallen humanity.

Intoxication Engaged in by evil characters.

Gambling Not mentioned.

Illicit Sex Not mentioned.

Romance & No problem

Marriage
Other Problems None

Devotional Service This is certainly inspiring

Proud to be Devotee Definitely

Major Flaws The major flaw is the Christian philosophy which is stated allegorically. Children unfamiliar
with Christianity may not be bothered. The First Ones give a whole history of the fall of man and
his redemption by Jesus (called the Healer). However, the description could also be taken to be
of the various yugas. A reader might also feel that Becky's mission had no relevance to his own
life. There is confusion between spiritual life and mundane morality. The use of time travel
subtly denies reincarnation. In addition, although God is referred to as a person, there are subtle
impersonal concepts. Obviously the author is confused about God.

Possible Value There are many useful messages in this book. It stresses tolerance and cooperation with nature
and living entities. It gives good moral examples and stresses austerity and spiritual life. It also
condemns artificial, modern cities. The book stresses that intelligent theists will accept that other
planets are inhabited, some by higher beings with long life spans and lives full of goodness. A life
of sense gratification is described as a search for "that which is not" (maya).

Free Reading? Possibly. You might want to edit out the meat-eating

Guided Reading? Possibly.

Recommendation This is definitely science fiction. This could be put in a library, possibly with some editing, or
could be rejected because of the subtle Christianity.

Title The Hobbit

Author Tolkien, J.R.R.

Edition Reviewed Ballantine Books, paperback, revised, 1966

Type of Material Fantasy/adventure

Reviewer Ürmilä devé däsé

Summary of Plot A hobbit, a small fanciful creature, is asked by a wizard to go with some dwarves on an adventure
 to reclaim their gold and land from a dragon. The hobbit becomes a hero, and returns home
wealthy, famous, and somewhat wiser.
.

Reading Level Upper elementary.

Interest Level Anyone who likes adventure.

Writing Quality Excellent.

Vocab Quality Challenging.

Theme It is difficult to name one over-riding theme. Tolkien's message is that it is better to risk your life
and comfort to do great things, than to have peace at home. Greatness is measured in loyalty,
courage, and resourcefulness.

Hero’s Qualities Bilbo the Hobbit is a simple, ordinary man who steadfastly follows through on his obligations.
He is very believable though extraordinarily truthful, kind, loyal, renounced, generous, and
brave. Gandalf is powerful and supernatural, yet beset by ordinary failings as well. He is only
concerned about the good of others. Other lesser heroes display many good moral qualities.

Morality There is an absolute standard of morality, although its source appears to be. "general consensus".

Good/Evil Many characters are inherently extremely good or evil, although there is also a struggle between
good and evil in various individuals. All evil is punished and good rewarded.

Logic of Karma Suffering and enjoyment appear to come from one's actions in this life, and chance.

Wisdom/Self-realize All wisdom is greatly esteemed. Wisdom is defined as good character and judgment, and
knowledge of subtle material laws.

Varëäçrama There are strong class structures according to birth, with some minor allowance for individual
quality.

View of God There is no mention or hint of a Supreme Being or Power.

View of Religion No organize d religion or religious ceremonies are even hinted at.

Secular Humanism Primarily, man is shown as the master of his fortune and surroundings. Yet there are slight hints
that everything has some superior control, if just by nature.

Meat Eating Shown as normal. The meat-eating is a bit explicit and frequent. There are several good
characters who are vegetarian.

Intoxication There is frequent mention of alcohol and tobacco as normal and desirable. The vegetarian
characters (who are highly esteemed) abstain from intoxication as well.

Gambling Not mentioned

Illicit Sex Not mentioned. It is clear that the main heroes are celibate.

Romance & Not mentioned

Marriage
Other Problems None

Devotional Service This book is neither spiritually inspiring nor depressing.

Proud to be Devotee Yes

Major Flaws None

Possible Value This book is valuable primarily so that the student is exposed to "classic" literature.

Free Reading? I would not recommend it because of the meat-eating and intoxication.

Guided Reading? This book is suitable if the references to meat-eating and alcohol are "whited-out" and changed.
The tobacco is too firmly woven into the story.

Recommendation This book is certainly not very harmful, even without editing. It can be used with editing, but is
not so valuable as to be worth the time to do so.

Title The Lord of the Rings, trilogy

Author Tolkien, J.R.R.

Edition Reviewed Ballantine books, paperback, 1982

Type of Material Fantasy/adventure

Reviewer Ürmilä devé däsé

Summary of Plot The ring Bilbo found in "The Hobbit" is the great ring that has built the kingdom of evil Sauron.
Bilbo's nephew is deputed to destroy it rather than try to use it against the enemy. The ring is
destroyed, Sauron made powerless, and a righteous king installed. The ring was also the
foundation of good power, and its destruction ended the influence of good, wise beings as well.

Reading Level High school

Interest Level This book is extremely engrossing and absorbing, if the reader likes adventure.

Writing Quality Superb

Vocab Quality Difficult and challenging. Much of the sentence structure and word choice seems Biblical. The
author also creates a new world and freely uses the names of strange people and places which can
sometimes be confusing.

Theme The means to a good end must also be good and righteous. No one is strong enough to use evil
things for good purposes. No matter how apparently strong, the foundation of evil strength is
shaky and temporary.

Hero’s Qualities The heroes, and there are many, are believable characters with internal struggles and doubts.
They triumph through a love of nature, beauty, truth, kindness, mercy, loyalty, courage, and
friendship.

Morality There is definitely an absolute standard of morality, but its source is never defined.

Good/Evil Good is rewarded and evil is punished. These results are subtle as well as gross, and Tolkien
shows a keen understanding of material nature.

Logic of Karma Suffering and enjoyment come mostly from choices in this life, although much is unexplained.

Wisdom/Self-realize Wise, gentle people who are in harmony with the subtle laws of nature are greatly esteemed.

Varëäçrama Class is strictly determined by birth, with rare exception according to quality. Women are
portrayed as feminine yet with qualities according to their class. The women are very inspiring
and refreshing.

View of God There is no mention of a Supreme Being or Power, which is the major flaw of this work

View of Religion There is no mention of organized religion or rituals.

Secular Humanism Beings are seen as partially in control of their destiny, and partially moved by circumstance and
birth.
Meat Eating This is portrayed as normal, although not nearly as pervasive as in "The Hobbit." The elves and
some other very highly esteemed characters are vegetarian.

Intoxication Tobacco is closely interwoven into the plot. Alcohol is drunk by all good characters except the
elves and some others. Again, it is not nearly as frequent as in The Hobbit. (The elves have an
invigorating "liquor" which clearly is a tonic rather than intoxicant.)

Gambling Not mentioned

Illicit Sex Not mentioned. Many of the major heroes are celibate.

Romance & There is some slight romance in the last book of the trilogy, which may be a problem. The
Marriage only marriages mentioned are between mature adults, who are also concerned about the approval
of their parents. There is consideration that marriage should take place between equals. Romance
and marriage are a very minor consideration in the book.

Other Problems The difficulty with this work is that it is totally absorbing. It is hard to put it down or think about
or do anything else.

Devotional Service This work made me want to read Çrémad-Bhägavatam for the real adventures.

Proud to be Devotee Yes

Major Flaws There is only one slight hint of God. The characters have to depend on themselves and other
fallible beings.

Possible Value This work is certainly a modern classic and could be studied as part of Western culture. It is
certainly morally inspiring.

Free Reading? Acceptable

Guided Reading? It would be good to edit out the meat-eating and alcohol by good characters.. The tobacco cannot
be taken out. The one brief romance section could be slightly edited, as well. It might also be
worth some time of class discussion, but some students would fwd the vocabulary a hindrance,
and some simply do not like fantasy.

Recommendation These books can be put in a library, preferably with editing.

Title The Hiding Place

Author Corrie ten Boom with John and Elizabeth Sherrill

Edition Reviewed Edition Reviewed Spire books, paperback, 1971

Type of Material Autobiography, history

Reviewer Ürmilä devé däsé

Summary of Plot Two spinsters and their father aid the Dutch underground during WWII, eventually hiding many
Jews in their home above their watch repair shop. They are put in prisons and labour camps
where they deepen their religious faith. After the war, the remaining sister helps others who
suffered under the Nazis.

Reading Level Junior high.

Interest Level This is a fascinating story.

Writing Quality Excellent

Vocab Quality No problem.

Theme All difficulties can be used to better our character, and to glorify God. We should sacrifice to help
others.

Hero’s Qualities One sister is saintly in all respects. The other, the storyteller, is more human although extremely
pious. The heroes are selfless, charitable, tolerant, merciful, and patient.

Morality All morality is absolute and comes from the Bible.

Good/Evil The lines of good and evil are clearly drawn, as they actually were at this time and place in
history. While many good people suffered, and often because of their goodness, real suffering
was shown to be controlled by the individual from within. The apparent injustices, therefore, are
accepted by the characters as God's mercy.

Logic of Karma No explanation is given except that everything is inconceivably the will and plan of God.

Wisdom/Self-realize People of wisdom and religious learning are highly esteemed.

Varëäçrama There is an accurate portrayal of Europe during WWII.

View of God Christian

View of Religion The family does not practice some very organize d, sectarian rituals, nor often attend any church.
They have daily prayer and Bible reading, and consider various sects a hindrance to real religious
understanding.

Secular Humanism They feel that people have the choice to use all situations to act according to God's will. Very
nice.

Meat Eating Portrayed as normal—not very explicit or excessive. It would seem all right to break one's dietary
vows in times of emergency.

Intoxication Rare references to wine as normal.

Gambling Not mentioned.

Illicit Sex Condemned with wit and humor. The author and her sister are celibate.

Romance & Very nice portrayal

Marriage
Other Problems The major problem is the overriding Christianity. However, the "Christian" truths understood
and lived are real religion. Children might become attracted to Christianity however.

Devotional Service Very inspiring

Proud to be Devotee The reader is happy to philosophically understand what is incomprehensible to the characters
suffering. Although the characters' reaction to their horror is very moving and inspiring, the
devotee can go beyond this.

Major Flaws The problem is that an apparently saintly person eats meat as a matter of course, and, despite her
deep faith and realization, remains trapped within the religion of the Yavanas. These
contradictions may bewilder children who cannot understand the difference between her
character and the depth and purity of an actual saint. The amount of violence and suffering
might be disturbing to some young children.

Possible Value This book gives the reader a good education on WWII, the Nazis and Jews. It also shows that
there are many sincerely religious people who simply need education in order to become Kåñëa
conscious.

Free Reading? For older students only

Guided Reading? It would be nice to include this in a study of history. (I don't recommend editing out meat-eating
or wine drinking in a true story. The problems here aren't very significant.)
Recommendation Some devotees may feel that it's too sectarian. This may be placed in a library for high school
students. It would be best to include it as a number of possible enrichment books while studying
WWII. Difficult or objectionable matters can then be discussed with the class.

The board of education doesn't have a list of recommended books. Because different devotees
have different needs and realisations, various schools, teachers, and parents may publish lists,
but not everyone will agree with the selection. Your position on editing will have a great effect
on your selection, as well. Adults who don't wish to edit, or who feel that students resent it,
either have a very limited number of acceptable books, or have to tolerate the inclusion of meat-
eating, at the very least. Adults who are willing to edit have a much wider selection, but need to
invest a substantial amount of time to read the books and make changes. The most effective
editing procedure is to use "liquid paper" and a pen to write over, changing "meat" to "food", for
example. The book can then be read smoothly, without interruption. I have personally found
that students appreciate my editing, as they don't like to read nonsense.

Please refer to Appendix F for a list of reading books which are used in some gurukula.
Suppliers of reading books are included in Appendix A.
Video
Books are essential for education. Video, 4. in general, portrayal of indulgence in
films, and slide shows are not. They have intoxication, gambling, and meat-
value as transcendental entertainment, or as eating. Sometimes this is tolerable if
supplementary instruction. Because of this, scientists are briefly shown eating meat
the standards can be very strict. It is never but the video as a whole is acceptable
necessary to lower standards for the sake of and useful. These sections should be
academic education, as may sometimes be the noted and skipped if possible.
case with books. 5. unsubstantiated scientific ideas
portrayed as fact. Sometimes sections
These are our suggestions for use: of an otherwise very useful video can
be skipped to avoid this.
1. Kåñëa conscious video produced by 6. all standard television—comedy,
ITV. drama, game shows, news broadcasts,
2. Other bona-fide Vaiñëavas videos. Be sports, etc.
careful. 7. most violent scenes of any type should
3. Factual video about nature, geography, be avoided for young children. Even
historical events and personalities: excessive or graphic killing of one
a. previewed by a responsible animal by another can be very
adult devotee upsetting for five and six-year-olds,
b. shown in the presence of an who have trouble distinguishing the
adult devotee who has video from immediate experience. We
discussion, prior to, during, want our children to know that the
and after the presentation. material world is a nasty place, but we
c. shown after the students have don't want to unnecessarily frighten
been studying the subject in the very young. Sometimes scenes of
class. actual violence are useful in history
d. directly related to specific films for older children. Make sure
necessary class study there is discussion and the students
e. containing information and/or are not unduly disturbed.
pictures that are not easily 8. too many animal films. Do we really
available through the text, need to know such detail about this
outside books, local museums, specific animal? Usually these films
or direct experience. are just eating, sleeping, mating and
defending. They are also often boring.
These are our suggested prohibitions: When an animal film also teaches us
about a particular geographic area, it
1. any and all commercial advertising may be useful.
2. glorified or unchaste romance. (Some 9. more than an average of one hour a
science shows have an unmarried male day of any video
and female scientist exploring remote 10. the use of video as a baby-sitter.
regions together.)
3. dramatised "historical" fiction. Some- For more information on the effects of television
times a historical video will include a and video, we refer you to Four Arguments for
re-enactment of a battle scene or the the Elimination of Television by Jerry Mandir.
signing of an important paper. That A good reference, from a very different
can be acceptable. What we want to perspective, is The Plug in Drug, by Marie
avoid is romance and drama with the Winn. The first book is more important.
"excuse" of history.
Your Kids And the One-Eyed Guru
by Urmila Devi dasi

When our oldest son, Madhava, now eighteen, was small, he had few toys—some blocks,
some clay. We never had a television or a video player, so he played with his toys in imitation
of what he saw—worship of Krsna, chanting of His names, initiation ceremonies, bathing of
the Deity. Today, having grown up without television, he has transformed his childhood play
into adult service to the Lord.

In the Srimad-Bhagavatam (2.3.15) Prabhupada describes the benefit of growing up in a

family of devotees:

By the grace of Lord Sri Krsna, we had the chance of being born in a
Vaisnava family, and in our childhood we imitated the worship of
Lord Krsna by imitating our father. Our father encouraged us in all
respects to observe all functions such as the Ratha-yatra and Dola-
yatra ceremonies, and he used to spend money liberally for
distributing prasada to us children and our friends. Our spiritual
master, who also took his birth in a Vaisnava family, got all
inspirations from his great Vaisnava father, Thakura Bhaktivinoda.
That is the way of all lucky Vaisnava families. The celebrated Mira
Bai was a staunch devotee of Lord Krsna as the great lifter of
Govardhana Hill.
The life history of many such devotees is almost the same because
there is always symmetry between the early lives of all great devotees
of the Lord. According to Jiva Gosvami, Maharaja Pariksit must have
heard about the childhood pastimes of Lord Krsna at Vrndavana, for
he used to imitate the pastimes with his young playmates. According
to Sridhara Svami, Maharaja Pariksit used to imitate the worship of
the family Deity by elderly members.

What We See and Think Of, We Become

Maharaja Pariksit heard the pastimes of Krsna and imitated them. Our son saw the
worship of Krsna and imitated that. These activities transform one's consciousness from
matter to spirit. Children should see Krsna and hear about Him, because they'll become what
they see, hear, and think about. Krsna explains this in the Bhagavad-gita (8.6): "Whatever
state of being one remembers when he quits his body, O son of Kunti, that state he will attain
without fail." Prabhupada comments:

A person who at the end of his life quits his body thinking of Krsna
attains the transcendental nature of the Supreme Lord, but it is not
true that a person who thinks of something other than Krsna attains
the same transcendental state. This is a point we should note very
carefully.... Maharaja Bharata, although a great personality, thought
 of a deer at the end of his life, and so in his next life he was
transferred into the body of a deer.... Of course, one's thoughts
during the course of one's life accumulate to influence one's
thoughts at the moment of death, so this life creates one's next life.

Television's ideas, sounds, and images are not of Krsna. In Four Arguments for the
Elimination of Television, Jerry Mander writes:

When you are watching TV, ... you have opened your mind, and
someone else's daydreams have entered.... Your mind is the screen
for their microwave pictures. Once their images are inside you, they
imprint upon your memory. They become yours.... What's more, the
images remain in you permanently.... Please bring to mind any of the
following: John F. Kennedy, Milton Berle, Captain Kangaroo,
Captain Kirk, Henry Kissinger. Were you able to make a picture of
them in your head? ... Now would you make the effort, please, to
erase these TV people from your mind? Make them go away. Erase
Johnny Carson or Henry Kissinger.... Once television places an
image inside your head, it is yours forever.

Just as children absorbed in spiritual images imitate them, children absorbed in television
images imitate those images. Mander writes, "Children's games are largely based on their
experiences. If they live in the country, their games will involve animals. If they go to movies,
their games will reflect that. If they watch television, you can see it in their games. In all
cases, the characters and creatures they are imitating are based upon the pictures of them
which they carry in their minds."

We must ask whether we want our children to become like a television character, or like
Krsna. Do we want them to attain the spiritual world after death, or take a body according to
their television-influenced thoughts?

Association with Passion and Ignorance

Quoting the Vedic scripture Hari-bhakti-sudhodaya, Srila Prabhupada writes, "Association

is very important. It acts just like a crystal stone, which will reflect anything which is put
before it." And in commenting on the importance of proper association for one wishing to
attain ecstatic love for Krsna, Prabhupada writes, "It is essential, therefore, that one
constantly associate with pure devotees who are engaged morning and evening in chanting
the Hare Krsna mantra. In this way one will get the chance to purify his heart and develop
this ecstatic pure love for Krsna." He also writes that one should strictly avoid association
with persons not interested in Krsna consciousness. Unfortunately, television means
association not with saintly people but with those in the darkness of passion and ignorance.
In The Big Book of Home Learning, author Mary Pride writes that TV may keep kids off the
street corners, but "it also brings the street corners into our living rooms." Children between
the ages of three and seventeen see an average of eighteen thousand acts of violence.
According to Jim Trelease, author of Read-Aloud Handbook, you would have to see all thirty-
seven of Shakespeare's plays to see as many acts of human violence (fifty-four) as you would
see in just three evenings of prime-time television.

Prabhupada spoke of this violence, in Los Angeles on June 26, 1975, in the following
conversation:

Prabhupada: Dog and television and whiskey and cigarette. That's all. [Laughter.] Is it
not? ... In India these things are entering—dog, television. Cigarettes and wine have already
entered.

Disciple: This is the degradation.

Prabhupada: Ah, yes.

Disciple: So much sex—everything you watch.

Prabhupada: And not only that—horrible scenes.

Disciple: Yes.

Prabhupada: Killing and like that.

Children are affected by this violence. Marie Winn writes in The Plug-in Drug:

There is no doubt that the children involved in serious crimes today

are not normal. Their histories reveal without exception a
background of poverty, degradation, neglect, scholastic failure,
frustration, and heavy television viewing. But while poverty and
family pathology did not appear for the first time in American
society in the decades between 1952 and 1972, a frightening new
breed of juvenile offender did. "It is as though our society had bred a
new genetic strain," writes a reporter in The New York Times, "the
child-murderer who feels no remorse and is scarcely conscious of his
acts...." The problem is not that they learn how to commit violence
from watching violence on television (although perhaps they
sometimes do), but that television conditions them to deal with real
people as if they were on a television screen.

The ultimate violence of television goes beyond desensitizing children to cruelty. It also
goes beyond the violence TV often ignites in viewers, regardless of program content. The
ultimate violence of television is that it encourages a sensual, materialistic life of acquiring
and consuming. Companies spend millions or billions of dollars for TV advertising because
it's effective. Not only are the advertisements effective in producing a materialistic mentality
in viewers, but the shows themselves must appeal to the advertisers. Otherwise, a network or
local station can't afford to produce the program. Most programming, therefore, is designed
to attract and produce the type of person who will be influenced by the advertisements. This
is the real violence. As Prabhupada writes, "To train the innocent boy to be a sense gratifier
at the early age when the child is actually happy in any circumstance is the greatest violence."

Therefore, in The Nectar of Instruction Prabhupada writes that intelligent persons

interested in Krsna consciousness should never take part in such activities as watching
television.

Television as Intoxication

It is bad enough that the content of most television shows is firmly in passion and
ignorance, filling our children's consciousness with images and desires in these lower modes
of nature. But there is also ample evidence that the act of watching television is itself a type of
intoxication, firmly in the mode of ignorance. "TV is a drug," wrote Eleanor Randolph in an
article in The Detroit Free Press (May 9, 1990). "Like other addictions, such as cigarettes,
booze ... and drugs, television may be something else in our society that feels good for the
moment, but only makes things worse.... If someone tunes in to relieve loneliness, they will
feel even lonelier when they tune out."

Television viewers can even suffer visual-motor conflicts similar to those experienced by
drug users.

In "Crack and the Box," an article in Esquire Magazine (May 1990), Pete Hamill wrote,
"Television, like drugs, dominates the lives of its addicts.... One third of a group of four- and
five-year-olds would rather give up their daddy than television. Given a similar choice
(between cocaine or heroin and father, mother, brother, sister, wife, husband, children, job),
almost every junkie would do the same."

In a 1990 article in The Detroit News, Anne Roark wrote:

Television is more likely than any other leisure activity to leave

people passive, tense and unable to concentrate.... The longer people
watch, the less able they are to concentrate. They become
increasingly drowsy and bored. As time goes on, they grow sadder,
lonelier, more irritable and more hostile. Although it is true people
are relaxed while the television set is on, when they turn it off, they
are even less relaxed than before they began to watch.

Also, the content and nature of the shows and commercials may predispose children to
take shelter of chemical intoxication to solve life's problems. After all, TV trains its viewers to
change their mood by the turn of a dial. In Read-Aloud Handbook, Jim Trelease comments, "It
is implicit in every one of television's commercials that there is no problem which cannot be
solved by simple artificial means. Whether the problem is anxiety or common diarrhea,
nervous tension or the common cold, a simple tablet or spray solves the problem.... Instead
of thinking through our problems, television promotes the easy way. The cumulative effect of
such thinking is enormous when you consider that between ages 1 and 17 the average child
is exposed to 350,000 commercials promoting simple solutions to problems."
 Srila Prabhupada once put it succinctly: "If we do not become hypnotized by Krsna, then
we must be hypnotized by this television."

In his book Charlie and the Chocolate Factory, Roald Dahl writes:

We've watched them gaping at the screen,

They loll and slip and lounge about,
And stare until their eyes pop out.
(Last week in someone's place we saw
A dozen eyeballs on the floor.)
They sit and stare and stare and sit
Until they're hypnotized by it,
Until they're absolutely drunk
With all that shocking ghastly junk.

Educational Television?

Television shows or videos can sometimes be a valuable adjunct to an educational

program. From an in-depth study of the effects of TV and many years of experience using
video in a classroom, I have found that TV and video can have their place when used with
great care. Generally, if children have already studied a subject by reading about it, writing
about it, and discussing it, a video can supplement and enhance their education in ways that
are difficult to duplicate. But merely watching an "educational" video or TV show about, for
example, the desert in Southern California has little or no value. And too much time spent
watching any form of television or video is time lost from the way children learn best—by
seeing, hearing, and practicing. Nearly every study I've seen on the relationship between
television and children emphasizes that television is most likely to harm, and least likely to
educate, young children. A good guideline is that a child under five years of age should
watch no more than one or two hours a week of educational video or television.

In fact, programs designed to educate young children have proven to have the opposite
effect. In Sesame Street Revisited, the New York Russell Sage Foundation writes, "The
American program 'Sesame Street' was specially designed to help disadvantaged pre-school
children catch up cognitively and verbally with those from more fortunate backgrounds. A
1975 survey suggests that 'Sesame Street' widened the achievement gap, and that light
viewers exhibited more gains in learning than heavy viewers."

Marie Winn writes in The Plug-in Drug, "Poor children have not caught up with their
more advantaged peers, or even made significant gains of any sort, though they watch
'Sesame Street' faithfully year after year. Schools have not had to re-adjust their first-grade
curricula to accommodate a new breed of well-prepared, 'Sesame Street'-wise children with
higher levels of language maturity.... Their language skills do not show any significant or
permanent gains as they progress through school."

My own experience as a teacher bears this out. I could always tell the children who had
watched much so-called educational television. They were less responsive to teaching, had a
shorter attention span, were less interested in learning to read, and had a difficult time
adjusting to any disciplined learning.

It is far better to prepare a child for school by reading to him and letting him see you
read. "Compared to reading, television is still the more passive of the two activities," says Jim
Trelease in Read-Aloud Handbook. "In reading, educators point out, a child must actively use
a variety of skills involving sounds, spelling rules, blendings, as well as constructing mental
images of the scene described in the book. Television requires no such mental activity."

Can videos be used for spiritual education? We have a large and growing library of Krsna
conscious videos available for our children. Yet even these should be used only rarely,
especially when children are very young. Prabhupada wanted our young children to play
games about Krsna, running and jumping outside. As they mature, our children should
spend the bulk of their time chanting Hare Krsna, going to school, or doing some practical
service. Certainly entertainment centered on Krsna and His incarnations was an important
feature of Vedic life. But the average child today watches six or seven hours of television
daily. Is there any history of a society that entertained its children for seven hours a day?

Parental Control—Can't or Won't

In The Big Book of Home Learning, Mary Pride writes, "Do you really want to know how it
is that some mothers of seven can find time to write books or make patchwork quilts or run
Bed and Breakfast operations while other mothers of one don't even get around to making the
bed? Those who can, do. Those who watch TV (more than 15 minutes or so a day), can't."

An article in The New York Times Magazine (Feb. 2, 1975) said about such parents:
"There is an immediate remedy available that does not seem to have occurred to them—turn
off the set."

Is it that we can't throw away our TV, or that we don't really want to? We can stop our
children from running in the street or playing with kitchen knives—why not from watching
TV? Are we so attached to the box as a babysitter that we have no concern about its material
and spiritual effects on our children? The Srimad-Bhagavatam states that one should not
become a parent unless he can liberate his children from the material world. The price of life
without TV seems a small one to pay.

More advice from Charlie and the Chocolate Factory:

The most important thing we've learned,

So far as children are concerned,
Is never, NEVER, NEVER let
Them near your television set—
Or better still, just don't install
The idiotic thing at all.

Children Without TV?

 In 1987, several parents at one of our ISKCON centers in England met to discuss the
problem of television. Madhavi Devi Dasi related how, when her children were very young,
they were satisfied with a small variety of Krsna conscious videos. As time went by they
wanted more and more variety. Gradually it got out of hand as she let them fill in with
materialistic programs. In desperation she got rid of the TV, apprehensive of how the
children would react. To her surprise, they never seemed to miss it and have rarely asked for
it.

Children can play. They can read. They can garden. They can learn useful crafts. They
can worship the household Deity.

So please, oh please, we beg, we pray,

Go throw your TV set away,
And in its place you can install
A lovely bookshelf on the wall.

As the children get a higher taste for Krsna conscious engagement, they will have no
interest in watching mundane movies or television. We want them to come to the standard
that Srila Prabhupada set in his personal life, as he relates in the following story:

"There was an incident in my life. I was, of course, at that time a householder. So one
friend was going to the cinema with his family, and he saw me. I was in the street, and he
stopped his car and asked me, 'Come. We are going to cinema.' So I refused, 'If you give me
one thousand dollars, still I shall not go to the cinema.' So he dragged me. He took me to the
cinema house, but I never entered. I came back. You see? Because it was detestful."

Another time Prabhupada said, "The sign of a devotee is that the devotee is no more
interested with material enjoyment. So these young boys and girls, they do not go to cinema.
Why? They don't want this! ... They don't want this material happiness. ... That is the test.
When one becomes detestful of material enjoyment, you will know—or he'll know,
personally, how much he is advanced in spiritual life."

References

Dahl, Roald, Charlie and the Chocolate Factory, Bantam Skylar, U.S.A., 1964.

Hamil, Pete, "Crack and the Box," Esquire Magazine, May 1990.

Randolph, Eleanor, "TV is a Drug," Detroit Free Press, May 9, 1990.

Roark, Anne, "TV: It Can Leave You Tense and Passive, Studies Find," Detroit News, April
29, 1990.

Gurukula Standards Committee—Minutes of Meeting 9/15/87 in England.

Mander, Jerry, Four Arguments for the Elimination of Television, Quill Press, New York,
1978.
Pride, Mary, The Big Book of Home Learning, Vol.4, Crossway Books, Illinois, 1990.

Sesame Street Revisited, New York Russell Sage Foundation, 1975.

Trelease, Jim, Read-Aloud Handbook, Penguin Books, New York, 1982.

Winn, Marie, The Plug-in Drug, Bantam Books, U.S.A., 1977.

 engaged in sporting that will remind them of
Radio and Audio Kåñëa. Adults, with different material needs
Recordings and inclinations, use different types of activi-
ties in the Lord's service.

The principle of health applies almost equally

All radio should be prohibited, unless the at any age. Because children are growing
local government official is making a speech rapidly, they have an especially acute need to
that is very important for your civics or local use their muscles. However, it is important for
history class. adults to have some physical, outdoor serv-
ice—at least a japa walk. Some activities, such
Audio tapes should be Kåñëa conscious or as swimming and wrestling, are appropriate
directly helpful to specific studies. Should for any age devotee with the main purpose of
music for bona fide Vaiñëava songs be Eastern physical health. In such cases, we need to de-
or Western? This issue is not really important, termine standards of degree, rather than kind.
being up to the individual. Certainly we
wouldn't want our children to exclusively hear Our suggestions:
Westernised Kåñëa conscious rock and roll.
 Use games from the Book of Kåñëa Con-
scious Games.
Games and Sports  Supervise and guide the children's play
time to centre around Kåñëa and His
pastimes.
 The amount of time where children
Although we stated that choosing books is play with no adult direction (but
the most controversial, the choice of games, always with supervision) should be
and amount of energy spent on them, is a mat- minimal—breaks between classes or a
ter of fierce debate among learned devotees. half hour recess. Otherwise there may
The difference between games and books is be unnecessary fighting, or
that reading and books are essential for our materialistic nonsense.
students' academic instruction. Games and  Do not allow karmé games that are
sports are not. Therefore, we can take the excessively competitive or rough.
spiritually conservative course in all cases  Limit the number of toys other than
without jeopardising our students' learning those of a simple and practical nature.
and service.  Allow simple educational games that
supplement their studies.
There are three purposes of games and sports:  For the younger children, make a
"game" out of taking prasädam, doing
 to dovetail the child's natural desires their work, or chanting their japa.
with Kåñëa consciousness  Make sure the older students,
 to provide exercise, fresh air, and sun- especially boys, have a half hour of
shine for bodily health. intense physical activity daily—
 team sports help the individual running games, games with a ball, or
sublimate his own desire in order to practical service outdoors.
work with a group.  If possible, give the students of all ages
swimming lessons and access to swim-
We may well ask, "Is there a different standard ming facility.
for children and adults?" The answer appears  Allow some sports that are integral
to be, "Yes". Children naturally want to play, parts of the outside culture.
and cannot be prohibited without causing
psychological harm. They therefore need to be These are our suggested prohibitions:
 at all with karmé sports heroes, local
 Do not allow cliques, name-calling, or and national scores, or anything of
hurtful exclusion of students during that nature.
play time.  Be careful of popular karmé sports as
 Don't allow games that require students may develop a karmé
knowledge of nonsense. mentality. If we can " Kåñëa -ise"
 Girls and boys over ten years of age them, it is not usually a problem.
should not play together.  One or two hours of play time a day
 Don't allow any games that resemble should be sufficient.
gambling—even if no betting is  Students should never play, ride
involved. For example, games that use bicycles, or engage in sports where no
ordinary playing cards look very bad adult can supervise them. This is very
to outsiders. important.
 Students should not become involved
The Company We Keep
By Urmila Devi Dasi

CAN WE MAKE OUR CHILDREN anyone, of any previous disposition. After

turn out the way we want? all, the spiritual "mold" is the shape of the
real self.
Srila Prabhupada once said, "If you
place a child in good association, he will The principle of such molding is quite
act properly, and if you place him in bad simple. We need to surround the child
association, he will act improperly. A child with saintly association, eliminating all
has no independence in that sense.... false and negative concepts. To do so is
According to Vedic civilization, as soon as difficult not because it is unnatural or
a child is four or five years old, he is sent burdensome, but be-cause modern
to a gurukula, where he is disciplined." Western society, saturated with
materialism, discourages spiritual growth.
Anyone who has worked with children
knows they are vulnerable to their We might feel, though, that we should
environment. Yet children also carry from not "isolate" our child. We might be afraid
their previous lives a complex burden of that our child won't be able to cope with
good and bad karma and a particular society if raised in a spiritual atmosphere.
tendency of character. In fact, the Yet we teach our children to eat properly
mentality of the parents during conception by feeding them healthy food; we don't
attracts a particular soul—with particular give them a taste for junk food to help
inclinations—to become their child. them cope with supermarket aisles. Nor do
Because of this, enlightened parents we give them small doses of beer or
prepare themselves so that they can be in marijuana to help them conquer the urge
spiritual consciousness during conception. for intoxication.
Thus their child will be receptive to the
training they will give him. Srila So rather than expose our children to
Prabhupada says, "You can mold the materialism, we should train them to
children in any way. They are like soft become saintly. Then as masters of their
dough." So the mold is essential when mind and senses, they will be happy in all
considering the shape of the final piece of circumstances. And rather than becoming
sculpture. But the quality of the material allured by material life, they will create a
one puts into the mold is also important. spiritual atmosphere around themselves
that will attract others.
On the other hand, our children's
tendencies from their previous lives and Vedic education's most important
present conceptions can change. Their real feature is to surround children with
personality is spiritual, filled with love for teachers and other students who want to
Krsna at every moment. Their natural know their true self. Such persons live free
position is that of eternal knowledge and from lust, greed, and envy and therefore
bliss. Therefore it is entirely reasonable do not eat meat, fish, or eggs, take
and possible to transcendentally mold intoxication, gamble, or have illicit sex.
And the true teacher, according to Vedic
standards, is one who is absorbed in
Krsna, the Absolute Truth. The true
teacher does everything for Krsna, doesn't
hanker or lament for material things, and
is always in a state of spiritual happiness.

Such a teacher, however, need not

neglect the material, academic side of
education. We require practical knowledge
in this world. Yet we should not want to
acquire knowledge simply to build up
another false material identity that will
disappear in the next death and rebirth.
Nor should we want academic knowledge
for its own sake, which will also be lost
when we change bodies. But when
academic knowledge and practical skills
are learned in the service of the higher self,
the benefit is eternal.

Throughout the world, societies train

children to be economically and socially
productive members of their culture. They
may also learn a religious faith, with its
doctrine and rituals. But imagine if some
children, even a small group, were molded
to be above all material designations, all
influences of the material atmosphere.
These children could lead mankind into an
era of righteousness and harmony.
Dress
All girls should wear their hair tied back if possible.
Dress may not be very important for spiritual life, All girls should wear dresses or skirts at least below
but Çréla Prabhupäda did teach his disciples to dress their knee. Girls who have attained the age at which
like traditional Vaiñëavas. If that wasn't practical, he they would be married in Vedic times
wanted us to dress like "gentlemen." He never (approximately age twelve) should wear sarés and
wanted members of ISKCON to look like hippies, cover their heads. Because some girls mature before
bums, or other dirty or sinful people. Even when this, you may also want some provision for them, or
doing heavy or dirty work, a devotee should always all girls over ten years old. They should wear
look respectable. This will help situate him in the modest blouses or dresses, and preferably cover
mode of goodness. their head in the temple room. You may also wish
all such girls to keep long, tied-back hair or have
Most religious schools, and many private schools, their hair covered at all times. Older or mature girls
establish a dress code. This has several purposes. It should not be allowed to have fashionable hairdos,
prevents wild or outlandish dress that simply particularly if this involves keeping their hair short
distracts the students from learning. It also or loose. All girls should wear tilaka and neck
establishes the position of the school on issues of beads. Jewellery should be minimal and modest.
modesty and chastity. Uniforms eliminate the
unnecessary competition and distraction of different Make-up, when allowed, should be simple and
kinds of dress and frees the students from the auspicious such as kajal (burnt camphor) or
whims of fashion. decorations made with tilaka and sandalwood. You
may want to prohibit sarés and very long skirts for
Our suggestions are general—make them more girls under seven years of age. Such young girls will
specific for your locality if needed. Please make trip over the long hem or spend all day fixing their
sure that your dress code is clear and in writing. clothes.
Dress codes must be enforceable and enforced! It is
easy to eliminate the dress code problem with Why are boys required to wear dhotés from age
uniforms—except for the hair. seven, while for girls wearing sarés is optional until
age twelve? It is not difficult to allow young girls to
When we set dress codes for the students, don't wear some Western clothes and still have a very
forget the teachers! It is acceptable for a gåhastha Vaiñëava and ladylike appearance. Pants for boys
part-time teacher to keep a conservative hair cut, tend to look and feel quite different from traditional
even if all his students must shave their heads. But Vaiñëava attire. Also, unless there is a school uni-
we don't want a teacher in pants if the students must form, the tendency will be toward blue jeans and
wear dhotés. The women, teachers shouldn't have other unacceptable pants. It is more difficult to
short, loose, styled hair if the girl students cannot. have Western boys' clothes be appropriate,
Example is much more important than precept. especially for the temple room. Also, sarés are
harder to wear than dhotés. Girls aged seven to
The Best Program (minimal requirements - you twelve often find difficulty keeping a saré on. Boys
could be more strict) for äçrama or day school: of equal age, on the other hand, have very little
difficulty with their dhotés
All boys should have their head shaved at least once .
every two to four weeks. They should wear a dhoté An Acceptable Program for a day school where we
and kurtä or cädara to all school functions. All boys may need a "looser" standard because the children
should wear tilaka and neck beads. Boys under are living in the gåhastha äçrama instead of the
seven may have a lot of trouble with a dhoté - brahmäcaré äçrama:
keeping it on, using the toilet, and keeping it clean
and in. good condition for a reasonable amount of All boys should wear tilaka and neck beads. They
time. It is possible to allow some type of pre-sewn should shave their head at least once, upon
dhoté or very Vaiñëava-like pants for these very initially entering the school. They can then keep
young boys. their hair according to the conservative standards of
the devotees in their local country. In the temple
room, they should wear dhotés and
kurtäs or cädaras. Outside of the temple room, they An Unacceptable Program:
should dress as would a local religious and
moral "gentleman." Uniforms are preferable. All Boys wear the current styles in hair and clothing.
girls should wear tilaka and neck beads. Girls They sometimes wear ragged, frayed, or bizarre
should wear their hair and clothes according to the clothing.
local standards for a respectable devotee. Mature
girls should cover their heads and if possible wear a Girls wear the current styles in hair and clothing,
saré in the temple room, and never dress immodestly sometimes wearing tight or short clothes, excessive
or have loose hair in public. Makeup and jewellery or bizarre makeup and jewellery, and long decorated
should be minimal and modest. No long nails nails.
allowed.
Stepping Out
By Urmila Devi Dasi

STUDENTS LOOK forward to—field trips! As the evening moves on, the younger
They're a chance to learn by direct experience, a children become silly and need reminders—
chance to apply or expand what one has learned "You're representing Krsna! We have to behave
in the classroom or at home. like yogis, who control their senses. Let's attract
people to Krsna by our example."
Actually, whenever Krsna conscious adults
take their children or students out, in effect we "What beautiful clothes!" an elderly woman
take them on a learning field trip. By going with in Wal-Mart remarked to our teenage girls. Our
adults, children can learn how to deal with the daughter, Yamuna, and her friends invited her
world in practical errands, how to tell others to the temple, gave her a book, and talked to
about Krsna consciousness when opportunities her about Krsna.
arise, and how to act properly in public as
devotees of Krsna. Our grown son, Madhava, sold a book to a
man standing behind us in the check-out line.
Every Saturday evening (unless it pours) our
family and our live-in students go into the local Every shopping trip, our children learn how
college town with a group of devotees to chant to select the best foods to offer the Lord. They
and introduce people to Krsna consciousness. learn how to calculate the cost of purchases and
Our twelve-year-old son, Kesava, sometimes how much change they're supposed to get back.
walks up to strangers with popcorn and an They learn how to plan their time. And they
invitation to a temple program. Other times he constantly learn how to present Krsna
runs and jumps with other boys as the sound of consciousness.
Krsna's name, paced to drums and cymbals,
dominates the atmosphere. I remember a former student now
approaching adulthood as a serious devotee.
Naturally, we're all dressed traditionally as Soon after he enrolled in our gurukula at age
devotees—saris for women and girls, dhotis for eleven, he joined our annual field trip to the
men and boys. The tilaka that marks our bodies Ann Arbor (Michigan) Art Fair, where the local
as Visnu's temples stands out on our foreheads. ISKCON center had a book booth. Our gurukula
Beads made from tulasi wood decorate our students would chant and distribute books, but
necks like jewelry. The children are learning to he would do neither. Sitting as far under the
display proudly the signs of Krsna's servant. shade of a tree as possible without merging into
the trunk, he sought to avoid the eyes of all.
When we leave the chanting party, the
sound of the cymbals still competes with the "What's the problem?" I asked the next day.
noise of traffic and people for a block or so. Still
dressed as devotees, we head for the food "I don't like people staring at me. Some of
market, where we act as ordinary citizens who them laugh. I feel really uncomfortable. I'd
choose and buy groceries. Then on we go to the rather just go in public dressed like everyone
department store, or the hardware store, or else. I don't like it!"
maybe we buy gasoline. At every stop our
children learn to feel comfortable openly "What do you think people say or think
representing the Supreme Lord Krsna. when they see you?" I asked.
 " 'There's a Hare Krsna.' Maybe, 'There's a Children are always learning something.
weird Hare Krsna.' " Children who take part in their parents'
activities learn life skills; children left at home
"Maybe that'll be the only time in their life or with friends learn incompetence. Krsna
they say or think of the Lord's holy name," I conscious parents can teach their children to
said. "That might get them a human body next show themselves easily and happily as Krsna's
life, or a chance for devotional service. It's hard servants, or to hide in shame or embarrassment
to get people to chant Hare Krsna. The magic of behind the clothes of Western fashion. We
dressing as we do is that when people see us should teach our children to step out for the
they chant and think of Krsna without feeling pleasure of the Lord.
we're forcing them or bothering them. And
when they see that we're pleasant—even "Baggy Pants" at the Mall
saintly—they naturally become interested in
our philosophy and way of life. It's such a I HAVEN'T BEEN a devotee for a long
simple way to spread love for Krsna!" time—just a year. So the first time I heard we
were going out in public for shopping, I asked
"But I feel, well, embarrassed." Mother Urmila whether I should change into
pants from my dhoti and kurta. When she told
"That's your austerity. Don't you think me we were going in dhotis and saris, I freaked
Krsna will be pleased that you can tolerate some out! What would people think when they saw a
trouble or dishonor to spread His glories? And teenage boy wearing a white "skirt" and with
by pleasing Him you'll feel so much happiness "mud" on his forehead?
you won't care what others think."
When we reached the mall, I made sure I
Gradually the student became more was the last person out of the van. I followed
confident. He found, like all of us who've the devotees, crouching as low as possible so as
adopted an attitude of not caring so much what not to attract attention from the devotees or the
others think, that we have to be tolerant. All but nondevotees. I listened for sounds of laughter
a few people come to appreciate Srila and criticism but didn't hear any.
Prabhupada's teachings.
After gathering up enough courage, I slowly
Sometimes our school goes on a major picked my head up. Nope—no one was
excursion. The main purpose is often to spread laughing yet. The devotees looked like any
Krsna consciousness, as with the trip to the art other normal American people going shopping,
fair. Or sometimes the main purpose is to teach except for the attire. The confidence with which
the children about skills that can be used in they walked past the shops made me feel at
Krsna's service, as when we visit people who ease.
show us cottage industries such as weaving or
blacksmithing. Still, we try to give people Krsna I thought, "What is the worst thing people
consciousness in all circumstances. could do? Stare at me or laugh at me? Staring
doesn't bother me; I like attention. And if they
For example, when we took our gurukula— laugh, I'll laugh with them. I love laughing."
kindergarten through high school—to the
cottage industry exhibit at the North Carolina So I relaxed. After all, baggy pants were the
state fair, our students spread Krsna latest fashion. You sure couldn't get baggier
consciousness constantly simply because they than a dhoti! It's not what you wear; it's how
dressed as devotees. Many people remarked on you wear it—with confidence.
their discipline and behavior, and many asked
them questions about Krsna consciousness. —Prajwal Kalfe, age 15
 have no time to cook for themselves or their fami-
Prasädam lies. One final note - it is almost impossible to insist
on a full morning program without a definite
arrangement for breakfast.

Ideally, all foodstuff taken by the students and The advantages of providing meals. are:
teachers on school property during school hours
should be offered with ceremony to the temple or  All students are guaranteed to have the proper
school's deities. Students and teachers may take nutrition for learning.
prasädam with the local temple devotees. The  It is much easier to have a full morning
school may have its own cooks to have meals more program. Who is going to cook and pack a
suitable and regulated. Students should never bring lunch at three in the morning?
any food cooked by karmés to school.  The teachers don't have to worry about
providing for their own meals:
The consciousness of the cooks is very important to  The students can be trained to control their
the functioning of the school. Everyone will be senses through regulation of eating. Prasädam
inspired if the cook is Kåñëa conscious. sharing together is an ideal situation for
Additionally, all prasädam should be fresh, made encouraging loving relationships between
with the best quality ingredients, and cooked simply devotees.
and well. Few things can damage morale more
quickly, or to as great an extent, as a poor prasädam The problems of meals are money' and
program. organization . Ingredients and supplies can take a
lot of the tuition money. In addition, the school will
Of course, all äçrama gurukulas must provide all probably have to pay the cooks or provide for them
meals. Some day schools, however, will choose not in some way. A day school that provides breakfast
to provide any meals. Bag lunches can cause and lunch can find these costing one half to two
forgetfulness and karmé food. If the temple operates thirds of the tuition. Most schools can have a
a restaurant during school hours that provides garden at least part of the year. This provides a
simple and reasonably priced meals, parents can good, educational experience for the children as a
have the option of sending money rather than bonus to the inexpensive, organic produce.
lunch. This also solves the problem of prasädam for,
teachers, who attend the full morning program and
A Diet for Spiritual Health
By Urmila Devi Dasi

WHEN OUR OLDEST SON was less than choose only suitable food. We can explain to
three, he and I were once in a supermarket our children how we try to pick the best and
when a woman passing out samples handed him freshest items for our Lord.
a cookie that looked like ones made at our
temple. He was several yards away from me, Most children love to help in the kitchen.
and I was apprehensive he'd automatically put While cooking we can create an atmosphere of
the cookie into his mouth. Instead, he ran over devotion by singing the Lord's holy names or
to me and asked, "Prasadam? Prasadam?" I said listening to a recording of devotional singing.
no, it hadn't been offered to Krsna and couldn't As our children help, they learn that Krsna is
be. He smiled and gave up the idea of eating the the first to eat—no tasting while cooking! They
cookie. can become excited about pleasing Lord Krsna.

Training our children to be strict As our children mature and gradually learn
vegetarians can be difficult. Giving them to prepare varieties of full meals on their own,
enthusiasm for further restricting themselves to they are equipping themselves for a life of
prasadam, food prepared for and offered to cooking for Krsna. If, on the other hand, they
Krsna, can be even more challenging. don't learn cooking skills, they may grow up to
think that buying foods that nondevotees have
Devotees of Krsna strictly avoid meat, fish, prepared is a necessity.
and eggs, and though a growing number of food
products don't contain any of these, many In the temple, devotees follow a strict
products have onions or garlic, which devotees schedule for offering meals to the Deities. At
also consider unfit to offer the Lord. Devotees home there can be some leniency, but a
try to avoid commercially prepared food schedule of offerings reminds us we are cooking
altogether. Krsna is hungry for our devotion, for the pleasure of Krsna, rather than simply for
not the food we offer Him, so we need to take our own hunger and desire. Can children wait
time to prepare Krsna's meals ourselves, with to eat until after an offering? Yes, if we feed
love for Him. them at reasonably regulated times, from when
they first start to eat solid food, and make sure
Not only the cooking, but also the offering meals are both sufficient and frequent enough
of food to Krsna should be done with love. An for their needs. "Wait until Krsna eats!" should
ideal offering involves setting up at least a be exciting, a spiritual game, rather than an
simple altar, putting the food on a plate austerity.
reserved for Krsna's use, and reciting prayers
asking Krsna to accept what we've prepared. As we bow before Krsna's picture or Deity
and ask Him to accept our offering, even our
While following the rules for a prasadam toddlers can bow next to us. By age ten or so, a
diet seems troublesome to nondevotees, taking child can learn the standard prayers and offer
trouble for a loved one is a great source of food without adult help.
pleasure. And serving Krsna, the supreme
lovable person, gives the greatest pleasure. We should also show our children how to
Children easily feel the happiness of love for offer food when away from home. Many
Krsna even when very young. As they watch us devotees carry small pictures of Krsna and their
in the store, we can show them how we read the spiritual master and can set up a simple "altar"
labels. By age ten, a child can learn to spot almost anywhere.
listings of meat products such as rennet and
 Being away from home or a temple is one of able to buy fruit and make a simple offering. If
the most difficult times for sticking to a we absolutely must buy prepared foods, we
prasadam diet. We adults may be willing to wait should strictly avoid grains that nondevotees
until we get home and cook. But children on an have cooked. Lord Krsna in His form as Lord
unexpectedly long shopping trip may feel that Caitanya has told us that such foods make the
avoiding all but properly cooked and offered mind wicked. A devotee must strive to keep the
food is impossible. Sometimes we can bring mind pure, so that it will be a suitable place for
prasadam with us, but other times we are thoughts about Krsna.
caught unprepared. At such times, we may be
Enforcement
standards? Students who violate the dress code
We have stated several times that all standards several times can be sent home to change their
must be enforceable and enforced. Unenforced clothes. Parents who allow their child to listen to
standards are like a fence with a big hole in it - rock music should first be gently reminded, then
someone will wander in and fall into the pool. given a notice of possible suspension, and then a
notice of suspension until the situation is rectified.
Enforcement is a never-ending battle. Teachers and Food cooked by non-devotees, brought by students
administrators should have a clear understanding of to school, can be packed up and sent home.
all rules and the consequences for breaking them.
All such consequences should be appropriate and Some situations may require extreme action. All
effective. Consequences should increase with ISKCON educational institutions must have
repeated violations. standards that demand following the four principles
of no eating meat, fish or eggs, no gambling, no
Deal with all such problems in a kind and non- intoxication, and no illicit sex. Students who break
defensive way. Explain that you are simply these rules should be expelled. They should not be
enforcing the standards agreed upon at the time of re-admitted for at least one year, and only if they
enrolment. You may or may not agree with all of have demonstrated rectification. You should have
them, but it is your duty to enforce them. Never, some definite guidelines for male/female association
never, knowingly allow a student to violate an for older students in addition to "no illicit sex". In
established standard because you feel the violation is general, boys and girls over age ten should never be
insignificant, or you don't wish to make an issue of alone together. Each school must decide how to
it. Such cowardly action is in the mode of passion. deal with such situations.
Yes, this duty is difficult and unpleasant, but the
result is like nectar. If teachers find that students In addition to the above gross sinful activities,
are constantly violating a school standard, perhaps students cannot steal, cheat, lie, or blaspheme. Of
the standard needs to be re-evaluated. Or, if the course, there are degrees of such actions, and the
standard is determined to be necessary, fair, and age and situation of the individual child have to be
practical, the students and/or parents may need taken into account. However, some provision for
periodic education and inspiration about its suspension and expulsion should be understood for
importance. severe or repeated offenses in these areas.

What can you do about deviations from the

Observing Secular Holidays
By Urmila Devi Dasi

THE YEAR IS FULL of holidays and special Jesus. On Mother's Day, we can have our
events unrelated to spiritual life. Even in India, children honor their mothers, grandmothers,
where Janmastami, the anniversary of Krsna's mother cow, and mother earth. Sometimes a
divine birth, is a general festival, many other policy of making special days Krsna conscious
days are dedicated to the country or some can lead to creative results. For example, one
ordinary, materialistic person. Outside of India, year on Halloween* some of my high school
festival days sometimes even focus on demonic girls dressed up as male devotees and went door
beings such as witches. National holidays, and to door selling Srila Prabhupada's books. We
even religious festivals such as Christmas, are can take our children out to sing the Lord's
often occasions for diving into intoxication, names through the crowds that gather for
illicit sex, and materialistic life in general. national independence day and other such
holidays. On one U.S. holiday (Thanksgiving),
If we wish to raise our children to be we used to take our students in Detroit to the
absorbed only in thoughts of Lord Krsna, how local Hare Krishna Food for Life center to
should we treat these secular holidays? One distribute free prasadam, food offered to Lord
approach is, as far as possible, to ignore them. Krsna.
We can tell our children that although the
preparations they see around them—sometimes * On Halloween night in the United States,
for weeks before the holiday—are certainly children dress in costumes and go from house
attractive, we are interested only in celebrating to house collecting candy and other treats.
the Lord's glories. Children can be satisfied and
happy without getting into mundane festivities, If we decide to have our children celebrate
especially if their year is full with one exciting mundane occasions in the same way as the
devotional festival after another. materialists, we greatly risk raising children
whose idea of happiness is materialistic.
Adults often think, however, that because Holidays are the highlights of life, especially for
their children will hanker for what glitters all children, who even at a young age note the
around them, the children must have at least a number of weeks or days until their favorite
little of the outside celebration in order not to festival. When these days involve simply sense
feel resentful or deprived. Perhaps the adults enjoyment—which for a child can mean games,
themselves feel there is something worthwhile presents, fireworks, and special food—we
in mundane events, or aren't fully satisfied in indirectly teach that we are living for material
spiritual life. But sometimes even when a child's pleasure.
parents are fully convinced that observing
devotional holidays is sufficient, avoiding Observing our children's birthdays poses a
materialistic celebrations is difficult. special problem. In the early days of the Hare
Nondevotee relatives, or even other devotees of Krsna movement, when Srila Prabhupada was
Krsna, may want to pull one into the present with us, we rarely, if ever, noted the
celebrations, and that influence may be hard to birthdays of our members, including children.
avoid. Gradually, however, birthday parties, especially
for children, have become more and more
A second approach, therefore, is to find a common. Once I calculated that every year in
way of relating nondevotional celebrations to the community where I lived we had three
Krsna. For an originally religious holiday such times as many birthday parties as devotional
as Christmas, it is relatively easy to have festivals. I noted that the children often had
programs about the life and teachings of Lord "birthday parties" as part of their play.
 Should we eliminate birthday parties? That's
probably impossible. We can, however, follow
Srila Prabhupada's direction that a birthday is a
time for charity and austerity. Our children can
give gifts on their birthday, rather than receive
them. Gatherings can be small and simple so as
not to appear to compete with spiritual festivals.
And when we invite a few friends for cake and
ice cream, we can also read from scripture and
chant together.

Our children should grow up convinced

that the happiness of Krsna's devotees surpasses
all the happiness of the material world—even a
party.
Part Four
Chapter 9
Standards for Early
Morning Sãdhana

out to beg for their spiritual master to teach them

Drops of Nectar humility and non-attachment, and they spend the
whole day in the hot sun and come back at night,
take a handful of rice, and sleep without blankets on
Whatever is done in Kåñëa consciousness, the hard floor - and they take this type of life as very
much enjoyable and great fun. This is how we train
knowingly or unknowingly, will have its effect.
our children in Kåñëa consciousness, just be keeping
Children who bow down or try to vibrate Kåñëa’s
them always attending our regular program and
names or clap during kértana are actually
associating with Kåñëa devotees, teaching them in
accumulating so much in their bank account of
spiritual realization by giving them the idea that
Kåñëa consciousness. Fire will act, whether one is a
sacrifice and tapasya for achieving the highest goal
child or an adult. If a child touches fire, the fire will
of life is a very nice way of life. Not that we shall
burn. The fire does not say, “Oh, I will not burn
give them many games for playing, these so-called
him. He is a child and does not know.” No, the fire
scientific methods of learning are artificial,
will always act as fire. Similarly, Kåñëa is the
unnecessary, and on the whole I do not have much
supreme spirit, and if a child partakes in Kåñëa
trust in this Montessori system or any other such
consciousness, he will be affected. Kåñëa will act,
system of teaching. Your idea for having altars to
whether the child knows or does not know. (Path of
train the children in deity worship is very nice.
Perfection, Chapter Six)
(Letter to Satyabhama, February 28, 1972)
Your idea to start a nursery school in New
The children should be trained in early rising,
Vrindaban is very good proposal and you may
attending maìgala-äraté, some elementary
immediately try for it by cooperatively consulting
education: arithmetic, alphabet, some of our books,
amongst yourselves how to do it. But one thing, we
like that. They should go to bed by 8 p.m. and rise
are teaching bhakti by practical attendance and by
by 4 a.m. for maìgala-äraté, getting 8 hours sleep. If
decreasing playing desire or drive, If the children
they take 8 hours sleep, they will not fall asleep
simply do as their elders are doing, that is, regularly
during äraté. When they get up they should wash
attending maìgala-äraté, rising early, chanting,
with a little warm water, at least three times wash
eating prasädam, looking at books, worshiping the
face. They may sleep one hour in the afternoon and
deity, like that, then automatically they will become
there is no harm. Encourage them to chant as much
trained up in right way and there is no need for
japa as possible, but there is no question of force or
special program for education. Children will always
punishment. If there is need you may shake your
do as they see others doing, so if by the good
finger at them but never physical punishment is
association of their parents and the other older
allowed. Try as far as possible to discipline them
persons, they will come out nicely fixed in Kåñëa
with love and affection, so that they develop a taste
consciousness, and because they are not spoiled by
for austerity of life and think it great fun to serve
an artificial standard of sense gratification, they will
Kåñëa in many ways. Rising early and maìgala-äraté
think that performing austerities is great fun, just
this is enough austerity. Besides that, let them learn
like in India we see the young brahmacärés are sent
something, chant, dance, eat as much prasädam as illicit sex, no gambling, no meat-eating, no
they like, and do not mind if they have playful intoxication. Guru says that you chant at least
nature - let them also play and run, that is natural. sixteen that should be taught. Rise early, rise early
It is nice if they eat often - if children overeat it in the morning, that should be taught. So whatever
doesn’t matter, that is no mistake. Boys and girls guru says, you have to teach them perfectly, from
should be educated separately. (Letter to childhood; then there will be no deviation when
Aniruddha, January 10, 1972) they are grown-up. (Room Conversation, Paris, July
31, 1976)
So far the children are concerned they should know
simply four things: 1. Simply think of Kåñëa always, I am an old man of seventy-four years old, and here
2. become Kåñëa’s devotee, 3. offer Kåñëa worship, is a child, one year old. (Child making noises,
4. offer Kåñëa obeisances. These four things should sounds like japa) He is trying to... Brahmänanda:
be taught and everything else will follow nicely and Yes. He’s reaching. Prabhupäda:
they will be learned persons. Give them nice food, (Chuckles) He is seeing mother’s. You see?
let them play. Some can be cowherd boys, some can Therefore such child, they are all fortunate child.
be cows, like that. Play and take food and be Kåñëa You see? He is learning automatically how to chant,
conscious. As soon as they begin playing they will how to keep the beads. So it is very nice that you
be inspired, only one has to direct how to play, have got tendency for Kåñëa consciousness, and this
that’s all. They should attend the regular äratés and is the duty of father and mother, to raise children in
dance before the deities, just like the children are that Kåñëa consciousness so that this child can be
doing in Los Angeles, and there should not be saved from further bondage of birth and death....
separate special äratés for the children, although If we train... Just this child is dancing. This child
they may also learn how to do äraté. In the class is trying to chant Hare Kåñëa with beads. Simply
before one picture. They must all go to bed by nine they are to be instructed. They must have the
p.m. and arise at four a.m. for maìgala-äraté, and in association. Then there will be a new growth of
daytime a little rest. (Letter to Satsvarüpa, June 16, population, not like cats and dogs, but actually
1972) demigods, devata. Demigods means devotees of
Kåñëa. (Prabhupäda’s Lectures, General, June 22,
We should concentrate on training these children 1969)
up in Kåñëa consciousness, not so much by formal,
academic education - a little reading, writing, Take the children to the temple every day and bring
mathematics, that’s all - but more by giving them them up in Kåñëa consciousness, and when they are
facility to follow the examples of the older devotees old enough you may send them to our new school
in the regular Kåñëa conscious program, namely, in Dallas.... Simply engage them in our regular
rising early, äraté, chanting, reading, street program of routine rising early, cleansing, chanting,
saìkértana, preaching, distributing literature - like eating Kåñëa prasäda, looking at books, street
that. These children can be trained in that way, by saìkértana, like that, and let them associate nicely
participating in all of these activities throughout the with other devotees in such program daily, and
day, and always the focus of attention will be on automatically they will be trained up nicely in Kåñëa
Kåñëa. So you kindly see that these programs are consciousness. (Letter to Harsarani, February 28,
carried on nicely, that is, in the matter of our 1972)
routine program, and let the children learn in that
way. Not much time should be wasted giving so Regarding sending children to gurukula, that is also
much academic knowledge, a little reading and optional, not compulsory. The most important
writing, that’s all. Let them be able to read our things are that you follow very carefully all of the
books very nicely, and that will be their higher rules and regulations such as rising early, and
education. Keep them always happy in Kåñëa having maìgala-äraté and classes, etc. and that you
consciousness, and do not try to force or punish or chant at least 16 rounds daily without fail. These
they will get the wrong idea. By and by, if they are things are most essential for your spiritual
satisfied in this way, they will all grow up to be first- advancement and then everything will be alright.
class preachers and devotees. (Letter to Satsvarüpa, (Letter to Tirthaìga Däsa, March 14, 1975)
February 16, 1972)
Being called by the spiritual master, the student
Prabhupäda: Guru says there are four principles to should study the Vedic mantras regularly. Every
be followed they should be taught in that way. No day, before beginning his studies and at the end of
his studies, the disciple should respectfully offer the “Païca-tattva mahä-mantra”, and then the “Hare
obeisances unto the spiritual master. (Çrémad- Kåñëa mahä-mantra”. Other mantras, such as
Bhägavatam, 7.12.4) “Aruëodaya-kértana” by Bhaktivinoda Öhäkura or
Narottama däsa Öhäkura’s “Näma-saìkértana” may
Simply follow the program of the elders, let the also be chanted responsively. However, it is
children associate as much as possible with the essential that the “Hare Kåñëa mahã-mantra” be
routine Kåñëa conscious program, and when the prominent. In a fifteen minute kértana, it should be
others go out for working and business matters, the chanted for at least five minutes.
children can be given classes as you describe. They
can learn our method of Kåñëa consciousness by The chanting can be accompanied by hand clapping,
rising early, cleansing, plus knowledge of Sanskrit, karatãla (cymbal) playing, mådaìga drum, and
English, a little mathematics, history, geography. harmonium. The students can clap and play
(Letter to Aniruddha, March 7, 1972) instruments if they can play them properly and also
continue to chant. Students may lead the responsive
*** chanting if they are serious and competent,
regardless of age.
This chapter describes the minimum requirements During the chanting, the spiritual master and the
for the morning sädhana program. The non- Lord should be offered äraté. Ideally, the offering
essential features can be changed according to time, should consist of incense, ghee lamp, water in a
place, and circumstance. conch-shell, handkerchief, flower, and fan(s). If this
is not possible, the offering can consist of incense,
These guidelines were written to aid the adult who flower, and fan(s). Please consult with the temple
supervises gurukula students during morning püjaris if there are questions about offering äraté.
sädhana. The general nature of the programs and When the program is not in a temple with formally
specific details for instructing students in these installed deities, a responsible and trained student
programs were written for adults who have a wide can sometimes offer the äraté.
range of experience with Kåñëa consciousness and
teaching. We hope that even long-time gurukula The most important training for the student during
teachers will gain inspiration from this section. maìgala-äraté is his participation in the chanting.
This cannot be forced with threats or punishment,
but he should be expected and encouraged to
Maìgala-äraté Kértana participate. First, the student has to know the
mantras. Children who can read can follow during
the äraté; those who cannot, need to be taught at
The maìgala-äraté kértana should take place during another time. Many students will spontaneously
chant during the kértana. These students should not
the one and a half hours before sunrise. Children
be ignored. Periodically look at them and smile
and adult(s) should chant in a room or section of a
when you see them chanting. Sometimes take them
room that is specifically designated as a temple. An
by the hand and dance with them. Make a point of
attractive table, stand, or altar should be the focal
praising them outside of kértana time for their
point of the temple room. The altar should have a
determined and blissful chanting. Statements such
picture of the Païca-tattva (Lord Caitanya and His
as, “When we chant we show how much we love
associates), a picture of Prabhupäda, and the adult’s
Kåñëa,” and, “Surely you will go back to Godhead if
or child’s spiritual master if relevant. Students who
you continue chanting with such enthusiasm”, are
have not yet established a personal relationship with
very encouraging. You may wish to refer to Çréla
a spiritual master should worship Çréla Prabhupäda.
Prabhupäda’s letters or hear from disciples who had
There may also be deities on the altar, provided that
intimate contact with him to learn from his example
the worship is reverent and regulated. Questions
how he encouraged us in that way.
about deity worship in general can be asked of the
püjaris at an ISKCON temple.
Other students are morose in kértana. They may
stand still, staring at the floor. They may lean
There should be responsive chanting of “Çré Gurv-
against the wall, or sit on the floor. A student who
añöka,” by Çréla Viçvanätha Cakravarté Öhäkura, then
is old enough to be in gurukula must be expected to
the two “Çréla Prabhupäda Praëati” mantras, then
stand respectfully during kértana, unless he is sick.
Under no circumstances should a gurukula student We should mention that some parents have success
lie down in the temple room, suck his finger or with uninspired children by tricking or bribing
clothes there, play with toys during kértana, eat, or them to chant. One father offered his eleven year
talk about anything other than emergencies such as old son a gift if he would dance enthusiastically and
using the bathroom. Students who engage in such chant one time during the kértana. The son did so
behavior should be quietly told the proper for the sake of the prize, but then realized that he
standard. If they persist, they should be removed actually did like to chant and dance! He has
from the temple room. It is best to instruct them retained his enthusiasm for many years, without any
outside of the temple room, so as not to disturb the need of further incentives. We may not endorse
deities and other devotees. If the child continues to such devices as a regular policy, but rather parents
be rebellious and disrespectful, he should remain and teachers have some freedom to “judge by the
outside the temple room for several minutes, until result,” for their particular case.
he is able to enter in a proper mood.
In summary, the adult who supervises students
Children should not be removed from the temple during kértana has the duty of training them both in
room if their general behavior is respectful, but proper respectful behavior and chanting. This
they are not chanting. Nor should they be punished training must stem from the love of the adult for the
for this, even verbally. It is the responsibility of the child as spirit soul, wanting that child to serve the
adult in charge, however, to help them train their Lord, Çré Kåñëa.
mind and senses to chant the holy name. Stand
directly next to or behind the child. If there are
several children like this, you may work with
different children on different days, never
completely ignoring anyone, or else you may try to
Japa
help them one after another. Every time there is a
response in the chanting, chant “with” the child.
Chanting
You may chant near his ear, put your ear by his
mouth, or look at his face. This should be done in a
loving and somewhat playful mood. Try to
The essence of Kåñëa
consciousness is
communicate your enthusiasm for chanting to the
certainly the chanting
child.
of the Hare Kåñëa
The child may require this help daily for several
mantra. So it is also
weeks until he begins to acquire his own taste for
the essence of the
the name. Be patient. This is especially true for
gurukula training.
young children who are not accustomed to daily
Without a very firm
kértana
and enlivening japa program, no one can experience
or any age student who had some previous negative
the higher taste necessary to give up fruitive
experience with it.
activities.
If you find your student(s) having a persistent lack
The major, and perhaps obvious, requirement for
of enthusiasm for chanting after giving them much
the teacher is to have been regularly chanting over
personal attention in the kértana, over several weeks,
many years. The teacher should personally accept
it is wise to also work with them at another time.
that his japa is his lifeline back to godhead, the most
Have a kértana with just them and you. They chant,
important instruction of his spiritual master, and the
and you respond. You chant and they respond. You
underlying melody in the symphony of his
can try this once a week or so, for ten or fifteen
devotional activities. His japa class will soon
minutes, until the students carry over their chanting
become the highlight of the day.
to the regular kértana.
Before starting a japa class, the teacher will be wise
When you do see your student happily chanting,
to examine his own japa. You could start by reading
please continue with guidance and praise. Your
Satsvarüpa Mahäräja’s Japa Reform Notebook or Çré
students will always be grateful for your gift of love
Nämämåta. Then analyse your own japa for
for Kåñëa’s holy names.
mechanics and mood. How fast or slow is each
round? Are you fingering the beads correctly? Is
your pronunciation consistently clear? Do you probably shouldn’t go to school that day), put
always say the entire mantra? Are you easily anything in his mouth, or eat.
distracted and prone to engage in conversation? Is Whether or not a child should chant on beads is a
sleep a problem? Do you have a prayerful attitude, very individual thing. Watch each child closely and
crying out in humility for unconditional service? see if he is fingering each bead properly. A
particularly restless and distracted child may
All the above is definitely required for the japa immediately become excellent at japa upon
instructor, who has the position of instructing guru. receiving beads. Another may play or skip beads yet
At least the teacher has to be striving for such chant nicely orally. Until about age 9-10, please
offenseless chanting, and have been steadily have a very casual attitude about whether or not
chanting for many years. The teacher must be beads are used. It is common for a student, on his
completely convinced that his japa is the most own, to chant on beads until he’s finished one
important instruction of his spiritual master, being round, hand you his beads, and then continue
the life and soul of his devotional service. Then it is orally. You may keep all students’ beads in a bag,
possible to infuse the students with the same distributing and collecting them daily, so they don’t
standard, even from the very beginning. get lost.

Japa must be taught. Teach the children how to If you are chanting with one or two children, they
pronounce clearly, how to finger their beads if they should sit by you, at least until they are fixed
use them, how to chant at a comfortable speed and enough in their own desire that you have complete
“loudly enough so that they and the person next to confidence in their steady chanting. If you are
them can hear”. Make sure that they breathe chanting with more students, it is generally best to
between words or mantras so they don’t “swallow” a have them sit with you in a circle so that you can
word. And, not least in importance, remove all see and help each of them. This also allows you to
distractions, just as you would do for an important maintain order with a large group.
academic class. Do not allow talking, playing,
silliness, or other disturbances. Try to encourage The child’s position in the circle can be crucial to
those with little taste by this conducive atmosphere, his ability to concentrate. Some children only fix
kind help in the above-mentioned areas, and their minds when they sit next to the adult, others
inspiring preaching. may sit next to him for a few minutes on a particular
day, and then stay on the track for weeks. When a
Your students will greatly appreciate this concern student is new to gurukula, have him sit close to you
and help. They may enliven you by voluntarily and make sure he is saying the whole mantra. If a
chanting a fixed number of rounds at age seven or child has trouble for a long time, you can assign one
eight, or asking you if they “may” chant more japa of the young students, say age 6, to sit next to him
during recess. One eight-year-old girl gave her and help him. We would like to emphasize that
mother great distress by chanting sixteen rounds a students who have extreme difficulty even
day. She didn’t want to eat or sleep! We worked remembering the mahä-mantra for months may
out a more reasonable program for her, but this eventually become lovers of the holy name with
desire is not uncommon. This is the sweet diligent practice. It will gradually become the art of
transcendental fruit of the japa teacher. the japa teacher to gauge the children’s minute-to-
minute progress without losing his own intensity of
During japa class, just start chanting and then concentration and prayerful attitude towards the
everyone joins until it’s time to stop. Sometimes, holy name. In fact, you may find these sessions
however, you may want to first read about the holy with the children to be one of the easiest times to
name, or have some philosophical discussion. Once take shelter of japa. Often, the whole class seems to
japa has started, there should be no interruptions be swimming in ecstasy.
except for emergencies. Students are expected to
use the bathroom either before or after japa, and to Children who have difficulty with japa class can be
have a tissue on hand if they need to blow their dealt with in a similar fashion as what we have
nose. Although the children should not be forced, described under “Kértana.” Students who are
verbally or physically, to chant, they are not violating rules of behavior should definitely
permitted to fight, play, talk, walk around, or receive some punishment. You may make a note of
distract others. Under no circumstances may a “demerit points” and, after japa class, have the
student lie down (unless he is sick, in which case he errant student stand in the corner for five minutes
for each “point.” A student who is extremely Although twenty minutes is a minimum
disruptive in spite of such a system needs to be requirement, students over age seven should be able
removed from the japa class. He should not be to chant for forty-five minutes or even an hour
allowed to play during this time, and you may want without difficulty. If you can do this, it is
to have japa time later for him. These standards, preferable. However, it is much better for a student
again, are for behavior violations - playing, to chant japa for twenty minutes with full
fighting, talking - not lack of chanting. enthusiasm than for an hour grudgingly. If you
supervise students in a temple that has a longer japa
Students who have a lack of desire for japa need period than they are able to participate in, the
encouragement, love, and help. In Appendix E is a students can do some quiet activity during the
large sheet with the mahä-mantra in words and remainder of japa time. Such activity should be
pictures. This sheet can be very helpful for young, directly related to Kåñëa if possible. If you have a
new students, or those who have trouble large number of small children, it might be more
concentrating. Some students will chant if inspired considerate of the other adults if you do not stay in
by incentives and tricks. You may give them a star the temple room after the students finish their japa.
or sticker if they chant nicely. It is amazing how Under no conditions should students eat, lie down,
children can become initially motivated in this way. make excessive noise, run, put fingers or objects in
Then, when they chant with such motives, they their mouth, or be in any way disrespectful in the
realize the true nectar of chanting, and the external temple room when their japa time is over. Students
motives become unnecessary. Çréla Prabhupäda who need to eat or rest should do so elsewhere.
often instructed the teachers to trick the children
into happily obeying and engaging in spiritual life. One final note of caution is in order. If you feel that
Be creative, light-hearted, and loving in your the training described above would be an intolerable
approach. # intrusion on your own japa time, please do not train
gurukula students during japa. Çréla Prabhupäda
An example of one novel incentive for very young instructed the gurukula teachers that they could
students is a “japa race”. The children sit in a line, indeed hear their japa and at the same time instruct
and, when you point to one for nice chanting, he and help the students. Therefore, by the grace of
leaps forward. Whoever gets to the picture of Lord Çréla Prabhupäda it is certainly possible. However,
Caitanya (or whatever goal is available) first, “wins” not all adults have the temperament for this service.
that game. Several games can be completed in the Please be honest with yourself. Japa training is the
twenty minutes. Obviously, this is unsuitable for a most important part of the students’ education, and
temple room with many adults, but can give you an requires much sacrifice and commitment.
idea of the many possibilities.

As far as the duration of japa, it can be a grievous

mistake for children who have not yet fully
demonstrated a strong personal desire for japa to
Bhägavatam Class
determine the time of their japa period by having
them finish a certain number of rounds.
Unfortunately, this can encourage the children to
The daily Bhägavatam class should consist of
chant sloppily, cheat, and develop bad habits. responsive chanting of Bhaktivinoda Öhäkura’s “Jaya
Chanting a set amount of rounds should be reserved Rãdhä-Mãdhava”. A verse should be read
for older children, about twelve years or more, who responsively in Sanskrit. The Sanskrit and English
have chanted steadily every day for at least six word-for-word translation is then chanted
months. Otherwise, students should be expected to responsively. The verse and purport is then read,
chant for at least twenty minutes. If they are and the speaker should discuss the main points with
chanting on beads and wish to chant a fixed number reference to Çréla Prabhupäda’s instructions. The
of rounds, they should still chant for the full twenty discussion should be at least ten minutes long. If
minutes if they finish early. Students who are five possible, have some time for questions, especially
years old and new to spiritual training, may chant involving the students. The daily class should
for only ten or fifteen minutes for the first month or generally cover one verse and purport in
so of gurukula. If your japa atmosphere is very chronological order. Other books should not be
sweet, they may want to chant for the full twenty substituted, although it is nice to read sections from
minutes anyway. Çréla Prabhupãda’s other books that add to the
points in that day’s verse. On major and minor or substituted for the daily
Vaiñëava festivals, a special reading may be added to
A nice booklet, “Daily Devotions and Meditations”, available from Kelélalitã Devé Dãsé of Berkeley
ISKCON, has special readings for all festivals. During the morning Bhägavatam class, make sure
that students aren’t distracted by playing, talking, coloring or service. If the teacher himself is
enthusiastic to listen, there is no doubt that the students can gradually be trained to be attentive
listeners who can sit still, pay attention, and remember what they’ve heard. Every day, as soon as
possible after class, ask two or three students, on a rotating basis, what they remember from class.
To remind students to listen, occasionally lean over and whisper to a child, “What did he just
say?”

We do not want students to be distracted by garlands, knitting, drawing, and so on in the same
way that we would not allow these things in academic classes. Older students may take notes,
while even the youngest five-year-old can copy the Sanskrit and English verse. All students
should have a notepad and writing implement. The important element in these notes is that the
student is listening to the class. Please do not make any point of spelling, handwriting, or
grammar. In fact, young children who are just learning to read and so use their own “invented
spelling” may take excellent notes. You may have to ask them to translate them for you afterward,
though! In addition to taking notes, students should be able to ask intelligent questions, and
make thoughtful comments.

You’ll be delightedly surprised at how nicely the students hear when they are expected to!
Bhägavatam can become an exciting event if we help our children to learn concentration and
control of the mind. Perhaps most importantly, the teacher has to thoughtfully consider the
points under discussion and find such transcendental topics exciting himself.

Your student(s) should sit near you during class unless he has demonstrated over a period of time
that he is responsible and attentive during class. Please do not allow talking, playing, lying down,
eating, running, fighting, putting fingers and objects in their mouth, or other such behavior .
Just as during kértana and japa, such behavior deserves time out of the temple room or in the
corner. Any child old enough to be in gurukula can be disciplined in this way. It should also be
obvious that the supervising adult should follow the same general guidelines as the students - that
is, listening to class without distractions.

Guidelines for Breakfast Präsada

The children should sit quietly, say the prasädam prayer, and offer obeisances. Different children
may take turns serving whenever possible. Children are taught to eat with their right hand and
never waste. Establish a rule, such as: all children must have one cup of milk, one muffin, a
tablespoon of cereal and a piece of fruit. If children ask for more, they must finish it at that meal.
Don't make them eat anything burnt, spoiled, or overly spicy. There should be a rule of quiet
talking only, or no talking at all, except to raise hands for seconds or request a certain preparation.
Many teachers like to play a tape during prasädam time.

A bucket and cloth should be available for children to wash their places when they are done. If
individual metal plates are used, the children should be taught how to wash their own.

***
The Need for an Äçrama Curriculum
by Bhürijana Däsa

It is clear in my mind that each school must set written academic goals that students should
achieve by the time of graduation and based on those long-term goals, schools should develop a
year-by-year curriculum that guides its daily classroom teaching. An academic teacher will,
therefore, have written material at his disposal that tells him what and how much he is expected
to teach during each school year. But what do our äçrama teachers have to guide them? How
much do we expect them to teach in a year? What, if anything, do we expect our children to
learn by the time they graduate? Schools should consider these points and conclude that äçrama
teachers also need a curriculum - an äçrama curriculum.

Äçrama Teachers Should Teach

Too often an äçrama teacher feels himself a "kid-herdsman" rather than a teacher, as he attempts
his thankless task of efficiently pushing students through routine daily activities. To combat this
unsatisfying situation, I suggest äçrama teachers increase the training aspect of their dealing with
the students by making one of their main services the teaching of specific äçrama skills.

Doing so will be good for a teacher's relationship with his students as well. Children usually
don't have the conceptual abilities needed to base a deep relationship with their teacher solely on
the value of a teacher's Kåñëa conscious preaching. But because childhood is the age for learning,
and because children usually do want to learn, a child's relationship with his teacher naturally
develops when his teacher teaches. Younger students, especially, often perceive a teacher's
affection only through practical care - and the teaching of specific skills.

When and Where to Teach

The time to teach an äçrama curriculum is not when the child actually uses the skills. Don't
teach a child how to brush his teeth during the harried time before maìgala-äraté, and don't teach
him how to offer flowers in the midst of the excitement of parting altar curtains. The prime
function of the äçrama teacher during temple times is to set a good example of enthusiastic
chanting and hearing - and of course, to keep basic order. A separate teaching time is needed to
impart most äçrama skills. I recommend that the äçrama teacher hold, at a specific time each day,
a class in äçrama skills. The time the äçrama class is taught is flexible and the place will be
determined by the specific skill taught. Learning how to offer flowers at guru-püjä may require the
class be taught in the temple; learning to neatly put on a dhoté may necessitate the äçrama room be
the classroom; and learning to carefully brush one's teeth may demand the washroom as the
learning area.

An äçrama class is especially important for younger students who should develop proper habits in
their formative years. They, too, by Kåñëa’s arrangement, are especially eager to learn. Of course
six-year-old students will need different skills taught to them than twelve-year-olds, and even
sixteen-year-olds may need reminding or re-teaching of basic skills. Older students will also
benefit from becoming instructors of skills they've already mastered.

A Word on Positive Reinforcement

When a child offers flowers correctly in guru-püjä, compliment him on his behavior . When
he treats a guest properly or brushes his teeth carefully, send a note home to his parents. These
simple techniques that help make appropriate behavior an integral part of a person's behavior
are called positive reinforcement. Positive reinforcement is the most effective way to train a child
within the actual situation wherein he is being called upon to exhibit what he's learned.

Three basic methods of positive reinforcement are generally used:

 Verbal ("You really were singing in guru-püjä today")

 Non-verbal (A smile, pat on the back, or wink to indicate you appreciate the good behavior
).
 Back-up ("I've been watching you. You've brushed your teeth so carefully this week that I'm
going to send a note home to your parents.")

Don't think of positive reinforcement as flattery, or the simple commendation cards, stars, or
sweets that are often given to the children as bribery. Rather, when giving positive reinforcement,
try to sincerely search for and appreciate a child's good qualities and activities. Let the positive
reinforcement come directly from the appreciation. And one should appreciate a child's good
behavior ! Appreciation of good behavior fosters further good behavior as well as deepens
one's relationship with the child.

Keep in mind that problem children require more positive reinforcement. Positively ac-
knowledge attempts at improvement, even if the attempts appear feeble. See the good within
each student, as we wish Kåñëa to see the good within us. Then, within a positive framework,
chastisement and correction are extremely effective.

In Summary

Students need to learn äçrama skills. Äçrama teachers, to truly be teachers and to solidify
relationships with students, need to teach äçrama skills. The time to teach the skills is not
during the crucial times when the student is using them- special äçrama classes are more
effective. When the student is actually using the skill, positive reinforcement is the most useful
method for teaching proper behavior . The age of the child determines which skills need
teaching, and the specific skills taught determine the place of teaching. ***
Paying Attention in Bhãgavatam Class
by Çré Rãma Dãsa
then I would have to stop
Question: How do I “Order breeds habit”. If him! Oh no. Now Keçava
pay attention in Çrémad- they have a well organized just poked Puri. If he does
Bhägavatam class if I have standard to follow, every that one more, no, two
to watch an äçrama of eight day, very clearly, it will more times, then I’ll have
boys at the same time? become a steady routine to do something.”
which is adhered to
Answer: Many without much thought. Can anyone pay attention
difficult situations can be to the Bhägavatam with all
conquered by regulation. For the teacher, the act of that decision making going
Behavior of the äçrama discipline must also on in the head?
in class must become habit become habitual. Just as
and your controlling the the students know exactly In this case, as in most
äçrama must also become what is permitted and what others involving discipline,
habit – like the eye blinks is not, the teacher must the best work is the work
at regular intervals without have his mind made up done in preparation. If the
conscious effort. beforehand as to what teacher lays the proper
point he must exercise groundwork for himself
Make sure the children active control over and his students and he
know exactly what to do misbehaving children. If can make his reactions to
and what’s expected of this kind of decision is not the children’s behavior
them beforehand so there’s made in advance, then the pretty much automatic, he
no need for speculation on teacher must expend quite stands a good chance of
their part. They should sit a bit of distracting mental being mentally divorced
in regular places, the same effort each time a student from the everyday work of
every day; know that they moves out of line. keeping watch over the
must pay attention to the äçrama whilst hearing the
Sanskrit because they “Should I stop him from Çrémad-Bhägavatam.
might be called on to pulling threads from the
chant; understand that they bottom of his dhoté? Well,
must keep their hands to that’s not really so bad. If
themselves and try to sit he were pulling the elastic
still. strings from his socks, now
A Taste for the Lord's Name
By Urmila Devi Dasi

IT'S AFTER THE TEMPLE'S Sunday feast. asked her, "Are you still just chanting three
Packed into our van, the children laugh and rounds?"
jostle one another as we head for the gurukula
to watch a video of Krsna's pastimes. Nimai, the "I've been chanting seven rounds every
four-year-old brother of one of our students, day," she said.
starts singing the Hare Krsna maha-mantra. He
sings quietly at first. Then his singing builds in "Well," twelve-year-old Kesava piped in,
volume and picks up a clear rhythm and "starting on February first I increased to eight
melody. Eleven-year-old Visnujana starts to rounds. I'm going to move up until I get to
play the mrdanga drum he'd brought to the sixteen rounds by the time I'm sixteen."
feast. Soon all the children are singing together.
The singing is their pleasure, and they taste the Our students enthusiastically embrace the
spiritual sweetness of the Lord's name. Lord's name because of training, a supportive
atmosphere, their own commitment to
Later, my husband and I chant outside on chanting, and the reciprocation of Krsna in the
our beads, marveling that the frogs have form of His name. We start training our
awakened on this warm February night. Mixed students at age five to sit together for at least
with the frogs' beeps and blups are sounds from twenty minutes each morning and chant on
our youngest son, Kesava, and the two boys beads. While we don't force the students to
who board with us. "What are they doing?" my chant (we don't punish them if they don't), they
husband asks. Listening closely, we gradually understand that we expect them to join in. I
distinguished the sounds of Krsna's names. help the students pronounce the mantra clearly,
I help them finger the beads properly (some
As they play, help with cooking, pause in young students who play with beads do better
their schoolwork, take a walk, or clean the to chant without them), and I keep bringing
house, our children and students often burst their restless minds back to the sound of
into transcendental song. Each of our students Krsna's names.
also chants the Hare Krsna mantra as a quiet
personal meditation for at least twenty minutes During our chanting time, I insist that each
each morning. And most of the older students child respect the spiritual life of the others. No
commit themselves to chanting a certain talking or fooling around. I have to set a strong
number of "rounds" on a string of 108 beads. personal example of commitment to my own
vow of chanting, as well as to the quality of my
"Do you chant a certain number of rounds?" chanting. It may seem impossible to chant
I asked a new thirteen-year-old student. attentively while supervising twenty students,
but I find that Krsna helps me.
"No," she replied, "I never have."
No matter how much training we give
"Well," I suggested, "how about starting children, they also have to commit themselves
with three rounds?" to worshiping the Lord's name. This
commitment comes from their own experience
Strangely, after three rounds (about twenty with chanting and from understanding its value
minutes) she was still chanting. And the next and importance.
morning she was again still chanting after
twenty minutes. After a few weeks of this, I
 I recall an eleven-year-old boy who joined spiritual mood in the temple encourages
our gurukula. He sat morosely morning after everyone to chant seriously.
morning, mouth closed and face glum.
When anyone with proper training and the
"Chant," I would say. desire to chant purely chants regularly in the
association of saintly persons, Krsna quickly
"I don't have to." reveals Him-self in His holy name. When
chanting with the children, I often pray to the
"No, you do have to. Of course, I can't make Lord in their heart, "Please reveal how You are
you chant. But chanting Krsna's name is the present in Your divine name. Please show them
process of spiritual realization for the present Your love and mercy."
age. So if you want to realize yourself and God,
certainly you have to chant. You may choose Krsna's presence in His name is a display of
not to in this life, but sooner or later, in some His mercy. And because He loves us more than
lifetime when you really want to know and love we can imagine, He is easily pleased to reveal
Krsna, you'll have to chant." Himself. If our children come to rejoice in the
glories and sweetness of the Hare Krsna mantra,
Today, at age eighteen, he's still chanting. their path to the perfection of life is fully open.

Children profit from making chanting a From the Students

habit. Then their training becomes effective and
their own commitment a joy rather than a When I chant, I feel very happy and joyful.
burden. We form habits to make sure we get When I chant about Krsna it feels very fun so
things done—bathing, cleaning, or even you can just think about Krsna.
keeping up with world events. Similarly, taking
refuge in the Lord's name, at least for a certain —Cintamani Dasi, age 8
time every day, is so much easier when it is a
habit. I like kirtana when it goes fast so that you
can jump and dance.
Children should also form the habit of
chanting or singing the Lord's name at every —Gaura Lila Dasi, age 13
opportunity. We can teach this mostly by our
own example. Do we chant while we wash Krsna likes us to chant and dance for Him.
dishes, drive our car, or fix the leaky pipes? Do
we chant (quietly) while grocery shopping? —Amala Purana Dasa, age 6
Prabhupada advises, "Don't waste time, but if
you have time, chant Hare Krsna." There seems something special about the
holy name.
When we train our children to chant, help
them commit themselves to chanting, and help —Amrta Dasi, age 11
them arrange their time so the chanting can
become a habit, we create a supportive I like chanting because it is fun. I like
atmosphere for taking shelter of Krsna's name. chanting when I am sad. I like chanting a lot
The devotee community can add to that because we become more advanced when we
support. We are lucky here in North Carolina to chant. I like chanting for Krsna to make Him
be part of a community where the temple is happy. I like chanting so I become happy like
regularly full of devotees for congregational Krsna.
singing of the holy name. And when the time
comes to chant on beads, no one talks or sneaks —Visnujana Dasa, age 10
off to bed or gets distracted. The intense
 Chanting Hare Krsna brings you closer to
Krsna.

—Rohini Dasi, age 13

The most blissful times of my life were the

times when I chanted my rounds clearly with
full attention. At such times I felt like I could
chant forever.

—Yamuna Dasi, age 15

Accepting a Spiritual Master
By Urmila Devi Dasi

THIS MONTH (September) we celebrate knowledge will be given to one who is worthy.
Srila Prabhupada's one-hundredth birthday Adults in the child's family, school, and
anniversary. To honor Srila Prabhupada, our community should help the child become fit for
children can sing his praises, decorate his seat, initiation and able to recognize a bona fide
write homages to him, and help cook a feast in guru. Our teaching children to become qualified
his honor. Honoring Prabhupada in these ways disciples is similar to a guidance counselor's
is important, but our children really honor him helping a student pick a good college and meet
when they become his students. the college's entrance criteria.

The Vedic idea of a student differs from that The mutual examination of guru and
of the Western idea. The Western student hears disciple implies that our children must find a
a subject or learns a skill, pays his fee, and then spiritual master present before them. So
goes his way. The Vedic student finds a self- although our children become convinced that
realized teacher and becomes inspired to take a Prabhupada showed all saintly qualities during
great vow of lifetime dedication as his disciple. his life, it is one of Prabhupada's disciples who
(The child should be at least twelve years old at must examine them and accept them and whom
initiation, so that he or she can take vows with they must accept as representing Prabhupada,
personal conviction. Generally, our children are as Prabhupada represented his spiritual master.
older than twelve at initiation, but twelve is the
minimum age.) After the prospective guru and disciple are
satisfied with their examination of each other,
Discipleship implies that a student the disciple takes a formal vow at initiation.
voluntarily, with love, dedicates body, mind, Childhood should be a preparation for the
and words to the guru's pleasure. True moment when one vows to abstain for life from
discipleship is the secret of success in spiritual illicit sex, meat-eating, intoxication, and
life, because what pleases the guru pleases God, gambling. Clearly a child whose family and
Lord Krsna. friends are free from these vices is at an
advantage. A disciple in ISKCON also vows to
Because the complete dedication of a daily chant sixteen rounds of the Hare Krsna
disciple gives a guru great influence over the mantra on a strand of 108 beads.* Such a vow
disciple, our children need to learn the qualities requires a background of maturity and self-
of a saintly person before determining at whose discipline in the child's life.
feet they will lay their life. They should then
spend at least a year observing and serving The initiation ceremony isn't simply some
under a person whose behavior and instructions cultural ritual or rite of passage; it is completely
reflect the qualities they have studied. on the spiritual platform. The years of sacrifice
by the child's parents and teachers succeed
And our children must become qualified to when the child formally commits to the school
be disciples. As reputable universities examine of Krsna consciousness, where Krsna Himself is
prospective students though complex entrance the headmaster and the gurus are the teachers.
procedures and examinations, a guru examines There is no better way for our children to
a prospective disciple for a year to see that the glorify Prabhupada.
An Offering of Love
By Urmila Devi Dasi

The students, from the beginners who can example, it is common for a student to write, "I
barely write to the almost-graduated, look up want to preach all over the world."
expectantly.
"That's wonderful," I comment, "but how
"Blank paper, everyone! For the next two or do you intend to do that? Will you preach in
three days we're going to write an offering to Argentina? How will you get there? Will you
Srila Prabhupada." distribute books, or have a group of devotees
who chant, or preach through radio ... ?"
Every year, disciples and followers of Srila
Prabhupada celebrate the anniversary of the day Soon the students realize that I'm asking
he appeared in the world by, among other them to make a real offering. Gradually they
things, writing letters in which they glorify him, write from the heart. They express a desire to
offer him service, and express appreciation for dress the Deity of the Lord, or cook for Krsna,
all he did. The letters are offerings of love. or teach in a gurukula, or develop a rural
community.
The traditional Vedic school is called the
gurukula, "the place of the spiritual master." As Besides asking them to write about what
the founder of ISKCON, Srila Prabhupada is in lifetime service they can offer Srila Prabhupada,
one sense the spiritual master of all its I ask them to write what service they can give in
members, including my students, who will the coming year. That service can be related to
eventually accept initiation from one of Srila their long-term goals, if they like. Often,
Prabhupada's disciples. Today, one of gurukula's however, their immediate goal of service is
primary purposes is still to teach the student, something such as chanting an extra round of
from a young age, service to the spiritual Hare Krsna on their beads, getting their
master. The yearly writing of an offering to schoolwork done on time, or improving their
Prabhupada, therefore, is an excellent time for friendships with other devotees of Krsna.
children and adolescents to contemplate that
goal of service. It is important for the children to be very
specific. If they simply write, "Prabhupada, this
"We should begin our offerings with year I would like to become more humble,"
obeisances to Prabhupada," I start. (The they don't really know how to go about it or
children respond with a chorus of "How do you when they've achieved it. They need to think of
spell ... ?") specifics. How could they become more
humble? Maybe "This year, when my parents or
"But let's not just write about how teachers correct me I'll remember to be grateful
wonderful Prabhupada is or how we are grateful that they are helping me improve. I'll say
that he brought Krsna consciousness to the 'Thank you' instead of making excuses."
world. We can write that, certainly, but let's
think about how we can serve him. What will Many managers and educators have noted
we offer him during the next year and the rest the positive effects of setting short- and long-
of our lives?" term goals. Children are no exception to the
principle that all living beings work for some
Soon the students come to my desk with purpose. The personal philosophy of Krsna
rough drafts done or half done. I try to help consciousness does not deny goals or plan
them be specific and set attainable goals. For making but substitutes the spiritual plan for the
material. This substitution, which Krsna calls
"the art of work," is the secret of yoga. A accomplishment. Prabhupada exemplified this
materialist's enthusiasm to attain goals keeps attitude when, upon first coming to America, he
him bound to the material world and its wrote an offering to Krsna. Prabhupada prayed
miseries. A devotee's enthusiasm for spiritual that he would do his best to teach the science of
goals leads to liberation. devotion, and that it was up to Krsna to make
the work a success or failure, as the Lord
Perhaps the most obvious difference desired.
between materialistic and spiritual goals is that
the materialist desires to please himself and the The children's offerings, then, surpass in
devotee desires to please the spiritual master. enthusiasm an ordinary man's New Year's
But there is another important distinction: for a resolutions. And while enthusiasm for serving
devotee, the work is more important than the the spiritual master's mission is one of the main
result. Krsna tells Arjuna never to consider principles of success in God-realization, the
himself the cause of the results of his activities. service attitude itself is the foundation of that
Rather, Arjuna should work toward the goal success.
that Lord Krsna desires and offer the work to
Krsna, whether the actual result appears full or By writing and working on a specific,
meager. After all, the result is up to Krsna. personal offering of service, our children can go
beyond the sentimental worshiper who makes a
When my students offer, for example, "I yearly emotional show—"I want to serve you,
would like to open a temple for you, Srila guru!"—but actually spends his or her time on
Prabhupada," they know that their success lies other concerns. These children come to see that
in their sincere attempt to please the Lord, not service to the spiritual master is their offering
in the praises of others or in external signs of and their life.
Meditation—While Watching Children?
By Urmila Devi Dasi

IT'S 5:20 IN THE MORNING. For twenty how to do this himself, as I did with Balarama
minutes I've been chanting the maha-mantra on two years ago.
my beads: Hare Krsna, Hare Krsna, Krsna
Krsna, Hare Hare/ Hare Rama, Hare Rama, My right hand continues to go from bead to
Rama Rama, Hare Hare. A group of children bead.
aged five through twelve had been sitting
around me in a circle, also chanting. Forty "Hare Krsna, Hare Krsna, Krsna Krsna ..."
minutes remain for my personal mantra
meditation. Please remove my envy so I can serve You
nicely. Help me to fix my mind on the sound.
I lean over and unlock a wooden cabinet
with my left hand. "... Rama Rama ..."

"Hare Krsna, Hare Krsna ..." Lalita Madhava and Sitarani are throwing
markers instead of coloring, distracting some of
Please, Lord, let me realize that You are fully the adults who surround us, chanting with an
present in Your holy name. Let me try to hear intense desire for purification and love of God. I
Your name—without my mind wandering—for at must not let the children disturb them. If I can
least a minute. get the girls' attention and then slightly shake
my head "No" while bending my eyebrows, I
"... Rama Rama, Hare Hare." can continue to hear—pray to deeply hear—the
Lord's names.
Jahnu, my grandson, sees the cabinet open
and shuffles over in his funny, awkward run. For years I wondered whether caring for
From out of the cabinet, Arjuna and Nimai grab children during much of my chanting time
the pictures of Krsna they've been coloring. would greatly impede my spiritual progress.
Finally I understood: If we serve Lord Krsna's
"... Krsna Krsna, Hare Hare ..." devotees, Krsna is more pleased than when we
just serve Him directly.
Lord, let me be Your servant.
With an awkward tilt like a wooden puppet
Balarama walks over to get the picture of on strings, Jahnu now runs across the room to
Lord Visnu he's been coloring (so far, in one Subhadra, who has a bag of stuffed-animal toys.
solid color), speaking to Cintamani in his No longer having to help him close pens, I
jumbled English-Spanish with intensity. I close chance shutting my eyes and hope for a long,
my eyes. uninterrupted time to hear.

"... Hare Hare ..." "... Hare Hare; Hare Krsna ..."

Jahnu has sat down by the markers with his Unfortunately, in my inner playground my
picture of demons taunting the saint Prahlada. I mind jumps down slides, and swings into the
open my eyes. For each marker he opens, I have sky. I think about what I need to do today. I
to make sure he closes the lid tightly and puts think about how this morning's chanting
the marker back. This I do with my left hand session would be a good inspiration for this
around his tiny palms. I am trying to teach him column.
 No—away flickering thoughts! Just hear. Now Jahnu has toddled back to the cabinet.
On the way, he has babbled to several of the
"... Rama Rama, Hare Hare." adults in the temple room, smiling, and
nodding his blond curls. Following with her
Arjuna and Nimai are fighting because pull-hands/drag-legs crawl, Subhadra also
Nimai started to color Arjuna's picture. They've approaches the cabinet. We must watch her
had enough of coloring and are now taking closely; if she takes the tops off the markers, she
copies of Srila Prabhupada's books and looking will put the ink into her mouth. She may also
at the pictures. Both can read, and Arjuna can crumble the other children's pictures.
read well enough to understand most of what's
in the book in his hand. Still, right now they This time, Jahnu points to a book. We get
just look at pictures, one book after another. out a children's version of the story of Krsna
Balarama also stops coloring and gets his own killing Aghasura. There's a color picture on
book. He's now old enough to know not to put every page. The book goes on top of a mat so as
the book on his feet or the floor. not to be on the floor, and I turn the pages with
my left hand while Jahnu and Subhadra look,
"... Krsna Krsna ..." enthralled.

The sound of Your holy name is so sweet. "... Krsna, Krsna ..."
When will I become fully absorbed, fully
meditating on the sound of Your name? Krsna is so beautiful. Someday may I enter
into His pastimes.
"Hare Krsna, Hare Krsna ..."
Spiritual Holidays
By Urmila Devi Dasi

HOLIDAYS! A break from routine, a special of Govardhana Hill, our students make a
mark on the calendar, a day that can absorb a small hill of papier mache over wire and
child's mind for weeks or more beforehand. balloons. We paint it and decorate it with
Holidays connected with Lord Krsna help plants, streams, pools, plastic or clay
children become absorbed in pleasing Him. The animals, and so on. (We make the pools
calendar of the Hare Krsna movement overflows from mirrors and the streams from tinsel
with days to celebrate. Major festivals over tin foil). One year, to celebrate
commemorate the divine birth, or appearance, Rathayatra each student made his or her
of Krsna and His incarnations. Other festivals own cart from a shoe box and cardboard.
celebrate Krsna's pastimes and the anniversaries We've also made dioramas inside boxes. A
of the appearance and passing of pure devotees simple one- or two-day project: writing
of the Lord. about the festival and then mounting and
decorating the poem or essay.
Unfortunately, we might neglect to take full
advantage of the intense spiritual effect Krsna
conscious holidays can have on a child's life. On GAMES: To celebrate the appearance of
minor festival days, the occasion may pass by Lord Varaha, the Lord as a giant boar who
unnoticed, or there may be only a scriptural lifted the earth with His tusks, the children
reading geared to an adult audience. Adults may play "stick the earth on Varaha's tusks."
even plan events mostly for adults. Children Some years we have groups of students
come to the adult gathering, but they simply make a picture of Varaha and the earth and
learn that a holiday means being bored, or then play the game with the best picture.
running and playing wildly. Last year our grown daughter drew Varaha,
and the students competed for the best earth
How can our children find the spiritual drawing. Then, blindfolded, each of us tried
highlights of their lives in festivals? to tape the earth as close as possible to the
tips of the Lord's tusks. A simple prize
PLAYS: Putting on a play about the holiday awaited the winner.
is exciting for children. They love rehearsing,
dressing up, and getting on stage. And they love
pleasing the adults, who enjoy the plays in spite KIRTANAS: Children love singing "Sita-
of (and to some extent because of) the Rama" on Lord Rama's appearance day, or
imperfections. Older children can spend many whatever songs and prayers relate to the
weeks striving for professional results. They can incarnation or event we are celebrating.
also write or adapt a script, buy costumes and Sometimes we make copies of a song in
make-up, create the soundtrack, and so on. Devanagari, the original Sanskrit alphabet,
to have the children practice their Sanskrit
Children can also prepare a dramatic while they learn the prayer.
reading related to the holiday. Such readings
require far less work for the adults directing the
show, and absorb the children's minds almost as STORIES: What is more fun for a child than
much as a full production. a story? But so often we adults just read,
without expression or explanation, from a
book written for adults. If we dramatize a
PROJECTS: Every year at the Govardhana little, have lively questions and answers, and
Puja festival, honoring Lord Krsna's lifting concentrate on the story line, children will
be entranced. Today we also have many festival days call for fasting, either until
Krsna conscious stories on audio and video noon or the evening. I generally ask
tape. children under age seven to eat, even if they
want to fast. I encourage children over ten
to try the fast, and I have prasadam available
CHILDREN HELPING ADULTS: Children if they can't stick to it. Children remember
can decorate the temple, help with cooking with fondness the first Janmastami they
a feast, and do extra cleaning at home or at fasted until midnight.
the temple. If they worship a Deity of the
Lord, they can make Him a special flower
garland or a new outfit, or decorate His altar GENERAL MOOD: We can find many more
with flowers. Older children can help in ways to include children in holidays. The
many ways at the temple. real key is the mood of the adults. We need
to remember that celebrating the glory of
the Lord is for children too.
FASTING: Fasting may not sound like fun
for a child, but most children delight in In the next issue, we'll look at celebrating
performing some austerity for Krsna. Many secular holidays.
Chapter 10

Overview of Academics by
Subject Area
of the Lord. Välmiki was a great poet, and similarly
Drops of Nectar Vyäsadeva is a great writer, and both of them have
absolutely engaged themselves in delineating the
transcendental activities of the Lord and by doing so
have become immortal. Similarly, science and
Now I very much appreciate your activities for philosophy also should be applied in the service of
conducting our school to the highest standard of the Lord. There is no use presenting dry speculative
Kåñëa consciousness behavior and I consider your theories for sense gratification. Philosophy and
work the most important in the society because you science should be engaged to establish the glory of
are shaping the future generation of our Kåñëa the Lord. Advanced people are eager to understand
consciousness preachers, and this is not any small the Absolute Truth through the medium of science,
thing. So I am depending very much upon you all and therefore a great scientist should endeavor to
to assist Lord Caitanya in fulfilling His mission for prove the existence of the Lord on a scientific basis.
saving the human kind from very quickly gliding Similarly, philosophical speculations should be
into hell. (Letter to Son and Daughters, June 20, utilized to establish the Supreme Truth as sentient
1972) and all-powerful. Similarly, all other branches of
knowledge should always be engaged in the service
Just like these children are taking birth, father and of the Lord. In the Bhagavad-gétä also the same is
mother Vaiñëava... They are very fortunate. They affirmed. All "knowledge" not engaged in the
are not ordinary children. Otherwise they would service of the Lord is but nescience. Real utilization
not have gotten this chance of chanting and dancing of advanced knowledge is to establish the glories of
before deity and Vaiñëava. They are not ordinary the Lord, and that is the real import. Scientific
children. The parent must take care, very good care knowledge engaged in the service of the Lord and all
that they may not fall down. They have got the similar activities are all factually hari-kértana, or
chance. Now train them to complete this Kåñëa glorification of the Lord. (Çrémad-Bhägavatam,
consciousness. That is the duty of father and 1.5.22, purport)
mother. (Prabhupäda's Lectures, Çrémad-
Bhägavatam, January 5, 1974) Our students should be taught English and Sanskrit
so in the future they can read our books. That will
When advancement of knowledge is applied in the make them MA, PHD. That much I want. Other
service of the Lord, the whole process becomes things are external. And their behavior and char-
absolute. The Personality of Godhead and His acter must also be most upstanding. (Letter to
transcendental name, fame, glory, etc., are all non- Jagadiça, April 6, 1977)
different from Him. Therefore, all the sages and
devotees of the Lord have recommended that the Indian Man: Is this a government-recognized col-
subject matter of art, science, philosophy, physics, lege now?
chemistry, psychology and all other branches of Prabhupäda: No. Government recognition means
knowledge should be wholly and solely applied in we have to abide by the orders of government. We
the service of the Lord. Art, literature, poetry, cannot teach Bhagavad-gétä only or Bhägavatam. But
painting, etc., may be used in glorifying the Lord. our aim is to teach... We have got another school in
The fiction writers, poets and celebrated literateurs Dallas for small children. There we are Sanskrit,
are generally engaged in writing of sensuous teaching Sanskrit and English. Yes.
subjects, but if they turn towards the service of the Prof. Cumbridge: Yes. But did you yourself study
Lord they can describe the transcendental pastimes Sanskrit at Våndävana or...?
Prabhupäda: No. We had studied Sanskrit in
school, colleges. In our time, Sanskrit was com- Kåñëa Consciousness -
pulsory. In our days. Nowadays, I don't think so...
Indian Man: I, I also had compulsory.
Jïäna
Prabhupäda: Sanskrit compulsory and additional
there was Sanskrit. So I took both, compulsory and
additional. Approaches
Prof. Cumbridge: I see.
Prabhupäda: Up to my I.A., I regularly studied
Sanskrit, and in my B. A., I gave up Sanskrit. I read
history. (laughs) No. Not in B.A. B.A., my com-
We can categorize spiritual education as jïäna
and vijïäna - knowledge and practical application or
bination was economics and philosophy. In I.A. I
experience. Çréla Prabhupäda put much greater
was intermediate, I.A. I had history and Sanskrit.
stress on application - we are definitely a "learn by
(Interview, London, September 12, 1973)
doing" movement. Therefore, when deciding on
your spiritual "scope and sequence", give the
Gurukula education should be trained up for their
children more than twice as much practice as
character. I have already mentioned in the Çrémad-
theory. Of course, studying the çästra is also
Bhägavatam. Simply they should be able to read our
devotional service, because we are worshiping Kåñëa
books in English and Sanskrit, and explain. (Letter
with our intelligence. Still, the children need to
to Gopäla Kåñëa Däsa, June 24, 1976)
actually chant Hare Kåñëa, not just read that they
should.
You should teach the children perfectly Sanskrit and
English instead of spoiling time and money. The
Çréla Prabhupäda repeatedly instructed us to take
children cannot pronounce correctly the Sanskrit.
our children to the morning program, and to have
Let them read it correctly, that is wanted first. They
them do what the adults do as far as possible. This
must pronounce nicely English and Sanskrit. The
is not only important from a spiritual perspective,
English is no difficulty. If you can do this, then
but will help to keep our children happy and
your education is all right.
satisfied in Kåñëa Consciousness. They will see
themselves as part of the adult community,
You may introduce contests, but if the children and
minimizing the "generation gap". If, for some
also the older devotees cannot pronounce Sanskrit
temporary reason some or all of the children do not
correctly, it is all a useless waste of time. (Letter to
attend the morning program, its elements should be
Akñobhya Däsa, September 3, 1974)
included in your curriculum.
***
Besides the morning sädhana of äraté, japa, greeting
the deities when they are dressed for the day, guru-
This chapter is organized as follows for each püjä, and Bhägavatam class, the children should
subject: have an opportunity to perform some service
1. an explanation of suggested educational outside of their schoolwork. They should also have
approaches, classroom structure, and general opportunities to preach in various ways—harinäma,
principles for the particular subject; book distribution, and prasädam distribution. The
2. the rationale behind our specific textbook children should also participate in all Vaiñëava
suggestions; festivals.
3. a chart showing the textbook suggestions for
each grade; and (We mention the above about practice to put the
4. consideration of alternate approaches and following "academic" overview of Bhagavad-gétä into
materials. proper perspective. The details of such practice
were discussed in Chapter 9.)
 Grade Memory Group out- Individual Philosophy Sanskrit
load readings* reading and
analysis
K-2 "key" Gétä Kṛṣṇa Book, Caitanya Gétä slokas Sanskrit Part
ślokas, Śrī CC verses, Reader studied 1 sect. 1 or
Īśopaniṣad, Rāmāyaṇa alphabet
Upadeśāmṛta, program
Brahma-
Saṁhitā
3-5 Gétä ślokas, Kṛṣṇa Book, (start in 4th Gétä slokas Sanskrit Part
Śrī Īśopaniṣad, CC verses, grade) CC studied 1 sections 1,
Upadeśāmṛta, Rāmāyaṇa, stories, all 2-8
Brahma- Bhāg verses children's
Saṁhitā Kṛṣṇa
conscious
books
6-8 Gétä ślokas, Kṛṣṇa Book, Bhāg. stories, Bhakti-sastri: Sanskrit Part
Śrī Īśopaniṣad, CC verses, Lilamrta Bhagavad-gītā 2
Upadeśāmṛta, Rāmāyaṇa,
Brahma- Bhāg verses research
Saṁhitā
9-10 Śrī Īśopaniṣad, Kṛṣṇa Book, Kṛṣṇa Book, Bhakti-sastri: Optional
Upadeśāmṛta, all CC, CC verses and N.O.D. advanced
Brahma- Rāmāyaṇa, all purports Īśopaniṣad, courses
Saṁhitā, Bhāg. Upadeśāmṛta,
selected Bhāg Brahma-
verses (review Saṁhitā
Gītā once a
week) research
11-12 Śrī Īśopaniṣad, Kṛṣṇa Book, Bhāg. verse (optional) Optional
Upadeśāmṛta, all CC, and purports Bhakti- advanced
Brahma- Rāmāyaṇa, all vaibhava start courses
Saṁhitā, Bhāg. Bhāgavatam
selected Bhāg
verses (review research
Gītā once a
week)

Please note: This is the minimum. Reading and/or study of other ISKCON publications can be included in
the English and social studies courses, as well as by the asrama teacher or parent.

* or listening to tape recordings of the same

Chart 10-1

classical approach. It is presented that way in detail

Textbooks in the scope and sequence. First, the student
focuses on memorizing verses. Meaning is
discussed in the most simple terms. At the end of
The major jïäna studied in gurukula is Bhagavad- elementary school, "junior high," students continue
gétä. We suggest that the study of Gétä follow the memorizing but now study meaning in depth. This
is the beginning of the Bhakti-çästré course. Then,
in high school, students relate the understanding to It is theoretically possible to study Çréla
their personal situation by giving lectures or writing Prabhupäda's books quite differently. They can be
reports on various topics by researching in the Gétä. used as the basis for the unit approach or principle
study. This would make çästra the foundation and
Along with an exhaustive study of the Gétä, students basis of the entire curriculum, relating every subject
should also have a thorough understanding of and discipline to Kåñëa in a natural and easy way.
Nectar of Devotion, Nectar of Instruction, and Çré However, no one has, at this writing, written down
Éçopaniñad. They follow the same program of such a program that would thoroughly study çästra
memorization at an early age. These books are also and cover all academic areas in proper sequence.
covered in depth in the Bhakti-çästré course, and Although such a programs apparently superior to
used in personal study later. what we have outlined, we would like to discourage
devotees from attempting to institute it unless and
Çrémad-Bhägavatam, Caitanya Caritamåta, and Kåñëa until it is worked out in detail. A "hit or miss"
book need to be studied so the student at least has attempt at a good idea is much worse than a
basic familiarity. Of course, they are attending complete and intelligent application of a somewhat
Bhägavatam classes, but will not ordinarily get an inferior system.
opportunity to have an in-depth study of the entire
work. From the beginning of school we can read If you are very interested in developing such a unit
these books out loud to the children. We also curriculum, we suggest that you buy one that was
suggest that the students study the stories in upper written with another foundation, using it as a
elementary and junior high. In high school they model. Until and unless you completely alter this to
should read these works in their entirety at least Çréla Prabhupäda's books, however, it should not be
once. After finishing the Bhakti-çästré course, used to teach in an established school. You can
students can start the Bhakti-vaibhäva course which, certainly try this with your own children, or with
for some students, may be finished in high school. children of parents who completely understand and
agree with what you are doing. It should be clearly
Sanskrit can be considered part of this program, and understood that such a program is an untested
is usually started as soon as the students have experiment.
mastered basic English, or about second or third
grade. Students who do not speak English as their
native language should learn English instead of
Sanskrit so they can read Prabhupäda's books as he Resources
wrote them. English is also the "international
language" of ISKCON.

Students who are learning English as a second

The commercial programs are:
1. Konos
language can start Sanskrit once they have attained a
Uses character traits as a foundation. (This can
rudimentary knowledge of English. We suggest that
be used basically as it is if you like the unit
all students study enough Sanskrit - one to two
approach for multilevel teaching. However,
years - to gain at least a beginning love and
you then have to teach çästra as a separate
appreciation of the language.
subject as previously described.)

2. Weaver curriculum
Charts Uses the Bible as a foundation. (This cannot be
used as it is, but is excellent as a model for a
See Chart 10-1 on (Previous Page). teacher who is willing to do a lot of work.)

3. Guide W Principle Approach by James B. Rose—

Uses the Bible as a foundation. (This is a
Alternatives scholarly work that gives you the philosophy
and principles. You would use this to develop
your own curriculum. There are no textbooks
or teacher's guides that detail this approach.)
English (except Reading)
Textbooks
Approaches
The ISKCON Language Arts books are primarily
English means: reading, handwriting (pen- intended for a whole classroom structure. They
manship), spelling, grammar, composition, are in print for the first, third, fourth, and fifth
speaking, and research skills. Most of these "sub- grade. A second grade book is available in the
subjects" can be further broken down. Reading form of photocopies. There is a manual which
includes decoding, comprehension, and analysis. explains the general principles behind the series
Handwriting includes print and cursive. Grammar and has a scope and sequence. However, the
includes parts of speech, punctuation, and books' educational approach isn't clearly defined.
capitalization . Composition includes proper No teachers' editions are available that have
sentence structure, paragraph form, clarity, style, answers or specific teaching suggestions.
narratives, essays, reports, letters, and poetry. Experienced teachers with a good, working
Speaking includes conversation, discussion, oral knowledge of English can use them in a
reports, drama, and debate. Research skills include multilevel or individual organizational structure,
alphabetising, dictionary use, library knowledge, by simply letting each student work in his book at
and writing of footnotes and bibliographies. his own pace, with no instruction to the class as a
whole. This is difficult, and requires a strong
The key to an excellent English program is to desire to use exclusively Kåñëa conscious
integrate as many elements of the English material.
instruction as possible in each lesson. We don't
want to forget about composition, spelling, and
reading when teaching grammar. Nor should we The ISKCON series contains reading com-
forget about grammar when teaching oral reports. prehension (except third grade), grammar, some
In "spelling class", students should use their spelling, research and composition in a wide
handwriting skills. Students should constantly use variety of genres—essay, narrative, drama, and
what they've learned in all areas, slowly adding report. There is no handwriting or poetry. Please
more knowledge and skills. They should see note: If you decide not to use the ISKCON
English as relevant to all areas of education. When Language Arts books for grammar/composition
a student writes for his own purposes - a letter or instruction, they still remain valuable (except for
sign perhaps - he should want to know proper third grade) for their reading comprehension
spelling and grammar. The mechanics of English exercises.
should be automatic so the student can concentrate The Writing Rainbow series are also primarily
on content and style. intended for a whole classroom. It is very easily
adapted to a concept approach for a multilevel or
Each of these goals is directly addressed by various Individualized structure. If the teacher has a
educational approaches such as: incremental, unit, class with grades 3-6, she chooses her lesson from
un-schooling, and mastery learning. Most any of those teacher's guides, and then gives the
educational approaches, if the teacher understands students their individual assignments from the
their strong and weak areas, can do an excellent job student packets. These assignments are easily
of teaching English. adapted to devotees. Many teachers, however,
would like to give individual or group
Therefore, we feel confident that several equally assignments that are directly Kåñëa conscious.
good options are available. We should choose our You can then give students assignments from the
major philosophical basis, and our materials, ISKCON Language Arts books after presenting the
according to classroom structure, school schedules, concept/lesson from Writing Rainbow. This would
and teacher preferences. In the scope and be a perfect "marriage"! The teacher would need to
sequence section, we suggest materials that are correlate the lessons by making notes in the
relatively free from bias, easily used by devotees, teachers' book about which books/lessons are
and adaptable to several educational approaches. appropriate for that day. This would take some
time, initially, but the teacher then has ready-made strain. There are three major handwriting styles:
"Kåñnized" versions of all student work. Palmer, D'Nealian, and Italic. Palmer is the most
widely used in America, and most educational
Writing Rainbow contains lessons in grammar, publishers have a series to teach writing in this way.
research, and composition in all are as essay, D'Nealian books are available from Scott Foresman.
And Italic, which is popular in Australia and
narrative, report, drama and poetry. It does not
have reading comprehension, spelling, or England, is available in America from Christian
Teaching Materials. Generally, young children need
handwriting.
a lot of one-on-one help with handwriting, but
An alternate English series that is now available for students over eight years of age or so can work fairly
second through eighth grade is Writing Strands. It independently. Unless you are teaching a system
can easily be used in any classroom structure, being with which you are not personally familiar; student
practice books, with samples for the students to
designed for home schools. An exception might be
the second grade book; which requires more teacher copy, should be sufficient.
intervention and is best used in a whole class
structure or with a very small number of children. The supplementary English skills books from
Modern Curriculum Press are designed for
The writing assignments are creative, interesting,
Individualized work, and can be used that way
and mostly suitable for devotees. (The author is a
religious Christian who has over thirty years of within a whole or multilevel classroom. A few of
the selections have unacceptable bias, and, should
teaching experience in government and religious
schools.) These books can be used successfully by be skipped.
inexperienced teachers; although there are no
separate teacher's' editions, all explanations are in The supplementary books from Spice are full of
ideas for all areas of the English curriculum. They
the student's book.
can be used to add to a lesson, provide additional
work in a particular area, or for a special class. They
Writing Strands contains lessons in composition -
are flexible and can be used in any organizational
essay, report, narrative. Grammar is not taught as
such, but is subtly integrated into the text. There is structure.
no reading comprehension, poetry, drama (though
Some Basic Education books have been suggested to
much dialogue), spelling, or handwriting.
supplement the program in the area of research.
They are meant for Individualized/mastery learning,
There are some effective spelling programs. Many,
but can be used in a whole or multilevel classroom.
such as Macmillan, also have some social bias such
These particular booklets are not overly Christian
as feminism in their pictures, test sentences, and
suggestions in the teachers' editions. Also, most and can be easily "Kåñnized." The booklets
suggested for seventh and eighth grade are
major publishers' add many areas to their spelling
texts that have little or no relationship to the word particularly useful when first introducing research
papers, although a very experienced teacher would
lists, what to speak of teaching the students how to
not need a text.
spell. Such distractions include writing sentences
and stories. This language arts work should be
Harcourt, Brace, and Jovanowich's English 2200,
covered in the grammar/composition course.
Modern Curriculum Press' series is mostly con- 2600, and 3200 are the classic programd learning
cerned with the business of teaching spelling, and is texts. The teacher's guide explains in detail how to
relatively free of bias. Rod and Staffs series is a use them in a whole, multi, or Individualized
serious study of how to spell English. Being a setting. These books are highly recommended.
Christian company, some of the exercises will They can be used to supplement Basic Verbal Skills,
probably be obscure or irrelevant to devotee Writing Strands, or some other text. They can also
children. All of these books are designed for a be used as the basal grammar textbook. These
whole classroom structure, but can be used books can be used anytime in grades 6-12.
individually, or with multilevel.
They should not be used with students under twelve
It is important for students to not only have legible years of age.
handwriting, but to learn how to hold their pencil
and how to form the letters. These latter two skills Many high school students, if they've had a sound
will help the student to write quickly and with less elementary education, will need very little grammar
 Spelling Grammar and spelling instruction. Spelling
Composition can usually be
Handwriting
replaced with vocabulary work. Vocabulary for
College is designed for Individualized study, and can
K MCP 1 or Palmer: many
be used in any setting. It is programd learning.
Macmillan 1 For high school grammar and composition, choices there
are several options. You may D'Nealian:
continue the Scott
2200
Foresman
series, or start them at this time. These are ideal for
Italic: Christian
a large multi-level or Individualized class.
Warriners is a complete program Teaching
with textsMaterials
through
1 MCP 1-2 or GK, Primer andhighWriting
school. Rainbow
It is used
1 by many same "religious"
as K and
Macmillan 1-2 academically demanding schools and is geared for a
2 MCP 2-3 or GK 2A, 2B, 2C, whole classroom.
2D & Writing The 2Christian Light English
Rainbow
programs mastery learning, meant for Individualized
Rod & Staff 2-3 or same as K
study. It is a complete English program and easy for
Writing Stands 2
an inexperienced teacher. Christian Light is the
3 MCP 3-4 or Mennonite version of Alpha Omega, with its
Rod & Staff 3-4 GK 3A, 3B, 3Cparticular
& Writing Rainbow
Christian bias.3 They alsosame as Ksimple
favour
orand modest dress, and have eliminated Alpha
living
HBJ Basic DrillsOmega's
in Writing
patriotism.Stands 3
English 1
4 MCP 4-5 or GK 4A, 4B, 4CScholastic's
& Writingcomposition
Rainbow 4 series needs to be used
Rod & Staff 4-5 withora grammar text. It is designed same for
as Kwhole
classroom
HBJ Basic Drills in or multilevel,
Writing Stands 4 being quite difficult to
English 2 adapt to Individualized work. They are easy to use
for an inexperienced teacher, are reasonably
5 MCP 5-6 or GK 5A, 5B,and Writing Rainbow 5
academically challenging, and contain only a few
Rod & Staff 5-6 veryor
objectionable sections.
HBJ Basic Drills in Writing Stands 5
English 3 We've suggested alternatives to grammar and
6 MCP 6-7 or Writing Rainbow 6 orChristian
composition for the Light
last three years of school. These
Rod & Staff 6-7 Language Art 601-610
programs are for students who have mastered the
basics
or of English, and wish to specialise. You can
use theseWriting
HBJ 2200 or Easy books for a whole
Stands 6 classroom, as they were
Grammar (Isha)designed, or for Individualized study with a small
group. If you have a large multilevel or
7 MCP 7-8 or Rod & Staff 7 Writing Rainbow 7
Individualized class, they will not be practical.
or Spelling Demons (J. or
Weston Walch)
2200 or Easy Writing Strands 7
Grammar (Isha)
Charts or Scholastic
Composition 1
8 MCP 8 or Spelling S
WritingeeRainbow 8 and 10-3 on Pages [ ] and [ ].
Charts 10-2
Demons (J. Weston or
Walch)
2200 or 2600 Alternatives
or Writing Strands 8
Daily Grams (Isha) or Scholastic
Composition 2

A
Chart 10-2 n alternative textbook for seventh or eighth
grade grammar and composition is Basic Verbal
Skills for Middle School, published by Independent
School Press/Longman. We recommended it
because of its high academic standards and
acceptable bias. There are no offensive pictures,
 grade Vocabulary Grammar Composition, Optional (elective) alternate
and Spelling Research and (instead of gram. and comp.)
Speaking
9 Vocabulary for HBJ's 2200, Scholastic
College A 2600, or 3200 or Composition 3
(HBJ) Daily Grams
(Isha) Half hour Kåñëa
conscious lecture

Introduction to debate

Regular researched
speaking
10 Vocabulary for HBJ's 2600, or Scholastic Poetry or
College B 3200 Composition 4 Drama (All
(HBJ) About Theatre)
3 half-hour Kåñëa
conscious lecture
11 Vocabulary for HBJ's 3200 or Scholastic Poetry or Journalism
College C Diagraming Composition 5 Drama (News
(HBJ) Sentences (J. Reporting and
Weston Walch) 3 half-hour Kåñëa Writing) or
conscious lecture Public
Speaking and
Debate
(Speech, BJU)
12 Vocabulary for Remedial work Scholastic Poetry or Journalism or
College D if needed in Composition 6 or Drama Public
(HBJ) HBJ's 3200 A Rhetoric of Speaking and
Argument (Random Debate
house)

3 half-hour Kåñëa
conscious lecture
If you want a combined grammar/composition program for high school, use Christian Light English (ideal for
multilevel/individualized) or HBJ's Warriner's Grammar and Composition 3rd, 4th, 5th, and complete courses.
Some of the Scholastic books have objectionable sections which you may skip. It is best for whole
classroom/multi-level.
HBJ's vocabulary and grammar books listed here are ideal for an individualised organization but can be used in
any situation.
Chart 10-3

and few references to sinful activity. (Most explanatory. However, because these texts are
standard textbooks, however, have "watered- academically demanding, some students may need
down" their academics, choosing instead to teach considerable help. This may render them
their social philosophy.) Basic Verbal Skills is unsuitable for a large class.
designed for a whole classroom. It can be used in Most of the suggested English texts have been
an Individualized program with each student recommended because of their approach, bias, and
working at his own pace in the text and ease of teaching in a whole classroom. Teachers
workbook, because the books are very self- with a large class of many different levels,
however, may prefer materials that are ideally The Writer's Art, by James Kilpatrik, gives excellent
suited to their classroom structure. These advice on composition for teachers.
materials will need adjustment of bias. Writing Rainbow, published by Christian Schools
International, is not just an excellent English
textbook. Every chapter contains many, many
Unit approach suggested resources for each area (drama, poetry,
grammar). It would be worth it to buy one grade
1. Konos includes composition work. It level for supplementary ideas and resource
covers kindergarten through sixth grade, and suggestions, even if you are using another book for
needs supplementing in grammar instruction. your main text.
Instructions for this are included. Using this
material involves a significant amount of library
time. This has a strong Christian bias and is
creative and challenging for both student and
teacher.
Reading Approaches
2. Weaver is based on the Bible and so needs
more adaptation than Konos. Otherwise, it has Reading is part of the curriculum at every level,
the same considerations as Konos. Unlike Konos, and can be said, materially, to be its foundation.
there are no definite lesson plans, only a guide for Mastery is at three levels: decoding, comprehension,
the teacher to develop these. and analysis. We suggest only an incremental
approach, and a multilevel or individualized
structure. (It is also possible to describe the reading
Mastery Learning programs classical.)

We feel that Christian Light is the best choice The overall view of decoding is discussed in the
here; these are other options scope and sequence for kindergarten reading.
Students should master decoding by second or third
Basic Education has a complete English program grade. Most will understand much sooner. As soon
from first grade through high school. It is as the student finishes the decoding instruction, he
academically acceptable, with less creativity than works on comprehension. Analysis begins towards
most texts. Its Bible emphasis is very strong, and it the end of elementary school, at about sixth grade.
will be difficult to use this without having students
refer to the Bible. It also has a "patriotic" bias. It is Devotees of Kåñëa have some difficult decisions to
meant to be self-teaching and can be used by very make about reading instruction. In reading, quality
inexperienced teachers. usually comes from quantity. In other words,
students who read a lot are the ones who will read
Alpha Omega has a complete English program from well. In fact, the prescription for a student who is
first grade through high school. It has high reading with less comprehension or analysis than
academic standards, with much creative work. It is average is to increase the amount of reading.
not completely self-instructional, requiring more However, we don't have copious amounts of
teacher intervention than Basic Education. Because transcendental reading material. We have therefore
Alpha Omega teaches the Bible as a separate subject, suggested reading programs that use Prabhupäda's
less is integrated into its English program. Still, this books as much as possible, as well as books that
is definitely a Christian, patriotic program. contain acceptable moral and ethical instruction.

There are several "ways" to read, all of which should

be part of reading instruction. We can read to
Resources students, have them read out loud, or have them
read silently. Reading to students is extremely
Any teacher can "brush up" on his grammar by valuable from kindergarten through high school. It
gives students a model for their own reading,
taking Harcourt, Brace, and Jovanowich's English provides a natural springboard for analytical
3200 course. discussions, and forms a bond between teacher and
student. Students should do all their classroom
Reading-Beginning Instruction (K-2 Best Programs)
Program Type of Complete? Expense Special Consideration
Instruction (instuctions,
readers,
charts)
SRA Basic Reading linguistics Yes Moderate Easy; interesting;
Series coordinated workbooks
Let's Read (EPS) linguistics Yes Low- Easy; no pictures;
moderate coordinated workbooks
Sing, Spell, Read phonics Yes Low- Fun; songs, prizes and
and Write (CBN) moderate games; coordinated
workbooks; handwriting
included; ideal home
school kit
A Beka phonics Yes Low- Fast pace; many extra
moderate reading books
Play and Talk modified Publish High All instruction on record
linguistics and claims or cassette tape; includes
phonics alphabet and hand-writing and typing;
combination charges not ideal for busy parents,
needed multilevel teachers, and
for English as a second
language
Ball, Stick, Bird highly modified No Moderate Interesting but strange
linguistics stories; some material is
objectionable; useful for
teaching severely learning
disabled or retarded
students
Professor Phonics phonics No Very low No readers, charts or
alphabet; little teacher
instruction
Alphaphonics linguistics Very low No readers, charts or
alphabet; little teacher
instruction

Chart 10-4

reading out loud until fourth grade. This includes students should be encouraged to read books on
the best readers! Silent reading for classroom as their own, even if they can only look at the pictures.
segments can be started in fourth grade, unless a
student still struggles with reading out loud. Books, especially Prabhupäda's books, need to be a
part of students' lives. They should be
Classroom reading isn't restricted to "reading class." readily available in the classroom, äçrama, and
Students can read out loud in Bhagavad-gétä, history, home. Students should see adults reading and
geography, and science classes. Similarly, reading discussing what they've read. Make reading a
shouldn't be restricted to formal instruction. All natural part of life, and students will naturally want
to read.
Reading (excluding beginning decoding)
Grade Books Supplementary
1 Aesop’s Fables* Strong and True*
(after completing
phonics or linguistic
program)
1-2 McGuffey’s Primer McGuffey’s
(5-10 weeks) First Reader
2 Caitanya Readers 1-5 then Open Open Doors*
(10-15 weeks) Roads* with TE Hidden Treasure* (must edit)
3 Caitanya Readers 6-10 then All Silver Sails*
Kind of Animals* no TE
3 McGuffey’s Second Reader
3 McGuffey’s Third Reader read ½
3 All Kṛṣṇa conscious children’s
books available
3 Crossroads* with TE Footprints*
Pilgrim’s Progress* with TE Paths to Follow*
4 McGuffey’s Third Reader last ½
4 Start Caitanya-Caritāmṛta
selections listed in Appendix C Enchanted Isles*

Frontiers to Explore* with TE,

then Liberty Tree* with TE
* A Beka publication
Chart 10-5

than Let's Read or Alphaphonics. This is the best

Textbooks linguistics program.

3. Ball, Stick, Bird is a very unusual modified

Are there other ways to teach reading decoding? linguistic program. It is comprehension-based,
rather than decoding based. Consequently; it is the
Not effectively. However, there are other materials
only beginning reading program where the actual
that can be used for linguistics or phonics.
reading material is interesting, even to adults.
However, the content is more than a bit unusual,
Linguistics being a science, fiction story of good and evil. It
assumes that young children will be able to relate to
1. Alphaphonics by Blumenfeld is similar to Let's "matter transmitters," for example. In one book, the
Read's big book, except it has less practice sentences. "good guys" all smoke cigarettes. Despite these
This may be ideal for a home schooler on a limited problems, this course can be used to teach learning
budget. disabled and retarded students fairly easily.

2. Science Research Associates's (SRA) Basic 4. Let's Read is now available with corresponding
Reading Program has student readers, teacher's workbooks. This is a time-tested program that is
editions, and related workbooks. It is very extremely easy to teach. Practically all children
complete, suitable for the average, remedial, and learn to read with it. However, being practically
advanced students, as well as those who are learning "pure linguistics" the content is boring for a very
English as a second language. The system long time. Also, there is an excessive amount of
incorporates more phonics rules and sight words meat-eating and hunting in the "stories." There are
no pictures, adding to the total effect of boring, .
Reading (excluding beginning decoding)
Grade Books Optional, Supplementary
5 Finish CC selections using the list in Appendix C
Start Bhāgavatam selections A Beka’s Enchanted Isles
Finish Liberty Tree, A Beka with TE Janette Oke’s animal stories
McGuffey’s Fourth Reader, first ½ Grandma’s Attic series
Pañca Tantra
6 Bhāgavatam selections
Start complete chapters Continue grade 5
Finish McGuffey’s Fourth Reader
start McGuffey’s Fifth Reader
7 Finish Bhāgavatam selections
Start Līlāmṛta, complete chapters Some students will now enjoy
Finish McGuffey’s Fifth Reader reading other ISKCON books
8 Finish complete Līlāmṛta
Christian Liberty History, book E ISKCON books for some
students
9 Kṛṣṇa Book, complete All students should be able to
Start complete Caitanya-Caritāmṛta understand and relish most
McGuffey’s Sixth Reader ISKCON publications.
10 Finish complete C.C. ISKCON books
Start complete Bhagavatam
11 Continue complete Bhagavatam ISKCON books
12 Finish complete Bhagavatam ISKCON books

Chart 10-6

boring, boring. Some children who learn to read basic instruction. It is very inexpensive. You need
easily and quickly with this program simply don't to supplement this with more reading material.
like to read because of the dull content. Most do Suggestions for this are included with the package.
become enthusiastic readers in time, however. One
benefit is that it is a total program with both 3. Play and Talk is a complete program - teacher
instruction and material combined. included. It has music and materials that most
devotees would consider unsuitable and
unnecessary. It is also expensive. However, it is the
Phonics only reading program that can be used by a parent
or teacher who doesn't feel comfortable with his
own English reading/pronunciation. This could be
1. A Beka's phonics program includes a teacher's considered modified linguistics rather than phonics.
manual, student books, alphabet and blend cards
and charts, and corresponding reading books. It is 4. Sing, Spell, Read and Write from CBN
complete and simple to use. Please see the A Beka publishing, is a complete program with reading
chart in Appendix D for co-ordinating the A Beka books, teacher's manual that can be used by
program. inexperienced teachers, correlated workbooks,
songs on audio cassette and a progress chart with
This is one of the best phonics programs for a games and prizes. The cassette tapes are a
school. wonderful supplement to any reading program.
This is probably the best phonics program for a
2. Professor Phonics is easy to use. It only has home school, and one of the best for a school.
reading material, with a materialistic bias, for the
Charts reading books, although Open Court, with a
definitely materialistic bias, can be used. This
program requires that the teacher receive twenty
See Charts 10-4, 10-5 and 10-6 on previous pages. hours of training.

Literacy Press's actual decoding instruction has not

Alternatives been reviewed. Their reading books are in the
mood of "The Mother Earth News" simple living on
a farm. The type in these books is difficult to read.
Spalding (Writing Road to Reading) combines The program is inexpensive and comes with a
guarantee.
reading and writing. There are no correlated
Students should appreciate reading Çréla Prabhupäda’s books
 Mathematics instruction has two goals: to make
abstract concepts real, and to make computational
Resources skills automatic. From kindergarten through grade
two or three, it is essential to have students work
with real objects, rather than only with workbooks.
Chinaberry is an excellent source for sup- Texts for these grades should be supplemental, and
plementary reading books. Each book is explained used after understanding. A student needs to under-
in depth in their catalogue. Most books are for K-4. stand: the relation between the symbol and actual
amount , the four operations, and place value. Then
McGuffey Readers are available from Thoburn Press. he has achieved enough abstract comprehension to
They also carry "short vowel readers" that can spend most of his class time in a workbook. Do not
supplement any early reading program and are rush students through this phase.
particularly suitable for linguistic instruction.
Once students master the basic ideas of arithmetic,
RISP has some nice supplementary books for very they need constant practice in the mechanics.
early readers. Children read and then copy the story (However, it is always helpful, at any age, to show
in the book, as well as coloring the pictures. The the student difficult concepts by using tangible
stories are humorous and suitable for devotees. objects.) For these concepts, we only recommend
an incremental approach. A spiral approach makes
Educators Publishing Service sells Let's Read. They mathematics difficult and boring. Please don't use
also carry many books and supplies for teaching it! This means that most standard textbooks are
reading to learning disabled students. unacceptable. A good incremental text can be used
in any organizational structure.
Christian Liberty Press (of Christian Liberty
Academy) has included the McGuffy Readers in their You can approach mathematics for K-2 (or K–3) two
series. You can order the whole series of readers for ways: use a standard textbook and add your own
grades 1-12. Check those other than McGuffy's for work with manipulatives first for each lesson, or
objectionable material before using with your purchase texts that come with manipulatives with
students. Their Nature Readers are also nice. which they're correlated. If you choose the former,
we suggest Cuisinaire rods, base ten blocks, and
Modern Curriculum Press publishes two series for various objects for counting and sorting (beads,
beginning readers—See How It's Made and See How shells, and colored stones) for the manipulatives.
It Grows. They are inexpensive, factual, and
interesting. The drawings are not particularly well
done. Textbooks
Troll Publishers has many inexpensive, factual and
interesting books for early and intermediate readers Saxon textbooks are ideal for all levels. Their
that cover a wide range of science and history program for grades K-3 can only be used in a whole
topics. classroom structure. Their 4-12 program (books 54
and up) can be used in any setting. They have little
Usborne Books has one of the largest selections of objectionable material, a sound incremental
inexpensive, practical and factual books written for approach, and are almost self-teaching! Saxon also
a wide range of reading ability, has material to explain his approach and teaching
method. We suggest that, along with Saxon,
teachers make some use of manipulatives, such as
Mathematics Cuisinaire rods and/or base ten blocks, to illustrate
difficult new concepts.

Many teachers will benefit from additional

Approaches mathematics material. For example, "At the Beach"
uses felts to explain abstract concepts to young
children. The Math Mouse games (available in a
vegetarian version from Sycamore Tree) are useful
to reinforce basic concepts and for "special classes. unique design. Although a cheaper substitute, to
Audio Memory has a cassette with the our knowledge, is not available, an enterprising
multiplication tables put to musk, and Bornstein teacher could make her own from clear and colored
Memory has some unusual techniques for times plastic. The rest of the manipulative kit that
tables memorization. There are also games and accompanies their books is very overpriced. If
manipulatives to illustrate principles of higher Mortensen is unavailable in your part of the world,
mathematics, including algebra. the first two Miquon books could also be used for
remedial instruction. Both Mortensen and Miquon
Please note: if students enter your school after grade have very little English in the student's books at this
3 but have extreme difficulty with mathematics, level, and could be used by any teacher who has a
spend time with manipulatives and/or real objects, very basic knowledge of English.
rather than in a textbook, until they've mastered
abstract concepts. The Mortensen level one books
are an excellent remedial program. You need Charts
Cuisinaire rods and Base Ten blocks, along with a
teacher's manual. Their fractions manipulatives,
while a bit expensive, are the best teaching tool for See Chart 10-7 (see below)
understanding. all operations - addition, sub-
traction, multiplication, and division. They are a

Grade Textbook Other materials Optional

supplementary
materials
K Mortensen Math or Making Cuisinaire rods (one set per every Guru-kula Mathematics
Math Meaningful or Math in three students) and base ten blocks 1-2, book of Primary
Stride or Saxon (suggested amount for every three activities for Cuisinaire
students – 100 ones, 50 tens, 10 rods, felts – “At the
hundreds) Beach.” Math Mouse
vegetarian games
(Sycamore Tree)
1-3 Mortensen or Making Math Cuisinaire rods, base 10 blocks, Math mouse vegetarian
Meaningful or Saxon or Multiplication songs or games games
Miquon or Math in Stride
4-6 Saxon 54, 65, 76 Same as grade 3 Same as grade 3
7-12 Saxon Algebra ½, Algebra
I, Algebra II, Advanced
math, Calculus
- Making Math Meaningful has an inexpensive manipulative kit that is correlated with their program.
- Making Math Meaningful and Math in Stride are suitable for home schools and schools with “whole
classroom” organization.
- Miquon and Saxon (books 54 and up) are ideal for multilevel and individual work. They can be used in
any situation.
- Mortensen is ideal for multilevel or individual work but can be used in any situation. Substitute
Cuisinaire and base 10 instead of Mortensen manipulative kits. Training workshops and videos are
available. See Appendix D for a list of which books to use in each of grades K-3.
- Math in Stride, Saxon (K-3) and Making Math Meaningful are not suitable for a school with a multilevel or
individualized structure in K-3.

Chart 10-7
Teaching Elementary Mathematics
Edith E. Best
Miquon, use extensive derivation rather than
Ideally, young children should be exposed to calculation and algorithms, it is often the children
mathematical concepts from the time they can who would benefit most from this approach—
manipulate objects. Ideas such as bigger and those with little prior knowledge—who find it
smaller, and more and less, form during that time. challenging and frustrating. We wish all children
As a child grows, parents should speak to him or could grasp that adding nine means one less than
her about the mathematics of everyday life—how adding ten, but find that even repeated exercises
many plates should be put on the table, how many with concrete objects and seeing a pattern is
cups of flour go in the cake, how many inches insufficient for some children, who may make it
wide the bookcase needs to be, how many miles more difficult for themselves by insisting on
have been covered in the trip, and how many learning through brute rote memorizing.
gallons of gas the car uses each mile.
Children who’ve been exposed to math in their
Children who are frequently exposed to such early years, or who are able to gain the same
conversation, related to what they are understanding in the first months or years of
experiencing at the moment, develop an internal school, find great excitement in the discovery of
“sense” of math. They know what five “means” the reliable and logical patterns that allow math to
and have a huge advantage as they enter school. be an exact science.
For such children, their first mathematics
instruction can be with simple manipulatives, It’s fairly obvious which children are learning the
discussion, pictures, and worksheets. The hardest concepts and which are rote memorizing.
thing for them to grasp is usually place value, as Understanding is demonstrated when a child can
it is rare that a child has any but the vaguest idea explain or show the how and why of an answer. It
of such a concept before entering kindergarten. is also shown when a child knows when to apply
While base ten blocks are one of the best a learned formula. Children who have used brute
materials for teaching place value, in order to memory to “learn” math will often or consistently
learn with them, children usually have to again apply a process wrongly or become confused
and again get out the correct blocks in response to when a problem has a slightly different wording
a number, and give the correct number when or form. Sometimes a child’s difficulty with a
seeing blocks. It can take months to understand simple procedure will be apparent when he or she
that a 2 in one place means quite a different thing cannot understand a more advanced process. For
from a 2 in another. example, a child who cannot grasp how to add
fractions with unlike denominators may betray
Children without much or any prior mathematics his or her lack of understanding of the meaning of
base can take anywhere from one to four years to the more foundational process of finding
master the basic sense of numbers. So, when equivalent fractions.
moving ahead with teaching “carrying” in
addition or “borrowing” in subtraction, the I attempt to teach, therefore, by having
teacher must always be alert to any indication that understanding precede practice and
the child is acting from rote memorization rather memorization. Some math experts maintain that
than understanding. Such children need a through repeated practice without understanding,
tremendous amount of exposure to manipulatives, understanding will come. I do remember learning
and should only work problems exclusively with place value in such a way when I was about six
paper and pencil when they consistently display a years old and have experience of this method
through understanding. working for older students. Yet, I have also seen
many older students struggle or even fail because
While the published texts that are best for the instability of years of memorizing without
teaching math in the primary grades, such as
understanding caused their problem-solving drive a car once we’ve been driving for many
knowledge to tumble. years. We’re hardly consciously aware of our
driving processes.
Finally, it is necessary for the child to form a
mental “bridge” between concrete and abstract Once a child has grasped the essential concepts—
understanding. Merely using manipulatives usually by the end of third or fourth grade—we
doesn’t guarantee that this bridge exists. use manipulatives only when visual
Generally, the first step is to have the children use representation, verbal explanations, and practice
blocks, etc. and then blocks while the teacher still leave a child confused. For example, I
writes. Next blocks with the student writing, then recently helped a sixth grade boy who said he
writing only. It is best if this procedure can then couldn’t “get” multiplying fractions. Multiplying
be repeated with another type of object. fractions is one of the simplest operations—one
multiplies the numerators and multiplies the
With the principle that understanding should denominators. Doing so usually makes more
precede or at least accompany memorization, we sense to a child than does adding fractions.
start the beginning student with counting. The Children always want to add the denominators
child needs to know the relationship between the and usually need much time and thought before
verbal numeral, written numeral, and number of they understand that ½ and ¼, for example, are
objects. We therefore have him or her relate not the same types of “thing.”
tangible objects with numerals, either that are
pre-written or that the child writes. There should In this case, I demonstrated the reason of the
be much practice with seeing a two or three-digit process by using the principle that multiplication
numeral, saying it, writing it, and getting out the can imply area. In other words, if one is
corresponding blocks. multiplying 3 times 4, one can build a rectangle
that is 3 in width and 4 in length. In the same
While this process is being mastered, the child way, using some ingeniously developed fraction
engages in simple addition. Sometimes this is squares, we were able to see and feel that 2/6
done by comparing different groups of blocks, times 1/3 was, indeed, an area that was 2/6 length
and sometimes by using a scale. In a similar way, and 1/3 width. We were also able to have tangible
the children gradually learn measurement, evidence that the 1/3 “cut” the 2/6 pieces each
fractions, time, estimation, and so on. Hopefully, into three. It was interesting to the student to
it’s not necessary to list the standards or general grasp that multiplying with fractions gave him a
scope and sequence expected for various grade smaller number, as he had assimilated the idea
levels, as such information is easily available that multiplying means enlarging. We discussed,
from the National Council of Teachers of drawing diagrams and using the manipulatives,
Mathematics. how multiplying by 1/3 really means dividing by
three. Both he and I supplied several real life
I continue to have regular review of all examples of multiplying with both whole
mathematical principles and operations as we are numbers and fractions.
learning new skills. I follow this policy of
regular, ongoing review right through high Perhaps the most difficult and rewarding aspect
school. It is essential that children work the same of teaching mathematics to elementary students is
types of problems many times long after they’ve helping them to develop systems of derivation
understood the concept. The reason for this is to rather than calculation. I always teach the mental
develop an “automatic reaction”—the child has process of derivation—sometimes in several
done so many computations of distance, for ways—before teaching a calculation formula. Of
example, that he or she could practically answer course, to derive answers successfully, children
such questions without thinking much about it. have to not only have a sense of numbers and
The child is so competent that he or she no longer their relationships, but be willing to risk thinking
thinks about, or perhaps even consciously in a way outside of the textbook or other than
remembers, the full why and process. Such what their parents model when they do their
“automaticity” can be compared to the way we homework.
 goals. When children grasp these elements and
Mathematics is exciting—the logic and apply them in their other studies and their lives
interrelationship of systems, the thrill of outside of schoolwork, we feel truly successful.
understanding how objects fits together, and
knowledge that allows us to facilitate our life’s
Alternatives

It may also be acceptable to use other mastery learning techniques to teach mathematics, although incremental
is preferred. Mastery learning texts are available from Basic Education, Alpha Omega, and Christian Light. All
these have a Christian emphasis. Make sure to use real objects and/or manipulatives in the early grades to
supplement your program, if these are not included.

If, for financial or other reasons you are already committed to a standard/spiral textbook, you can modify it
somewhat to achieve some of the results of an incremental approach. Decrease the amount of "new" material in
each lesson, supplementing with at least one review problem from all previous units studied.

Mastery learning and incremental textbooks are already perfect for multilevel or individualized classrooms,
though they can be used in a whole classroom structure, as well. Standard/spiral textbooks can easily be
modified to a concept philosophy for a multilevel classroom. Correlate your lessons so that the entire class is
studying addition at the same time, then multiplication at the same time. Younger students can do additional
drill while older students work on topics not covered in the lower levels. Be sure to include one review problem
from each previous unit every day to offset the disadvantages of the spiral approach.

Resources

Maths "manipulatives" can be ordered from Burt Harrison or Nasco.

Cuisinaire rods and base ten blocks should be easily available in all parts of the world.

Math Their Way, published by Addison-Wesley, is a teachers' manual for mathematics activities in grades K-2.
Because no student books are involved, it can be used anywhere provided that the teacher can read English. I t
can be used alone, or in conjunction with any mathematics text.

Bornstein School of Memory Training has some unusual offerings to help students remember mathematics facts.

Audio Memory has a multiplication song cassette tape.

Saxon (Grassdale publishers) has video tapes they will loan you for free, with full copying rights. These explain
the incremental approach and how to teach Saxon materials.

"At the Beach" felts for teaching mathematics to K-3 is available from Sycamore Tree. They also sell the only
vegetarian version of Math Mouse games, for grades K-6.

Mortensen one-day training workshops and/or training videos are often available from local distributors.
Mortensen Northeast, for example, has a total video training program for all levels. Mortensen training is helpful
to anyone who wants to teach with manipulatives, no matter what program is used.
Social Studies – Logic

Approaches

Logic is part of a classical curriculum and was taught by Çré Caitanya Mahäprabhu during His time as a
schoolmaster. It was included in all Western education until the early 1900's. We follow the classical model of
first introducing the basic components of logic, then having the student achieve a general reasoning strategy, and
then have him apply these skills to practical situations.

Textbooks

We are fortunate to be able to buy a textbook that follows this approach with an acceptable bias. Midwest's
Building Thinking Skills books can easily be used in any classroom structure. These books are designed for
grades 2-8 and contain lessons in both figural and verbal logic. Detailed lesson plans are provided for a whole
classroom, but it is entirely possible to have students work through the books on their own, at their own pace.
Students can correct their own work, or have it corrected by the teacher. All mistakes should be corrected and
properly understood before progressing.

Midwest's Critical Thinking books for grades 9-12 can only be used in a group setting. These two books have
lessons in formal and informal logic, argument, and reasoning. If you have a multilevel classroom, the other
groups will have to have seatwork while the older students discuss the logic lesson. These books are not suitable
for individual study.

Social Studies – Geography

Approaches

There are two aspects to geography instruction - skills and knowledge. Knowledge means awareness of the
locations, culture, climate, etc. of various countries and regions; "skills" means understanding directions, map
reading, planning a trip, etc. We suggest that students work only on basic geography skills until third grade.
From third through sixth grade they continue to increase their skills while studying geographical knowledge.
Geographical knowledge and skills should be primarily practical.

Textbooks

We suggest an incremental approach for geography skills. The skill books from Scholastic have little
objectionable material. They can be used in any classroom structure. Students should correctly understand all
work before progressing. These books are more difficult then they appear.
Consequently, students who enter your school without having completed previous books should start at least
one book below grade level.

Any educational approach will do a reasonable job teaching geography knowledge. We suggest a standard
approach because it is most widely available. The standard textbooks from Modern Curriculum Press are
effective in a whole classroom structure, as they demand group discussion. They can be used in a multilevel
class only if other groups have individual seatwork during that time. They are not suited for individual study.

Steck-Vaughn's books, on the other hand, while better suited to whole classroom use as a springboard for
discussion, are adaptable for multilevel and individual work.

The geography songs from Audio Forum are a fantastic way for students to learn the name and location of the
countries of the world. Every two to four weeks, depending on the complexity, students can learn a new song.
It is possible to have the kindergarten through eighth graders learning together.

During the time students learn the song they study maps of the area, colour in blank maps or draw their own, or
create specialized maps according to their grade level. The teacher can also discuss topics of general interest
about the region.

Social Studies – History

Approaches

History is a difficult subject for devotee teachers. Ideally, history should be taught according to the principle
approach - everything based on scripture. History according to the materialists has been passed through two
"knowledge filters". The first is during the actual events. Historians can only record some events, which they
choose according to their own bias. Later, only those facts and occurrences deemed worthy of study by later
historians are included in the records, again with their individual bias.

We contend not only with bias regarding the relative importance of various people and events, but with cause
and effect. Historians sometimes only report facts without stating causes. Still, some cause is implied. Or
worse, the student is left to hopelessly conclude that the drama of history is a random process. Other historians
consider that great influential people shape history. Some feel that history is a cycle; others that it is the product
of exploitation of one group by another. Western religionists usually see history in a Biblical context -
everything will get worse until the coming (or second coming) of the Messiah.

Human evolution is assumed in all but Christian texts. The authors feel that we are progressing, usually through
science. Ancient man is almost always portrayed as savage and ignorant. This is due to the "knowledge filter"
that keeps textbooks from recording established, scientific facts about previous culture.

During seventh grade, our students study the history of their country. Most American states require one year of
government, or civics, during high school. This can easily be combined with a study of Chanakya Paëòita, as
Çréla Prabhupäda desires. Other history/geography courses may be offered in high school according to local
requirements, text availability, and the needs of students and community.

This sequence of study follows the classical formula.

Textbooks

Devotees have to teach history carefully, seriously, and soberly. We therefore suggest, for Americans, Dåñöa
Däsa and Ürmilä Devé Däsé's manuscript with student text, questions and answers, and teaching suggestions.
This must be supplemented with books containing pictures, and/or films. For those outside of America, or for
those who prefer to use a more polished teaching tool, much individual thought and research is required of the
teacher.

The American history manuscript is designed for a whole classroom structure with discussion. It is not easily
adaptable to a multilevel or individual setting.
Names and Dates
By Urmila Devi Dasi

THE ELEVEN-, twelve-, and thirteen-year- international problems. By studying how to

olds raise their hands with questions. apply spiritual principles to past events, they
can more easily analyze modern problems and
"Do we need to know the difference propose solutions with some depth of
between the Constitution and the Articles of understanding.
Confederation?"
For example, in our American history
"Will there be questions on the test about course we ask the students, "Name the
the Revolutionary War?" problems that arose between the Native
Americans and the pioneers. In what modern
"Do we really need to know this stuff?" situation do we find the same kinds of
problems? What spiritual advice can we give in
During the years I helped write the such situations? Use one quote from
American history textbook used in many Prabhupada's books."
ISKCON schools, I also often asked myself, "Do
our children really need to know this stuff? When studying America's Civil War, we
What will they do with their knowledge of assign the following essay: "Srila Prabhupada
history?" teaches us how to relate to different types of
people from a spiritual point of view. One
Srila Prabhupada told gurukula teachers that should help and teach those less advanced,
students must know the most important facts of make friends with equals, and serve those more
their country's history. The children should not advanced. Materially, people generally exploit
appear to be fools, he said. those who are lower, try to criticize and tear
down those who are equal, and are envious of
So we teach our children history. But we those who are higher. Show how the dealings
obviously have a different view of what history between the North and the South after the war
is about. As devotees of Krsna, the main way we were on the material platform. Describe in at
identify ourselves is not with our nation but least one hundred words how relationships after
with the Supreme Lord who lives eternally in the war could have been resolved from a
the spiritual world. And the material world with spiritual point of view."
all its nations is just a flash in eternal time. So
when our children learn history, they see it in a Studying history also gives our students a
different perspective. scriptural basis for their attitudes toward
concepts such as civil rights and democracy,
But although we are spiritual beings, we are institutions such as labor unions, and events
born into this material world, and that means such as wars and revolutions.
being born in a particular country. So we have
to deal with that. People commonly allude to Let's take the example of labor unions.
historical persons and events. So our children When studying scripture the child learns that
should be familiar with what is assumed to be people are most happy in a simple agrarian
common knowledge. society where varnasrama is the social system.
Then the student learns how his nation rejected
Moreover, as future teachers of Krsna such a life for industrialization. He learns how
consciousness, our children need to have not industrialization drew workers from farms and
only a theology but a vision of how that cottage industry to the factories, where
theology can apply to present domestic and exploitation of workers through long hours, low
pay, and dangerous conditions sparked the need than live without liberty. A child may think of
for unions. Haridasa Thakura, who kept chanting Krsna's
name even when the local government official
The study of history does more than had him beaten for practicing Krsna
influence our children's attitudes about major consciousness. Nathan Hale is known for
trends, events, and governments. Our children devotion to his country. The Vedic king Prthu
can better understand contemporary society is famous for working for the welfare of all of
when they know the cultural and historical his citizens. We might think it difficult to find
influences that shape it. For example, because devotional inspiration from the traitorous
Srila Prabhupada understood how the cruelty example of Benedict Arnold. Yet Ravana's
and degradation of European kings led to brother Vibhisana became a traitor to his nation
revolutions, he knew that a modern Westerner to serve Lord Rama.
would associate "king" with tyranny and
exploitation. When he presented monarchy as Finally, when our children study history
the ideal system of government, therefore, he they can gain a perspective on current events.
often emphasized the contrast between Vedic How many great wars, heroes, and civilizations
and medieval kings. are no more than names in a history book? And
what to speak of ordinary people, who are
Our children can use knowledge of history forgotten after a generation or so? Our children
to give examples of the truth of scriptural should learn to see beyond worldly events,
predictions about the results of good and bad knowing that these events are ultimately
work. For example, they study how greed for insignificant.
gold, whether in the California and Alaska gold
rushes or in Spain's conquests in the Western Our children gain this perspective not only
hemisphere, led to ruin, cruelty, and personal from the way we study history but from how
disappointment. much time we give it. Prabhupada told us,
"Don't bother much." So rather than what I was
The students can also learn from good and subjected to in school—practically ten years of
bad examples of historical figures and gain names and dates—we concentrate our study
inspiration to serve Lord Krsna. We may during the two or three years when children can
wonder how a materialistic person, no matter apply some depth of thought to history. We also
how great, could be a devotional inspiration. focus on what Dr. Bruce Wilkinson in "The
But Narada Muni, the great sage and devotee, Seven Laws of the Learner" calls the
said, "Does not a thing, when applied "irreducible minimum." Our children need to
therapeutically, cure a disease that is caused by learn only those facts that will enable them to
that very same thing?" So mundane qualities, understand history and apply that
when used to serve Lord Krsna, can become understanding. We don't want to teach children
glorious. Our children examine, Does this facts for the sake of facts.
famous person have some quality I could also
use to serve the Lord? If so, is there an example Could our children realize these goals from
of a devotee who has used this quality? merely any history class or textbook? Yes, but a
materialistic history book will present only a
Here are some examples of inspiration from materialistic understanding.
American history: John Hancock is famous for
his bold signature in defiance of the British Although a Krsna conscious study of
king. A child may suggest Hanuman, who mundane history can help our children in their
boldly allowed the demon Ravana to capture practical life and spiritual realizations, the
him so that Hanuman could assess the demon's greatest benefit comes from direct study of
weaknesses and set the city on fire. Patrick genuinely important history. That history is
Henry is famous for saying he would rather die found in scriptures such as the Puranas,
Ramayana, and Mahabharata. By learning the
histories of Lord Krsna and His devotees, our
children will gain not only knowledge and its
application but spiritual wisdom and bliss..
 Curriculum Press, group the lower level by climatic
Social Studies region, and the higher level by political boundaries.

If you find texts adaptable to this approach, be

certain they present facts without excessive
philosophical bias.
Charts
Mastery learning texts for geography are produced
See Chart 10-8 on Next Page. by Basic Education, Alpha Omega, and Christian
Light. These have a strong Christian bias. They are
geared for Individualized study. None, however,
Alternatives have as complete a geography course, separate from
history, as Modern Curriculum Press and Steck-
Vaughn. There is rather some geography "units" at
different grade levels. These can be combined for a
There are other texts that claim to teach logic. Be total of about two years at the third to sixth grade
careful! Many, such as Steck-Vaughn's Critical level range.
Thinking series, are full of "values clarification" and
humanism. These contaminations are often subtle. History could be taught in a multilevel or
Individualized classroom with a unit approach.
Geography can be taught as part of a unit approach, This is possible with the Konos curriculum. This is
which is particularly suitable for large multilevel or Christian but can be adapted because there are no
Individualized classrooms. Konos curriculum is student texts. This would require much work.
available, but has a Christian bias.

Standard geography textbooks could be adapted to

multilevel if the different grade level textbooks use
the same concept groupings, e.g. climatic regions.
Most texts, however, as is the case with Modern

Social Studies
Grade Practical Geography History Government Logic (Midwest)
Skills
(Scholastic)*
K Kṛṣṇa Book stories
related to festivals
1 Success with “Geography Classroom Christian
Maps A Kit” from Audio Light
Memory (can be used Science and
through grade 6 or 8) SS 101-110
2 Success with Building Thinking
Maps B Skills book 1
3 Success with Steck-Vaughn’s Lands at Building Thinking
Maps C Home or MCP’s The Skills book 1
Earth
4 Success with Steck-Vaughn’s Regions Building Thinking
Maps D of the World or MCP’s Skills book 1&2
The Earth
5 Success with MCP’s Homelands of the Building Thinking
Maps E World or Steck-Vaughn’s Skills book 2
American Continents or
Continents Overseas
6 Success with MCP’s Homelands of the Building Thinking
Maps F World or Steck-Vaughn’s Skills book 2 and
 World Geography and book 3 figural
You
7 ISKCON American Building Thinking
History manuscript Skills book 3
figural & verbal
8 Building Thinking
Skills book 3
verbal
9 Chanakya Critical Thinking 1
Niti-Shastra, &2
American
Government
(McGraw
Hill by
Konslar and
Smart)

 If a student enters your school without having worked in these books, start him at one grade level below
what is indicated here.
Chart 10-8

History can be taught through an informal the resources it suggests, could form the basis for a
education or real books/Charlotte Mason approach. complete course if the teacher was very well versed
Let the students read books written during that in American History. It could form the basis for a
period. Visit historical sites, do library research, real books or informal education approach for those
visit museums, and watch films. Although this will with easy access to a library. Otherwise, it is useful
certainly expose students to a broader perspective for supplementary ideas.
than any text, it will be difficult for the teacher to
counteract the bias from so many different sources.
This is a challenging approach, best suited for home
schoolers and small classes with students of similar
ages.
Science/Health
We don't suggest using any Christian mastery
learning materials for the study of history.
Approaches
Resources
Science, or nature study, is meant to be common
sense and practical. We suggest teaching science
Aristoplay Ltd. has "Where in the World" game through mastery learning not necessarily because
for geography supplement. that is the best way to teach science, but because
there are acceptable: texts available that can be used
Puzzles of your nation and the world are useful in any classroom structure.
geography tools. Lauri and Pacific Puzzle Company
carry some, and they are widely available in Actually, the best approach would be informal. This
educational shops. is possible if the teacher is knowledgeable and
willing to organize the program.
The Foundation for American Christian Education
has resources and books for applying the principle Recently we've seen some samples of a well-
approach. They cannot be used as texts, but can organized multilevel secular science program (K-9)
provide inspiration and ideas for teachers. that is wholly founded on "doing". Aims is excellent
for teachers who want almost no text or workbook
J. Weston Walch publishes "2211 Activities for activities. Each section of multilevel books can be
Teaching American History." This book, along with used with several grade levels, but not all. Because
we haven't seen the entire program, we cannot say Our students' science, therefore, should be a "doing"
whether there is much objectionable material. class full of actual observation and demonstrations.
However, the very nature of the books lets you Any text or workbook should be viewed as
easily eliminate undesirable activities. supplementary to genuine experience. We're not
interested in experiments to discover truth not
Çréla Prabhupäda often criticized materialistic known, but to prove truth. Students taught that
modern scientists for advocating theories that are scientific facts are commonly observed and practical
contrary to common sense and normal experience. will be less prone to bewilderment by ideas such as

Science is best learned by practical observation and experience.

evolution which is based solely on the imagining of that can be used here are available from the Seventh
a "fertile brain". Day Adventists. Older students can study sections
of Higher Taste.
Science is second to history with problems of bias in
textbooks. Many publishers use science as a vehicle In the ninth grade, when students are studying the
to propound their philosophy of life. We therefore details of logic, we need to supplement, their science
suggest those Christian texts that have a theistic program with some special classes defeating
basis without sectarian doctrine. A second evolution. We suggest a combination of ISKCON
alternative is a secular text that has few evolutionary books, especially Life Comes from Life, and Christian
ideas. Christian Light, Modern Curriculum Press, books. Some Christian books are intended for
and Aims (check edition date - various editions vary secular education and concentrate solely on
widely in bias) are our suggestions in these defeating evolution without establishing any specific
categories. Christian Light does have sections Biblical doctrine of creation. We suggest two
stating that "animals have no souls and are proper suitable texts. A list of discussion ideas based on
food for human beings." These sections should be these texts is in Appendix B. (Please note: Christi-
replaced with instruction about vegetarian nutrition ans, like evolutionists, think that the soul is the
and health. Children's books about vegetarianism
body. They only prove that the bodily machine what to speak of illicit sex. Such instruction should
must be the product of intelligent design.) start between the seventh and ninth grades, based
on Çréla Prabhupäda’s books. This is very
Sadäpüta Däsa of the Bhaktivedanta Institute is important! It should be mentioned that some
currently producing books and videos that can be “health” and “science” textbooks actually encourage
used in a high school "life comes from life" study. intoxication and illicit sex through subtle
Because there is no systematized course as such indoctrination. This is illustrated in a quote from a
from the institute as of this writing, these books and national task force’s recently published
video are primarily useful as supplementary, recommendations for state policy makers: “there is
enrichment materials. a fine line between (drug and alcohol) use and
abuse. Abuse is the escalation of use to the point
that the drug interferes with one's economic, social,
Textbooks psychological, or physical well-being".

One "health" topic that merits a special treatment at

Çréla Prabhupäda didn't want our students to study least twice a year is child abuse prevention. (Of
higher branches of science. These are required, course, aspects of this will also come up naturally
however, for a legal diploma in most areas. Some, from time to time.) There are several books that
study of biology, chemistry, or physics is also teachers can read and discuss with a class, and
needed for students who want the option of college others that children can read on their own. Films,
or university education. The decision to offer such books, and pamphlets are available from
courses depends on the goals of the particular governmental social service agencies. However, a
school. Christian Light offers these high school strong word of caution is in order. Some of this
level courses with little objectionable bias. material is unnecessarily sexually explicit. Some
have a very materialistic message. One such film
Our students need to know practical measures to chants, "My body's nobody's body but mine. You
ensure their good health. They also need some run your own body. Let me run mine". This
background of knowledge to support these message, repeated over and over to a catchy tune,
practices. Today there are so many speculative ideas indoctrinates children with the idea that they can
about the causes of good health, that prudence is treat their bodies any way they choose! This is the
required. We suggest A Beka's "Health, Safety, and philosophy of the abortionists! Two acceptable
Manners", teachers' edition only, for kindergarten films are: "Too Smart for Strangers", covering all
through second or third grade. After this, some types of physical and sexual abuse; and "Big Bear,
health instruction will be included in most science Little Bear", about sexual abuse by a person known
texts. to the child. Please see the article titled "GBC
Policy on Child Abuse" on Page [ ], and Appendix
Health education should include accident G, "Preventing Child Abuse in ISKCON."
prevention and safety, local community health
services, consumer health (how to recognize false
advertising and buy over-the-counter medicines),
environmental protection, reproduction (celibacy, Charts
menstruation, regulated family life, modesty),
mental and emotional health, nutrition, care of
See Chart 10-9 on next page.
body, disease prevention, and dangers of
intoxication. Clearly, many of these areas can be
"taught" as a natural part of äçrama or home life.
Many aspects Alternatives
of health instruction can also be interwoven into
Gétä philosophy class. Any subjects not covered by
either your science program or through other means Science can be taught with a unit approach using
should be taught in a separate class on a regular Konos, which has a Christian bias.
basis. It is possible to teach science and health without
textbooks, particularly for home schoolers who wish
It is rare to find publishers, however, who properly to use a non-schooling approach. Many books such
educate children about the dangers of intoxication as the Backyard Scientist series or the Spice books,
provide innumerable ideas. We don't recommend many levels of students can cooperate in the same
this approach for a school. activity but then do different work in their texts.
There are many excellent supplementary books of
If you are already committed to a science program experiments, including ones from Spice, Backyard
that is mostly seatwork, supplement your program Scientist, and Bet You Can and Bet You Can't.
with as much demonstration as possible. Will this
take too much time? If you've already covered a
concept with observation, experiment, or
simulation, you can skip the textbook section. Or

Science/Health
Grade Primary text or materials Other materials Optional
supplementary
materials
K Felts-The Bear
Facts About Your
Health
1 A Beka Health, Safety and Manners TE only May use Aims K-1
(may start science now if students read (sbks 1-3) for “hands
well) on” approach
2 A Beka Health, Safety and Manners TE Need materials for
only and Christian Light Science and demonstrations and
SS 101-110 (or 201-210 for good projects – listed in
readers) or MCP grade 1 or 2 or Aims texts
grade 2 (bks A&B)
3 A Beka Health, Safety and Manners TE Materials for Films
only and Christian Light Science 201- demonstrations
210 or 301-310 or MCP grade 2 or 3 or “Tops”
Aims grade 3-4 (bks A&B)
4-8 Christian Light or MCP or Aims Christian Light core Felt body, films
science experiment
kit “Tops”
9 Christian Light or Aims anti-evolution Same 4-8 Films, materials
materials (see Appendix A for a full Notes on teaching detailing dangers
listing) against evolution of intoxication
10-12 Christian Light Experiment kits that Films, materials
correspond to subject detailing dangers
(except biology) of intoxication

Chart 10-9

You can adapt standard textbooks to a multilevel organization by using the concept approach. Have all students
study, for example, weather at the same time. This takes some initial organization by the teacher.

A final word of caution: Most science and health textbooks are heavily biased in favor of the particular
publisher's philosophy of life. Relatively few are acceptable for devotees.

Resources
Sycamore Tree has many supplementary idea books for health and science. They also carry a felt "human body."

Christian Light has a complete science kit that corresponds to their texts.

Silver Burdett has complete science labs for all grades.

Nasco and Burt Harrison carry many useful scientific gadgets.

Art/Music/Enrichment

Approaches

desires to learn a skill that is not easily available to

Çréla Prabhupäda wanted our children to learn him from association.
devotional arts and service by practical experience
and by associating with adults. This is the approach What are the basic practical arts our children need?
of non-schooling and should be followed as much as This will vary somewhat, but most students should
possible. To be effective, students must have time know the rudiments of drawing, simple rhythm and
and opportunity to associate with adults who are melody, and typing. Girls should know how to
engaged in various types of service. They must also cook and sew. (Boys should know how to replace a
have access to resources for their own learning, and button or repair a tear, at least.) To these basics we
be able to delay "producing" until they become a might add: use of a computer, word processing,
little experienced. carpentry, gardening, needlework, accounting, and
many other skills. We suggest a structured program
It should be clear that few students will be exposed for teaching drawing, music, and typing. If students
to all the possibilities of devotional service. To have regular access to knowledge, training, and
some extent, parents and teachers must understand materials in these areas as part of their daily life,
that each child has, by his destiny, access to such formal instruction is not needed.
particular opportunities. On the other hand, we
have a responsibility to provide instruction in areas Rather than a lot of unstructured free time, arrange
that will be of value to practically all children, even for your children to associate with' the adults during
if there is no "natural" arrangement for this within their afternoons and days off from studies. As the
our school, home, or community. In such cases we students mature they should accept some
are justified in making some formal arrangement for responsibilities in devotional service. Children
such instruction. If there is no opportunity, for should see themselves, from the very beginning, as
example, for the girls to learn cooking by just valuable members of ISKCON.
assisting the adults at times, it is necessary to
incorporate cooking classes into your curriculum.
The same should be done for a child who strongly
The Creative Urge
By Urmila Devi Dasi

I'M WATCHING ROHINI, a thirteen-year- creator of the material elements the so-called
old with definite artistic talent and promise. She creators manipulate."
boards at our home to attend school here, and
she spends every spare moment with her art pad I understood that I was simply manipulating
and pencil. As she fills each page, the lines the paper, my hand, the graphite and wood of
magically fuse and bend to reveal the Lord, His the pencil. Krsna had created all these, and they
pastimes, and His associates. were under His control.

Rohini's drawings unlock the memory of my Did I have the power to depict the Supreme
own first drawings of Krsna. Perhaps because Lord of creation with my puny pencil? No, but
my older sister attended Cooper Union School by Krsna's grace He manifested Himself on my
of Art in New York City, I was naturally drawn paper, despite my lack of artistic skill and my
to art—oil, pencil, charcoal, pastel. After two glaring spiritual shortcomings. I felt
years of art in high school, I went on to study overwhelmed by His kindness.
drawing and sculpture in college. But I became
disgusted with meaningless swirls of color and "Being pleased by our devotion," I tell
pattern, or twisted bits of metal and wood. Rohini, "Krsna comes onto our paper. We show
Through art, I wanted to communicate truth, our devotion simply by trying to draw Him."
beauty, and purpose.
She leans back, examining her work with a
Then I met devotees of Krsna. What a critical eye, deciding to change the pleats of
pleasure to learn from Srila Prabhupada that I Yasoda's sari.
could meditate on Lord Krsna, the Absolute
Truth, who is full of unlimited beauty and Worshiping Krsna through art is perhaps
meaning! My mind and senses, for so long my one of the most natural, simple, and pleasing
enemies, could now act as friends by thinking kinds of yoga, even for the youngest child.
of and portraying the Lord. When I was barely a beginner among beginners
in Krsna consciousness, I could perceive the
Full of excitement, I started my first Krsna Lord's transcendent reciprocation through art.
conscious drawing—Krsna dancing with the And similarly, through art, even a child without
gopis, the milkmaids of Vrndavana. I can't say I philosophy, austerity, or renunciation can begin
understood anything of the Lord's pastimes, His to love the Lord.
opulence, or even my own spiritual identity. But
from Prabhupada's teachings I knew that Krsna Perhaps one of the sweetest aspects of
could appear in my picture if I worked with devotional art is that it's a way most children
devotion. naturally want to serve Krsna. The greatest
hurdle in any educational subject, that of
With whatever tiny spark of devotion I getting the student to want to learn, is already
could coax out of my heart, I started to move overcome. The only task for the parent or
the pencil, just as I had done in countless art teacher is to direct and structure the child's
classes. But this session was different. I no inner desire.
longer felt I was the creator. I thought of
Jambavan's prayer to Lord Krsna in Once a child is two years old or so, he or
Prabhupada's book Krsna: "Not only are You she can learn to color a picture within the lines,
the creator of the creators, but You are also the using suitable colors. When children of any age
create their own pictures, they should stick to
portraying Krsna and His pastimes as the Resources For Teaching Drawing Skills
scriptures describe.
For children age four or five through adult:
Children must learn respect and veneration
for drawings of Krsna, because without these Drawing with Children, by Mona Brookes.
attitudes the children's devotion cannot Published by Jeremy P. Tarcher, Inc., Los
blossom. The children learn that drawings Angeles. Distributed by St. Martin's Press.
should not be put on the floor, touched by the
feet, or brought into a toilet room. Drawing Textbook, by Bruce McIntyre.
Published by Audio-Visual Drawing Program,
Children can start learning some artistic 1014 North Wright St., Santa Ana, CA 92701.
techniques as soon as the children are ready for
school. Brush strokes, color theory, simple For students age twelve and older or those
perspective, balance of designs—all are useful who have developed basic drawing skills, here
for any child, whether or not he or she becomes is a good source of books for beginning art,
an "artist." Without such instruction, the older advanced art, and brush art: Basic Education, P.
child or adolescent may feel hesitant, not O. Box 1438, Lewisville, TX 75067-1438.
wanting to keep turning out "flat" or "stick" Phone: 1-800-925-7777, or (214) 315-1776.
drawings, and lose interest in art. But a child (They have many international branches as
who receives the basic instructions will easily well.)
keep alive the spontaneous creative urge.
Charts

See Chart 10-10 on next page

Resources

For ideas about teaching art (and music) in a non-

schooling atmosphere, the magazine; Growing
Without Schooling, is excellent.

Art and craft supplies can be ordered by mail from:

Nasco, Didax, S & S Arts and Crafts, and Sculpture
Associates, Ltd., Inc.

Rhythm Band is a good source of Western

instruments and music instruction for children.

Basic Education, Alpha Omega, and Christian Light

all have high school level vocational courses in
several areas (for example, woodworking, typing,
accounting) These are usually mostly self-
instructional.

There are many home study courses suitable for

motivated high school students. The National
Home Study Council publishes a list of their
accredited schools which teach courses including:
use of computers, art, poetry writing, radio
announcing, gemology, landscaping, and
electronics.
Enrichment
Grade Drawing and Art Typing and Computer Music Crafts and
Word literacy and Skills
Processing Programming
K-1 Drawing Textbook Educational Kirtan, bhajans,
lessons 1-20 or lesson programs rhythm
in color theory and use
of drawing implements
2-3 Drawing Textbook Typing Educational Personal
programs instruction for
interested
students in
mrdanga and
keyboard
4-6 Drawing Textbook Typing and Educational Personal Unlimited
word programs instruction cooking,
processing needle work,
sewing,
sculpture
7-8 Art Elements and Typing and Instruction for Personal Carpentry, cow
Best Book on word interested instruction protection,
Drawing People or processing students in gardening
Busic Education’s programming
Junior High Art languages,
(more than drawing, spread-sheets,
includes painting) graphics,
design and
layout

Chart 10-10
Chapters 11-14

Course Overview by
Grade/Age: Introduction
assumption first, we note circumstances when
In this section we describe each academic course these divisions do not apply, such as third grade
offered at each grade level. mathematics and sixth grade social studies. It is
also very possible for many schools to have a
This section is divided into four: student spend some class time with one level, and
Level One, Chapter 11, for grades K through 2, ages some with another. For example, suppose a nine--
5 through 7. year-old student of average intelligence, ability,
Level Two, Chapter 12, for grades 3 through 5, ages and skills come to your school from another
8 through 10. country. Unless you have a group who is in a
Level Three, Chapter 13, for grades 6 through 8, similar situation, this student needs to attend
ages 11 through 13. level one phonics, spelling, and maybe
Level Four, Chapter 14, for grades 9 through 12, handwriting classes. He could attend level two
ages 14 through 18. mathematics and Gétä çloka classes. We have
divided the programs by these levels for con-
In each chapter we describe a multilevel venience, and to avoid repetition. You can
organization plan and then a whole classroom plan certainly adjust them for individual circum-
for each subject. The description by grade level in stances.
the whole classroom section contains specific ideas
for that organizational plan that are different from As for our first assumption, a very small school,
multilevel. Also, because the multilevel description and certainly a home school, cannot afford four
has only teaching aims and methods that apply to all full-time teachers. The home school teacher's
students in that level, the grade level section has predicament is eased by the small number of
some specifics that only pertain to that particular children of school age and the flexibility of hours
year. of instruction. If a high school student needs a
discussion class, his mother/teacher can arrange
We have tried to avoid repetition in the multilevel that class for Sunday morning, or as she cooks
and whole classroom sections for each subject. That lunch. The small school often has enough
is why some subjects are not discussed in the whole students to make Individualized instruction
classroom division at all for some grade levels - we difficult, and yet not enough to justify an extra
feel that it was adequately covered in the multilevel teacher. If only three teachers are available, the
division. Therefore, we suggest that you read over levels can be divided as follows:
both, no matter how your classroom is organized .
 Level One: K-2 (or 3)
 Level Two: 3 (or 4)-8

Multilevel Level Three: 9-12.

If there are only two teachers, the levels can be

The multilevel/Individualized teaching aims and divided as follows:
methods given here assume that a school would  Level One: K-3
have four full-time teachers, one for each level. It  Level Two: 4-12
also assumes that students can be divided into four
levels by age or grade. Considering the latter If you cannot have the number of full-time teachers
you feel is ideal, part-time teachers, who come to
teach one or two subjects, are very helpful.
Sometimes parents can work as assistants when a
full or part time teacher isn't available. Obviously
some of the following teaching methods will be
difficult with fewer teachers. In Appendix E we give
some sample schedules for such situations.
Chapter 11

Course Overview: Level One

(grades K—2, ages 5—7)
the animal eating grass. Then the animal is coming.
Drops of Nectar The man is eating food grains, then man is coming.
So originally the earth is the mother, feeding
everyone. Is there any denial? What do you think?
So earth is the mother of all living entities, convince
I have seen your wife Nandärani Däsé here in Los them. So all living entities are children. Mother
Angeles and she is doing very well. I want that she earth is the mother. The father? Where is father,
shall help me improve the conditions at our Dallas find out. Everyone has got idea, father, mother and
school by going there and teaching the children. If children. Children are there. The mother is there.
children are allowed to play just like Kåñëa was Where is the father? If somebody says "I have not
playing with his cowherd boyfriends, then little seen father; how can I recognize father?" that does
ABC, then see the deity and have äraté then take not mean... Because the mother is there, because
little prasädam; in this way if they are always the children are there, there must be father. If you
diversified, they will be always jolly and become do not know, try to know it from your mother, from
fixed-up devotees at young age. And small children, your superior. You have to know from the Vedas.
they learn better these things from their mother and Bhägavan: So at that young age they can very easily
women in general. So I think that some mothers of develop faith in Kåñëa and guru.
our children should go to Dallas and take charge of Prabhupäda: Yes. Ahaà béja-pradaù pitä. (Room
teaching the children, especially how to play nicely Conversation, Paris, July 31, 1976)
the pastimes of young Kåñëa. If you ask one child to
be a tree, he will immediately hold out his arms Prabhupäda: ...form a committee from education in
"Just see I am a tree." If you ask him to be a cow he your...
will walk on his hands and knees immediately and Hayagriva: They have to be taught reading, and for
you can hit him with a stick and say "hut, hut." this they have primers.
And if they will not take prasädam you can say Prabhupäda: Primary readings.
"Now you are a cow and you must eat the grass" Hayagriva: And this is all right to use?
and immediately they will stand on hands and legs Prabhupäda: Because we haven't got any books yet.
and eat prasädam like cow eating grass. So in this Hayagriva: What about taking the primers and
way our children in Dallas school should be trained changing the names of the people to people like
because I want that a new generation of devotees Satyabhama and give them spiritual names. Would
shall carry on this great mission successfully. that be nice?
(Letter to Dayananda, May 20, 1972) Prabhupäda: Yes.
(Discussion, Boston, December 24, 1969)
Prabhupäda: Different plants?
Jyotirmäyé: Plants, yes, here we have so many ***
different plants growing, some medical plants, some
that can be eaten. Is there any use?
Prabhupäda: No. Different plants, which is
botanical study, which has also no utilization. But
you can teach them, "Just see, this plant is coming
from earth. The earth is the mother of this plant."
These things you can convince them. Is it not a
fact? The grass is coming; the tree is coming, and
 of the teacher or an older student who is readily
Kåñëa Consciousness available. The helper teaches the student two or
three words at a time, gradually adding until the
verse is completed. The youngest students will at
Multilevel Organization first learn one verse after two or three weeks, and
say one line at a time. Gradually this will increase,
until, by the end of the first year of school, all
students should be able to memorize at least one
verse a week. Many students will be able to learn
Teaching aims:
one verse each class.
Students memorise all "key" Bhagavad-gétä verses,
Sanskrit and English. They chant Çré Éçiopaniñad, There are many memorizing techniques. The
Upadeçämåta, and Brahma Saàitä regularly. Some simplest is to repeat the words over and over. This
Gétä purports are read and discussed as a group. will work, but many times the verse is then stored in
short-term memory and will be forgotten in a day or
On major and minor Vaiñëava holidays students in a week. Of course the student will memorize the
study the appropriate story. They have projects and same verse in class twice more in later years, and
activities related to the festival. will hear the verse in other situations. Each
repeated hearing will solidify the original class.
Students should learn the stories from the However, there are ways to shorten the time needed
Bhägavatam, sit quietly and attentively during class for memorizing , lengthen the time the verse stays
(at the morning program) and be able to remember in one's memory and perhaps even add some
something from that daily class. meaning and understanding. All these methods
generally take more teaching effort.
Teaching method: A small piece of cardboard can be used to cover part
of the verse. The student says, taking Chapter: 4,
The simplest way for a teacher who has a classroom text 13 as an example, "cätur" several times. He then
that includes many levels to teach Gétä çlokas is to covers "cätur". and says "cätur-varëyaà" He can
teach the entire class the same çloka together. One then cover "cätur-varëyaà" and repeat "cätur-
method is to teach one çloka per week. The varëyaà mayä" or just cover "varëyaà" and say "
students are given a sheet with the çloka. On the cätur-varëyaà mayä". In this way the verse is re-
first day of the week, first class, the teacher carefully cited, covering one word or groups of words. The
teaches the pronunciation, word-by-word, and then student then recites the whole verse, covering one
has a brief discussion of the philosophy of the put. line at a time. This method is nice because, once the
port. Then, before each class and activity during the student has been taught the pronunciation of each
week, the class repeats the çloka together. In word by the helper and understands the method; he
addition, students can copy the verse for can work on his own.
handwriting practice, colour or draw an illustration
of the verse, or have the activities described below The student can also copy each word onto a separate
in relationship to the verse. At the end of the week, piece of paper or cardboard. It is good if each piece
each student is tested, with varying degrees of is a different colour or shape. The student then puts
competence expected from the different age the pieces in order on a desk or table. He reads
students. Covering one verse a week, the entire through, either one line at a time (for the youngest
process can be repeated every year. this will mean students) or the whole verse. He then takes away or
that, rather than knowing many Gétä verses turns over one piece at a time, continuing to say the
somewhat, all students will know approximately 40- whole line or verse, until all the pieces are turned
50 verses thoroughly. A textbook will be available over and he can say it completely. Of course,
shortly to aid in this process. making the pieces requires a class time in itself,
although the act of making them will certainly help
Another method is, once a day, at least three or four in memorization. An alternate would be for the
days a week, a class should be set aside for teacher to have all the key verses on such shapes in
memorizing Gétä çlokas. Each student, working at a file, and give the child the appropriate shapes for
his own pace, will be memorizing different verses. his verse.
Students who can't read can still memorize while
pointing to the words. Such students need the help
 Teaching Bhagavad-gita to Nonreaders
by Mahendranī devī dāsī

Teachers often ask how

recite the śloka at the end of
class. Eventually, with The idea is that in two
Bhagavad-gītā can be taught repetition each day, they will years (kindergarten and 1st
effectively to 5 year-olds (non- soon know it well At the grade) the children will get
readers). Here is a nice, clear beginning of each days class, an overview of the whole
explanation by a teacher who has review the last 5-10 ślokas that Bhagavad-gītā. In the first
been doing it since 1980. they have already learned. year they learn chapters 1-
2. Read and explain the summary 9, and in the second year,
This is an outline of the Bhagavad- of the chapter to the children. chapters 10-18. Srila
gītā course used in our If possible, teach the summary Prabhupada wanted them to
kindergarten class. In the first by memory. Chapters 1 and 2 learn the whole Bhagavad-
semester we study chapters 1 and are easiest to do. Then ask the gītā. So start at the
2; in the second semester, chapters questions and teach the beginning and just keep
3, 4, 5, 6; and in the third, 7, 8, 9. answers. Use the questions as going. Ślokas will
Each chapter takes about one a guide to teaching the proceed at a different pace
month. However, because chapter different philosophical points, than the philosophy class.
2 takes longer than any other, i.e., ask the questions: then tell 5-6 year-olds don’t need to
chapters 3, 4, 5 and 6 need to be the children the answer, learn translations. But the
taught in three weeks each the discussing and explaining at teacher can give a general
following semester. length; use pictures, drawings, idea of the meaning. In
stories and skirts whenever Grades 2-5 and 6-8 they
I feel very strongly that 5 year-olds possible, for this really keeps will go through the Gītā
can learn philosophy if it is their interest. After explaining two more times, but
properly presented. I have some each answer thoroughly, have
ideas and guidelines about how to the children learn the answer
present it and I hope to write them by memory. It should take
down at a future date. one day to teach the answer to
one question. Therefore if a 1. Why we learn Bhagavad-gītā.
Bhagavad-gītā class consists of two chapter has twelve questions, Meaning of words “Bhagavad-
parts: that will take two weeks. Plus gītā,” i.e. song of God.
1. Ślokas: 20 minutes you need a day or two at the 2. Story leading up to battle of
2. Philosophy class: 20-30 beginning to ready the Kurukṣetra.
minutes summary and give a general
Better to have these two parts at explanation, and 1-3 days at Duryodhana went to his teacher
different times. Little children the end to review and give an and told him, “O my teacher, look
can’t sit that long at one time. oral quiz. Some questions take at the armies of the Pāṇḍavas, so
1. 5-6 year-olds can learn a line more than one day to learn. nicely arranged by your student.
at a time and then join the They have many great fighters in
halves together. Next, teach Philosophy class should
the second line a half at a time. only be 20-30 minutes, continued on the next page.
Do not worry too much if all and the last ten minutes
the children cannot perfectly read a Kṛṣṇa Book story.
continued…
their army. I also have many The women will become 11. What happened when Kṛṣṇa
great fighters in my army, and unchaste and have lots of and the Pāṇḍavas blew their
my army is more powerful than unwanted children, who will conchshells? The noise
the Pāṇḍavas. We are protected make life hellish for everyone. shattered the hearts of
by Grandfather Bhīṣma.” Dhṛtarāṣṭra’s sons.
“it would be better to just let the 12. What did Arjuna ask Kṛṣṇa
Then Grandfather Bhīṣma blew sons of Dhṛtarāṣṭra kill me.” to do? To draw his chariot
his conchshell Pancajanya, and between the armies.
the other Pāṇḍavas also blew Then Arjuna put down his bow 13. What did Arjuna see on the
their conchshells. This made a and sat down on the chariot battlefield and how did he
very loud noise that shattered feeling very sad. feel? He saw in both armies
the hearts of Dhṛtarāṣṭra’s sons. his family and friends and
Questions and Answers he felt overwhelmed with
Then Arjuna said to Kṛṣṇa, “O compassion. He helt his
Kṛṣṇa, please draw my chariot 1. What is the name of chapter body quivering and
between the two armies so that I 1? Observing the Armies of trembligh and his mouth
may see who has come to fight the Battlefield. drying up. His haris were
with us in this great battle.” 2. Who is Dhṛtarāṣṭra? The standing on end. His bow
blind king. Gāṇḍīva was slipping from
“Just look, O Pārtha. See all the 3. How many sons did he his hand and his skin was
Kurus that are here.” have? One hundred. burning.
4. What is Dhṛtarāṣṭra’s eldest 14. What reason did he give
Arjuna could see in both armies son’s name? Duryodhana. Kṛṣṇa for not wanting to
his family and friends and he 5. What is the name of fight? a) I would not be
became overwhelmed with Dhṛtarāṣṭra’s guru? Sanjaya happy if I win a kingdom
compassion. 6. Who is Duryodhana’s but all my family and
teacher? Droṇācārya. friends are killed. b) If the
“My dear Kṛṣṇa, seeing my 7. Who protected and led the elder members of the family
friends and family here ready to Pāṇḍava army? Bhima are killed, the rest of the
fight, I feel my body quivering 8. Who protected and led the family will become
and trembling and my mouth is Kuru Army? Grandfather irreligious. The women will
drying up. My hairs are standing Bhīṣma. become unchaste and have
on end. My bow Gāṇḍīva is 9. What happened when the lots of unwanted children,
slipping from my hand and my Kurus blew their who will make life hellish
skin is burning. conchshells? Nothing for everyone. c) We will get
happened. sinful reaction for killing
“I do not care to win this battle 10. What is the name of Kṛṣṇa’s the sons of Dhṛtarāṣṭra.
and a kingdom if I have to kill conchshell? What are the If you are interested in see the
my family and friends. That names of other complete chapter summaries
would not make me happy. conchshell’s? Kṛṣṇa’s: and questions, please write to
Pāñcajanya; Arjuna: Mahendrani Devi Dasi, Vaisnava
“We will get sinful reaction for Devadatta; Bhīma: Pauṇḍra; Academy, 202 Bloomsbury
killing the sons of Dhṛtarāṣṭra. Yudhiṣṭhira: Ananta-vijaya; Avenue, Catonsville. MD 21228,
If the elder members of the Nakula and Sahadeva: USA.
famly will become irreligious. Sughoṣa and Maṇipuṣpaka.
Perhaps the most fun, but most teacher directed, is If you have five days of school a week, and chant a
acting out the verses. A great advantage is that Gétä chapter on one day, during the assembly classes
students learn meaning and have a ready-made on the other days children can chant Çré Éçiopaniñad,
performance for any festival. The simplest way is Upadeçämåta, and Brahma Saàitä. You need about
for each word, or group of words, to be fifteen or twenty minutes (Gétä chapters often take
accompanied by hand gestures and facial thirty minutes). When you just start this program,
expression. It is easiest to do this just for the it will go slowly. As the readers learn the verses,
translation but teachers who feel confident can have they will gradually pick up speed and confidence,
the student do the same gestures for the original referring to their papers only occasionally. Like the
Sanskrit. What an easy way to be introduced to Gétä, it is easiest if you have sheets or books without
Sanskrit vocabulary! The teacher needs to teach the purports. Also, because these will see a lot of use,
gestures along with the words. A student who has having separate sheets will keep your books from
already studied the verse with that technique could getting mined. The older reading students will lead,
also be a helper. How to determine gestures? A with the youngest just following and listening. After
creative teacher could make up her own. Or you one or two years, all students will know these verses
can have a local bhärata-natyam or other Indian by heart. A good schedule is Çré Éçiopaniñad one day,
dance teacher either work with the teacher or come Upadeçämåta two days and Brahma Saàitä one day.
to the class once a week to help the students. You Students should chant the Sanskrit and English for
can also use the hand sign language of the deaf. Of Çré Éçiopaniñad and Upadeçämåta, but at this level
course, you could also combine these. should only chant Sanskrit for Brahma Saàitä. If
you have a favourite group of çlokas from the
The students should regularly recite a group of scriptures, they could be substituted for one day of
verses to solidify their study. With a multilevel Upadeçämåta.
group, it is impossible to weekly recite the chapter
"that the students are studying". The class can An alternate program is that, instead of a different
recite one chapter a week starting with chapter one. chapter each week on the day the students chant
Some long chapters, such as chapters two and Bhagavad-gétä çlokas, the students can recite a list of
eighteen, can be chanted in two parts. This recital no more than fifty most-quoted verses. These verses
can be an assembly period before classes, rather would also constitute the course of study for
than taking up a regular class time. Students should memorization of the Gétä. In this case, one class a
have the written çlokas in front of them . It is week should be devoted to a brief discussion of the
helpful to have books or papers with just the purport of that week's verse and a summary of the
Sanskrit and English so the children don't have to chapter in which that verse appears. We are
leaf through pages of purports to find the next verse. completing publication of a textbook which will
The children who can read will lead, and the other outline this system.
students should point and follow, reciting those
verses they have learned in class. In this way, the Plan for the children to have something special on
entire Gétä can be chanted about two and a half even the minor Vaiñëava festivals. A monthly
times a year. booklet, Daily Devotions and Meditations, (available
from Kelélalitä Devé Däsé of the Berkeley, CA
On the same day the Gétä chapter is chanted, you temple) lists all the festivals with a brief reading.
may have a philosophy class with all the students This should be read to the children after the mantra
about this chapter. Study the Bhakti-çästré study assembly, before starting class. For major festivals,
guide to get an overall picture of the chapter's the teacher can establish the mood a week or so
theme. Pick out verses that at least some students beforehand. Special decorations and bulletin board
have learned, to illustrate points. After a short talk displays, special readings, and reference to the
or discussion, it is nice to have the children upcoming festival whenever appropriate are all
dramatise either the conversation between Kåñëa helpful. Students should have a special program on
and Arjuna, or some philosophical points. Or, you the festival day, suspending at least some of their
may simply ask each child to repeat something he regular classes. This can include participating with
heard in the discussion. Even students who are five the local temple in an extra äraté and kértana, as well
years old and just starting can be expected to as a feast. Students who are over seven years old
remember one or two words by their third week of may fast if they like, but should have the
school. opportunity to break their fast early if they feel the
need. It is easiest if the opportunity to breakfast is
limited to specific times, say between classes, or the vocabulary simplified. In addition, many tapes are
day will constantly be disrupted. available of readings or dramatizations of the stories
in Prabhupäda’s books.
Many different special activities can be planned for These can be played during prasädam time, bedtime,
festivals. Simple plays, put on in the classroom or other suitable moments and can also be made
without an audience, are great fun. Dioramas of the available during the children's break and play times
pastimes, using construction paper or clay inside with a tape recorder and headphones that they
shoeboxes are a nice craft activity. Students may operate themselves. Simplified story books with
make their own Rathayäträ carts from shoeboxes pictures should be available in a library as well, even
and light cardboard. Some of these projects take a if most of the children are unable to read them.
lot of time, and the students can work on them once
or twice a week for a month previous to the festival. During the morning class, don't allow the students
to color, make garlands, or be distracted in any way.
The easiest one-day project is to have the students Encourage them to pay attention, as described in the
write a few sentences about the festival. The non- English section under kindergarten and grade two
readers should dictate and then copy what the "Listening". Some students may be able to take
teacher writes from their dictation. This should be actual notes from the lecture by the end of the year.
written directly on a large sheet of lightweight
cardboard (poster board or oak tag), first in pencil Sanskrit can also be considered part of the Kåñëa
and then in ink or crayon. Some of the older conscious curriculum. This is explained at the end
students in this group can write their sentences on of this chapter, however, under "Second Language".
notebook paper and make corrections and
improvements before copying it onto the large sheet.
The composition should not take up all the space.
On the rest of the sheet the student should illustrate
Considerations for Each
his sentences. This can be done many ways: the
students can color a picture; they can cut out
Grade, K—2/Whole
appropriate pictures from magazines and catalogues, Classroom
maybe adding their own drawings; they can paste on
colored paper or other objects (leaves, dried plants)
in addition to the pictures and coloring. The
teacher should move around the room, asking each Grade K
child, "What do you want in your picture?" She
should then help the child by lightly indicating in
By "grade K" or kindergarten, we mean the first year
pencil where the child wants to put the elements of
of gurukula academic instruction, normally starting
his illustration. On a central table or desk put the
at age five. During the first two years of school, the
needed supplies (crayons, glue, colored paper,
choice of subjects and the methods of instruction
pictures from magazines, and various objects). The
are more or less determined by the student's
children can share these. Another simple one or
inability to read. Once the children have gained
two day project is the making of very simple books
reading competency, the variety of subjects and the
by folding and stapling papers. The youngest
techniques of instruction can increase greatly
children can simply write one word on a page with
(usually second grade).
an accompanying drawing ("Räma" with a picture of
Him.) Or students can write and illustrate sentences
as they did for the poster board project. Whatever
project the students create should be displayed for
at least several days to two weeks before they take Grade 2
them home.
In this third year of school, both the material and
Children should regularly hear stories from the methods of instruction change considerably from
Bhägavatam (and Caitanya Caritämåta). Teachers the Kindergarten and Grade 1 programs. The major
can read a little every day from Kåñëa book and factor in these changes is that the basic reading
various passages of the Bhägavatam. It is generally program has been completed and the children's
easier to keep the children's attention if long ability to read can now be capitalized on for
philosophical portions are omitted and some instruction in other subjects. The method of
instruction in Bhagavad-gétä will be different now, be ready to read—some much longer. Please refer
social studies subjects will now be taught as distinct to kindergarten handwriting for specifics
classes based on textbooks, and Sanskrit or English suggestions about letter formation.
as a second language can now be introduced, as well
as logic. Most students will be able to decode the written
word after one to two years of phonics or linguistic
instruction. During this period, we do not need to
emphasize comprehension, although the reading
English matter should be of interest to the children. After
basic decoding mastery is achieved, oral reading
time is centred around understanding the plot or
"story line" (what happened) of the section. During
Multilevel Organization the decoding stage, students should read out loud
daily; afterwards they may have a structured oral
class once or twice a week. Of course, we assume
Teaching Aims: that they read out loud for other classes as well.
Students first learn their alphabet in reading and A difficulty of multilevel instruction is what to do
printing class. Reading is taught by phonics or with the other students when you are having
linguistics. By the end of level one, students should reading class with a group or individual. The very
be able to decode or pronounce almost any English beginners need almost the full attention of the
word, and comprehend written material with teacher, but oral readers of any age must have
familiar vocabulary and simple sentence structure. priority in the classroom during their class period.
There are two alternatives. One is for older students
After the student masters printing and beginning to assist the reader. This is also helpful to the
reading, he starts a phonetic spelling course. He helper, especially if he is at a level that is not too far
also learns to write complete sentences with advanced from the student he is helping. Helping
beginning capitals and end punctuation. At the end will solidify his previous learning, give him
of this level the student begins cursive instruction confidence and force him to a deeper understanding
and studies nouns, verbs, subjects and predicates. of his learning when he must explain what he
He masters alphabetising through the second letter, knows. The student who is being helped may feel
and beginning use of the dictionary. less threatened having another child as teacher.
Before using this method, teachers must; be sure
All students give a brief oral presentation about a that the helping student has enough patience to
Kåñëa conscious topic once a week. Students learn function properly. The teacher must supervise the
to stick to the subject, keeping their speech clear instructional process, though not as closely as if she
and interesting. were directly teaching. Also, peer tutoring must
respect the, needs of both students and not detract
from the older student's studies. The other method
Teaching Method: is to give the other students independent work when
you are reading with another student. Handwriting,
Beginning students should first be given a diagnostic spelling practice, map skills workbook, studying
test, which is fully explained in the testing section. Bhagavad-gétä çlokas and art projects are all
Beginners need to spend twenty minutes a day possibilities. Some teachers like to stagger the
writing letters, twenty minutes writing numbers, children's free or break time between classes. This
and fifteen to twenty minutes a day saying the may be hard on the teacher in the long run as she
alphabet names and sounds. Once this is mastered, then gets no breaks herself.
the student starts the reading program, which is
described under kindergarten reading. Use a Simple grammar instruction can be started after the
program with a good teacher's manual that takes first few weeks, as soon as students know how to
you through lessons step-by-step. You can gauge form their letters. During Vaiñëava festivals (minor
how much time to spend preparing a child for and major) students can dictate a few simple
reading by his previous skills as measured by the sentences, with the help of the teacher. The teacher
test and your practical working experience with then writes these on the board and the students
him. Most children take at least five to ten weeks to copy this onto their paper, starting their learning
about capitals and end punctuation, as well as
spelling. Older students can write their own
sentences on their papers while the younger ones
Considerations for Each
are dictating and copying. As soon as students can
read the Language Arts Primer (about six months
Grade, K—2/Whole
into the reading program) they can begin this Classroom
program. The main goal of this text is to under-
stand "what is a sentence". Insist that students use
beginning capitalization and end punctuation Grade K
consistently. Sloppy habits formed now are hard to
break later! At the same time; encourage all
students to write with their own invented spelling
and grammar outside of grammar class. Rather Subject: Reading
young students can produce some wonderful class
notes during Bhägavatam or Gétä classes. Other Teaching Aims:
teachers encourage a daily "free-writing session".
These should not be corrected, but rather read back No matter what method is used, the basic reading
to the child for meaning only, to give him con - program should be complete by the end of the
fidence in his ability to communicate in writing. second year of school. That means that the students
Gradually the lessons in the formal writing and should have mastered the essentials of decoding the
grammar classes will make themselves felt in the written language into its spoken equivalents. After
child's other writing. the second year, students will develop their reading
skill by increasing vocabulary, learning to read
After finishing the primer, students start on the smoothly and with increased comprehension, and
second grade texts. Here they learn simple parts of tackling more and more difficult constructions. All
speech and begin paragraph writing. Although essential skills of approaching the written word
ability varies widely, generally if the teacher expects should be imbibed in the first two years.
proper form, the students will be able to achieve it.
Students should be encouraged to work During the first year, students will learn how to
independently in their grammar books as far as recognize all the letters with their associated basic
possible, with the teacher's time concentrated on sounds and learn to read a substantial number of
explaining difficult areas and discussing the child's words, both standing alone and in simple phrases
creative writing. and sentences. Some students can learn to decode
all regular English words, although most will
All students in this level can have a weekly speaking complete about half of the basic reading program.
class as a group. The main difference will be the The exact amount and type of words a student will
topics. Please refer to the "Whole Classroom" learn to read in the first year depends on the
section on speaking for K-2 for specific ideas. teaching method employed.

There are a large number of methods for teaching

basic reading, but for our purposes we will
categorize them under three general headings:
linguistic, phonetic and sight. We do not
recommend the use of the sight method because it
does not take advantage of the natural relationship
between letters and sounds in the English language.
Many children never learn to read with it, and those
that do often have problems when they come to
their limit of word memorization . Children who
succeed with the sight method do so because they
eventually pick up by inference the same techniques
of word attack they would have learned directly
with a linguistic or phonics method.
Almost all of our schools employ either a linguistic 3. It is easy to teach and takes little teacher
or phonetic approach, or a combination of the two. preparation. Even if the teacher is not very
Teachers should know which method they are using expert or dedicated, the method will usually
and should be aware of its relative advantages and work anyway. It is the method of choice if you
disadvantages. An inexperienced person may have are using student teachers or part-time as-
difficulty distinguishing between textbooks designed sistants, have high teacher-turnover, or must use
for different methods - and the sight-reading teachers who cannot, or will not, spend the time
method is very popular with textbook publishers at to learn a more complicated method.:
present. If you're not certain which method a
textbook series is designed for, better to stay away 4. Because the linguistic method is so straight-
from it and choose something you are sure about. forward, it requires few materials and therefore a
relatively small investment of money.
Teaching Method: Linguistics
Disadvantages
The first step in reading is the learning of the
alphabet. Linguistic methods usually recommend 1. The linguistic method depends on presenting
memorizing the shapes and the names of the letters reading matter in a systematic and controlled
and not the sounds. Phonics advocates recommend manner and the sounds studied in the first few
learning the shapes and the sounds and not the months are limited. Therefore the stories in the
letter names. We strongly recommend that teachers readers tend to be boring and the children are
follow the method in At Last! A Reading Method for not able to transfer most of their reading ability
EVERY Child, by Mary Pecci, and teach students the to materials outside their reading program until
shapes, names and basic sounds of the letters. This they have learned all the short vowels and most
method of alphabet instruction will give students a of the long ones. This could be as late as the
solid foundation and inspire confidence no matter end of the first year or the beginning of the
what technique of reading instruction is used second. Teachers complain that this sometimes
afterwards. All of the material in Section 1 (Pages [ results in low student motivation and a poor
]-[ ]) should be taught. Expect this first step to take attitude toward reading in general.
about five weeks.
2. If you have a lot of children who are transferring
The linguistic method is based on hearing. The into or out of your school before they have
teacher spells and reads aloud each word, which is completed the basic reading program, you may
then repeated by the student. Words are introduced find that they cannot transfer their reading skills
in logical groups and students learn the sound because relatively few schools use the linguistic
associations of the letters by observing the method.
similarities and differences between the various
consonant and vowel combinations as they are After the five weeks of alphabet instruction, begin
presented. As the students grasp the logic of the using the textbooks, according to the methods
system, they need less and less direction. It is an described in the teachers' editions of whichever
easy and natural way to learn. reading series you are using. Both of the series we
mention below have adequate instructions to enable
Advantages teachers to get started and function without much
outside assistance.
1. Advocates claim that it is the most direct and
efficient system, taking complete advantage of Students will need 20-40 minutes of reading a day,
the student's knowledge of his own language although not necessarily at one time.
and requiring him to learn nothing but the
direct process of decoding the written symbols.
It uses the consistencies of the language to teach Materials Used:
the reading of the language.
For alphabet instruction you can read Section 1 of
2. Most of our gurukulas have used a linguistic Mary Pecci's At Last! A Reading Method for EVERY
method and it has proven effective in making Child! and you can purchase or make an alphabet
our children excellent readers. wall chart and three sets of flashcards (One with
uppercase letters, one with lower-case and one with
both). Before you purchase or buy, read the instruc- enthusiastic about reading.
tions in her book (or buy her materials which are
available from EPS). 2. The concepts presented are more varied than in
the linguistic presentation and therefore more
The reading series which has been used in the past challenging to the students. (This may be a
by most of our schools is Let's Read. You will need disadvantage with some groups of students.)
only the appropriate number of student copies of
the paperback books 1-5, plus one copy of each 3. The phonics method is widely used so children
volume for the teacher. ISKCON has one volume who transfer schools may have an easier time.
entitled Let's Read for Kåñëa 1 which can be
substituted for the first book of the regular series. Disadvantages
The student workbooks are very helpful to reinforce
skills. Let's Read is available from Educator's Pub- 1. The teaching method is more complicated than
lishing Service. the linguistic system, so the teacher must be
willing to put in time to learn the techniques. If
Some schools which formerly used Let's Read have the teacher-turnover is high, this method
switched to another linguistic series called SRA Basic wouldn't be appropriate.
Reading Series. The series corrects most of the major
complaints teachers had about Let's Read by 2. Critics of the method claim that it imposes an
including pictures; colour, more sight words, and artificial system on the student, requiring him to
some oral explanation of reading rules via the sound out each letter of a word, thereby
blackboard. The basic components of the system impeding smooth reading.
are seven; reading books, six workbooks, and six
teaching guides, making this more expensive than The first five weeks of study are spent learning the
Let's Read. For the first year you will need all the alphabet (as described above in the linguistic
books for levels A-D. Alphabet instruction and wall section). This is sometimes included in the course.
charts are also available, making a separate program Then one can start with any phonics method that
unnecessary. incorporates quick introductions of the various
vowel sounds and has a good guidance system for
Play and Talk uses a modified linguistic method. the teacher. We can suggest the A Beka reading
The program is sold as a complete set and is more program, as it fits those requirements and has the
than twice as expensive as other programs. It is the further advantage of using reading materials that
program of choice, however, for a multilevel have some redeeming moral value, unlike most
classroom where non-readers have little attention modern phonics books.
from the teacher, or where home schooling parents
don't speak English as their native language. All Students will need 20-40 minutes of reading a day,
instruction is included on records or cassettes. although not necessarily at one time.

Teaching Method: Phonics Materials Used:

The phonics method teaches word attack (how to go For alphabet instruction, the same materials are
about decoding an unfamiliar word) by teaching used as described above under "Linguistic."
students all the different sounds associated with
each letter and the rules for determining which There are a large number of good and excellent
sound to use in particular cases. Most of us learned phonics programs. These are listed under
by this method and so may feel comfortable and "Overview of Academics by Subject Area""Reading."
confident with it. The two that are complete, effective, and easy to use
are Sing Spell, Read and Write and A Beka.
Advantages
Sing, Spell, Read and Write has a home kit which is
1. All the short and long vowels are introduced perfect for an inexperienced homeschooler. The
sooner than in the linguistic method. Therefore, program has many songs for learning different
students will be able read more interesting and sounds, prizes, handwriting practice, workbooks,
varied materials sooner. This can be a powerful and more. The school kit is similar with larger
motivating factor in getting children to feel charts and more materials. This is an exciting
reading course. Sing, Spell, Read and Write is types of students;, those with photographic
available from CBN Publishers. memories, those with good visual recall, those
with learning disabilities, foreign students, all
If you use the A Beka course, you will need for the ages from preschool to adults.
first year: The Phonics Manual (for the teacher), A 9. 3 months after beginning the Spalding method
Handbook for Reading (basic student book), the (for first graders) students should be able to
phonics charts and cards, and the following reading read easy books of your choice.
books: I Learn to Read, A and B; I Do Read, 1,2 and 3;
I Can Read Well, 1 and 2; I Like to Read; I Like to Disadvantages
Read Well; and Tiptoes. See the Chart in Appendix
D on the A Beka reading program for exact 1. Teachers are advised to take a course in the
instruction on which books are correlated with method from the Spalding Foundation. It is a
which phonics lessons. This information is not 10 day course for 4-5 hours a day. It is
included with the A Beka products themselves. inexpensive and is taught in many American
cities. Contact the Spalding Education Foun-
Teaching Method: Spalding Phonics* dation, 211 E. Osborne, Phoenix, Arizona
85012. Teachers may learn the method from
The Spalding Method is a phonetic method of another ISKCON teacher who has taken the
teaching accurate skills in speaking, writing, Spalding course. They would also need to study
spelling and reading: Mrs. Romalda Spalding's The Writing Road to Reading by Romalda
textbook for teachers is named the Writing Road to Spalding and 5 videotape recordings wherein
Reading because reading is taught through writing. she presents her method. There are also many
The students learn to write the 70 phonograms supportive materials available from the Riggs
which are the most common spelling units in the Institute.
English language. Each phonogram represents one
of more sounds. The phonograms plus 29 spelling 2. Students transferring into the Spalding method
rules are learned and applied through the teacher's would need to be tutored in the phonic system.
dictation of the extended Ayers list of the most
commonly used words in the English language. Teaching Method: Eclectic
Correct pronunciation, precise writing,, spelling,
reading, comprehension, and composition are all This method is described in At Last! A Reading
outcomes of the use and mastery of the words in the Method for EVERY Child! by Mary Pecci. This
Ayers list. system allows the teacher to use any reading
material in which the vocabulary, and sentence
* by Chandrikä Devé Däsé structure is appropriate for the age level. The
teacher will have to do a substantial amount of
Advantages preparation by analyzing the words in each reading
selection to establish the proper order of instruction
1. It teaches precise and accurate skills of the various-rules and categories. Once this
2. It is inexpensive and unencumbered, requiring system is instituted, if there is going to be any
only the use of paper, pencil, and the student's teacher-turnover, the old teacher will have to
mind. thoroughly train the new ones in exactly how the
3. It is sensible, logical and has a scientific basis teaching program was designed. As new books
4. It is consistent: Of the 1000 most commonly become available, the teaching program will have to
used words. in the English language, 93% are be altered. This method is for self-reliant teachers
phonetically correct. who plan to remain steady in their service.
5. It teaches mental and self discipline.
6. It fosters well-managed classrooms. Note: Most reading methods require the use of
7. It is taught as a total group approach: slow, coordinated reading books in order to be effective.
medium and fast learners are taught at one time. As of this time, there are no Kåñëa conscious books
Slow groups are tutored before new material is that could be substituted with a reasonable
presented. guarantee that the goals of the reading programs
8. The simplicity of the method, coupled with the could still be met effectively. Some teachers and
teaching through the combined use of all four parents will justifiably wonder whether there aren't
sensor channels makes this method useful for all any reading methods which can utilise existing
Kåñëa conscious children's books (and Çréla cues that were considered fashionable in the 19th
Prabhupäda's books as soon as possible). century. In fact, if you take a look at a Palmer
method handwriting book, you will realize that
However, the issue of using Kåñëa conscious reading most adults don't write at all like that, having aban-
material is not really a problem of the reading doned the style for their own simpler adaptations.
method. The difficulty is that there is not very
much existing material which is simple enough in The italic system is more logical and produces a
vocabulary and sentence structure to be used as superior result. The children initially learn a
basic readers for kindergarten and first grade slightly slanted printing alphabet, and when it's time
students The reading programs we describe here to switch to cursive, they simply learn how to join
utilise practically all the Kåñëa conscious reading the letters they already know. Additionally, the
matter that is currently available in the second and italic strokes are scientifically designed and are more
third grade programs and the reading of Çréla natural for the hand. The result is a uniform,
Prabhupäda's books begins in fourth grade. So the attractive and legible script, even by small children.
real question for researchers of Kåñëa conscious The superiority of the italic system is gradually
reading programs is how to get Kåñëa conscious being realized in the United States and Australia
material written for the youngest reading levels or and there are large movements there working to
how to use what's already available at earlier ages. effect change-overs to the italic method.

However, adopting the italic system school-wide in

a country like the United States can prove more
difficult than you might expect. The biggest
Subject: Handwriting impediment is teacher resistance. Adults do not like
the prospect of learning a new handwriting system,
Teaching Aims: but the teachers must be proficient in it to some
degree in order to teach it. Another problem occurs
The child should easily form all upper and lower when italic students change schools and there is no
case letters in manuscript style (printing) and write one in the new school familiar with his method of
simple sentences that he copies from a book or the writing. Additionally, many spelling textbooks offer
chalkboard. handwriting practice and inevitably (at least in the
U.S.) the handwriting samples are Palmer cursive.
Because there are several major styles of Of course, this practice can just be skipped over.
handwriting in use around the world, schools will
have to decide which method they want to use. The A good compromise is the D'Nealian method. It
two most common styles are Palmer, italic (which is parallels the italic in that the printing alphabet is
used in most of Europe in one variety or another) designed to be easily converted to cursive. Yet the
and D'Nealian. script itself is not much different from the Palmer or
American) system.
The Palmer style is actually two distinct alphabets,
one used for manuscript (printing) and the other for Teaching Method:
cursive (connected script). The printing style is
generally called "ball and stick" (because of the For whichever system you decide, the teaching
letter's similarity to those two objects) and is taught method is more or less the same.
for the first two years. In the third year, the In teaching manuscript, or printing, children must
students learn a totally new alphabet for cursive be watched closely to see that they are forming the
writing. letters correctly. Start with individual letters, then
words, then sentences. At first, students must trace
There are several significant problems with the and copy on paper with wide lines. Gradually they
Palmer system, the most obvious of which is that progress to copying from the blackboard or a book.
the students have to learn an entirely new form of Handwriting textbooks are useful, though unneces-
letter when they begin cursive. The other major sary if the teacher is very familiar with letter
difficulty is that it produces, on the whole, rather formation.
poor hand-writers. Some people succeed with it,
but a quick sampling of American handwriting will The most important thing is supervision! There is
reveal that most people never master the cute curly- no reason for a child to enter third grade (or
adulthood) holding a pencil improperly or forming to carry out an instruction after being told three
letters and numbers with improper strokes. times.
Children should have a class daily, for at least 20-40
minutes (not necessarily all at once.) On festival During the morning Bhägavatam class, make sure
days, it enlivens the children to write something that students aren't distracted by playing, talking,
appropriate, which they may dictate to the teacher coloring or service. If the teacher is enthusiastic to
and then copy. They also benefit from making cards listen, there is no doubt that the students can
for the deities and other devotees. gradually be trained to be attentive listeners who
can sit still, pay attention, and remember what
Materials Used: they've heard. Every day, as soon as possible after
class, ask two or three students, on a rotating basis,
If you want to teach the Palmer method, you will what they remember from class. After two or three
find that almost every major textbook publisher has months, give grades for how much they remember.
a handwriting textbook/workbook series. Pick one To remind students to listen, occasionally lean over
with sufficient instructions for students and a and whisper to a child, "What did he just say?"
manual for teachers. Or your reading series may After students have learned to write, you may want
have an associated writing workbook or writing to have them copy the Sanskrit verse from the
tablet. A Beka's Nursery Writing Tablet and A-B-C blackboard as a prelude to note-taking.
Writing Tablet (with its fun and clever upstairs,
downstairs, and basement) are nice. During Bhagavad-gétä philosophy class, tell the
students you expect them to remember what they
Italic handwriting instruction is available from hear. Read the purport to the verse you are studying
Christian Teaching Materials, Hewitt Research, or as a group. Then ask each student to repeat at least
Bob Jones University. one word they heard.

D'Nealian style instruction is available from Scott Reward them when they listen correctly. Ask
Foresman. questions frequently.

Purchase paper with wide lines and a dashed line in

the middle. Subject: Speaking
Teaching Aims:
Subject: Listening
Students should be able to speak in front of the class
Teaching Aims: about how they tried to be Kåñëa conscious during
that day or at some other time. They should speak
The general aim is to inspire students to remember for one to two minutes, stick to their subject, stand
and feel responsible for knowing what they have nicely without playing, speak loudly enough,
heard. At the kindergarten level, this means being clearly, with expression and have some eye contact.
able to follow instructions after hearing them once
and remembering a word or a sentence after a Teaching Method:
reading from Çréla Prabhupäda's books or hearing a
lecture. As the children get older, they will be re- Children discuss their ideas with other students for
sponsible for remembering more and more of what about five minutes at the beginning of the class.
they've heard and will learn how to take notes as an They then take turns speaking. If possible, students
aid to recollection. evaluate each speaker; at least the teacher gives a
short critique. Students learn how to present their
Teaching Method: speech by observing the older students and the
teacher. Speaking class should be held once a week,
Tell students that you expect them to be able to with enough time for all students to speak.
follow instructions. Use some method of motivation
or reward to encourage good listening. Some Materials Used:
gurukulas make following instructions an important
part of their school-wide discipline program and Teacher should study Evaluating classroom speaking
give some mark of displeasure when a student fails and CLE's guidelines for writing and speaking.
 on which books are correlated with which phonics
lessons.

Grade I Subject: Handwriting

Subject: Reading Teaching Aims:

Students should be able to write all letters and

Teaching Aims:
numbers clearly on regular lined paper.
Students should finish learning how to decode all
Teaching Method:
the regular and most of the irregular sounds in
English. Students who start school in first grade
Continue with the kindergarten program. Early in
should follow the kindergarten reading program.
the year, the students will begin grammar work in
ISKCON's Language Arts Primer or a book that has
Teaching Method: Linguistic
children rewriting scrambled sentences and writing
Students should continue the Let's Read or SRA
answers about stories. At this point it may no
program until all books in the series are finished.
longer be necessary to give the students separate
Most teachers who use Let's Read find that after the
assignments specifically for the purpose of
students complete book 6, they do not need as
handwriting practice, as they will be doing plenty of
much repetition as is provided in the paperback
writing in their other assignments. But teachers
books. Children who finish early may start the
must make it clear that neat handwriting is expected
"second grade" program. After completing either of
on all assignments and students will lie given a
these programs, students should be able to tackle
grade for the quality of the handwriting. If a student
any reading material with appropriate vocabulary
is having problems with particular letters, then the
and sentence structure.
teacher should assign specific work to help solve the
problem.
Materials Used:
Materials Used:
Let's Read paperback books 6-9 teacher's guide and
work-texts from Educators Publishing Service; or
Students gradually use paper with smaller lines.
SRA, levels D-F, Basic Reading Books, workbooks
Handwriting textbooks from any publisher are
and teachers' guides.
helpful.
Teaching Method: Phonics
Publishers: D'Nealian style is from Scott Foresman.
Palmer style is available from many sources. Italic
Children in a phonics program should progress to
style is from Christian Teaching Materials or from
the point where they have learned and practiced all
Hewitt Research.
the sounds. As children progress at different rates,
some may be able to read more of the "extra" books
than others, or start the second grade program Subject: Spelling
before the end of the year.
Teaching Aims:
Materials Used:
Students should be able to spell all regular short
If you are using the A Beka course, you will need: vowel constructions and some long vowel
the Phonics Manual (for the teacher), A Handbook constructions. The invented spelling that students
for Reading (basic student book), phonics charts and use on the first copy of their own composition and
cards, and the following reading books: Stepping class notes should indicate some awareness of
Stones, Reading for Fun (extra reading), The Bridge phonics.
Book, Kind & Brave, Merry Go Round (extra), Seesaw
(extra), Aesop's Fables, Strong & True, the Phonics
Manual (for teachers). See the chart in Appendix D
for the A Beka reading program for exact instruction
Teaching Method:
Subject: Speaking
Students can work in a first grade spelling textbook
for at least two 45 minute classes a week. Many
Teaching Aims:
teachers will prefer to have a twenty minute class
four or five times a week. Textbook work should
Students should be able to speak on a topic that
include oral and written tests for each unit.
interests them for one to two minutes without'
fidgeting, repetition, or "ands" and "urn". Students
Invented spelling that has at least some key letters
should be able to stick to the topic, have some eye
correct for most words can be encouraged as a sign
contact, and project their voice. Some students may
that the student is understanding the relationship
only be able to achieve the kindergarten aims at this
between letter and sound. Gently help the students
level.
learn the proper spelling for the words they want to
use by first reading their paper as they wrote it and
As soon as the student feels ready, let him choose
then writing the correct spelling on another paper.
from a list of Kåñëa conscious topics for his speech.
If the child's work merits it, he can then use the
Otherwise, the student may continue to follow the
teacher's spelling to correct his own work.
kindergarten model. As soon as they are able,
students may write down some notes about their
Materials Used:
topic. Students should discuss their topics with the
teacher or other students, perhaps in groups of two
Most first grade spelling books are fine. A teacher's
or three.
edition is not necessary at this level.
Children should introduce their topic "Today I'm
Modem Curriculum Press or Rod and Staff are best
going to speak about Çréla Prabhupäda. At the end
because they concentrate on spelling and teach the
they should have a conclusion: "That is what I know
rules of sound and structure:
about japa". Class should be held once a week, with
enough time for general discussion and each student
to speak. Each student should be critiqued by the
teacher and possibly the class as well. Stick to the
Subject: Listening positive, remembering that public speaking is a
source of anxiety for many students.
Teaching Aims:
Materials Used:
Students should be able to follow instructions after
hearing them once. They should be able to By asking students what they would like to discuss,
remember a phrase or sentence after hearing a a list of topics will gradually develop. The teacher
reading from Prabhupäda's books or a lecture, take can start the list with such topics as, "What is
notes during Bhägavatam and/or Gétä class, and Japa?", "What is Janmastaml?", "Why I'm a
remember some points afterwards. Vegetarian", "God. is a Person", etc. Teachers can
practice their own speaking in front of a minor (or
Teaching Method: an audience) with a tape recorder.

Use the same program as in kindergarten, except

encourage students to take simple notes during Subject: Grammar
lectures as an aid to recall. Some students will only
be able to copy the verse from the blackboard, but
Teaching Aims:
many will be able to enjoy taking notes and benefit
from it.
Students should learn simple capitalization and
punctuation and should be able to distinguish a
sentence from a fragment.

Teaching Method:
After mastering upper and lower case letters, Materials Used (optional):
students should be practicing their handwriting by
copying complete sentences that they are able to Flair, by Spice publications is a handbook of
read. As soon as they are able to read and creative writing ideas. Writing Rainbow from
comprehend the words, students should Christian Schools International, is a complete
"unscramble" sentences, fill in a missing word grammar program that emphasize s creative writing.
(often the simple subject or verb) to have a sentence
make sense, correct sentence capitalization and
punctuation, and write their own sentences. Some
of this is covered in many spelling textbooks and is
Grade 2
therefore included in a daily or semi-weekly spelling
class. A separate class in grammar should be Subject: Reading
started, three times a week for 20-45 minutes each
class, as soon as the students can read the material. Teaching Aims:
Many good textbooks are available; with clear
instructions in the teacher's edition. Since most students will have completed the basic
reading program*, there will no longer be any
Materials Used: difference in the instruction method for students
who learned to read by different systems. We now
Gurukula Language Arts Primer (this may be started aim to gradually increase fluency, speed, vocabulary,
in kindergarten if a student is ready), the pages of and comprehension. However, any child who has
scrambled sentences in the front of the old ISKCON not mastered decoding of the basic sounds should
Language Arts Book 1 (not required if you use the continue to work in the kindergarten or first grade
Primer) or other first grade English book (see program.
second grade grammar). Macmillan (and many
other publishers) have regular grammar practice *Most students who begin school in first grade will
included in their spelling textbooks. probably still need basic reading instruction,
therefore following the first grade program.
Some reading programs, such as SRA's Basic Reading
and Let's Read, have workbooks that are equivalent Teaching Method:
to much of the Gk Primer.
Children should read aloud, supervised, at least
Subject: Composition three times a week for about 45 minutes: Questions
at the end of each story should be discussed and
Teaching Aims: answered. It is nice if there are two or three children
at each reading level, to encourage thoughtfulness in
Stimulate and encourage the children's desire to reading. Start asking the students to find what they
write. like about characters, style, plot, and theme.
Workbooks that accompany readers are helpful, but
Teaching Method: cannot replace discussion.

Much of the composition work at this level is oral, Materials Used:

although some teachers may do a lot of creative
writing. If the children write cards and offerings on For approximately five to ten weeks the students
special occasions and follow their spelling and read from the standard edition of McGuffy's Primer
grammar textbooks, they will be learning the basis and First Reader. For the next ten to fifteen weeks,
for later composition. Many students can certainly the children alternate reading the old Caitanya
go far beyond this, and some teachers have a weekly Readers 1-5 and A Beka's Hidden Treasure. During
or daily time for writing. Some grammar textbooks, the next ten to fifteen weeks they alternate between
even at this level, have a more "composition" reading in the Caitanya Readers 6-10 and A Beka's
approach. Silver Sails. If you are not using A Beka's readers,
you can substitute any appropriate second grade
basal reader. However, we strongly suggest using
McGuffey's readers because of the clear superiority
of their content over other commercially available
readers. Once a week, review all the basic sounds. Teaching Method:
At this point it is very helpful to have extra
supplementary reading available. Follow the same method as in kindergarten and
Grade 1.
Subject: Handwriting
Subject: Speaking
Teaching Aims:
Teaching Aims:
Students perfect their penmanship. Those who have
learned manuscript may how go on to cursive. Students should be able to speak on the topic of
their choice in front of the class for two to five
Teaching Method: minutes, sticking to the topic, having poise and eye
contact. Students shouldn't fidget, repeat
When learning cursive, students may start with the themselves, or use "ands" or "ums".
same regular lined paper they now use for printing.
Again, start with individual letters and progress to Teaching Method:
words and sentences. As in kindergarten,
supervision is very important. Give the students Follow the same procedure as in Grade 1.
good habits: Penmanship class should be held daily.
After the children' gain some proficiency, they can Materials Used:
write cards and papers (for example, as described in
the multilevel section as an activity for Vaiñëava Same as Grade 1.
holidays) in cursive and begin to do their regular
assignments in cursive. Systematic and regular Subject: Grammar
penmanship practice should continue through sixth
grade in order to help the students perfect the fine
Teaching Aims:
points of good handwriting.
Students should learn simple capitalization and
Materials Used:
punctuation, how to compose brief and simple
letters, use the table of contents and index of a
A handwriting textbook may be helpful. Children
book, how to alphabetise through the second letter,
need samples of excellent handwriting to copy.
use guide words in a dictionary, and organise ideas
and impressions.
Publishers: D'Nealian style is from Scott Foreman.
Palmer style is available from many sources. Italic
Teaching Method:
style is from Christian Teaching Materials or Hewitt
Research.
Students should have three 45 minute classes a
week in English grammar. If you have a qualified
Subject: Listening teacher who really knows grammar, use the old
Gurukula Language Arts textbooks 2A-2D*. If the
Teaching Aims: teacher is not expert at grammar but is motivated to
use Kåñëa conscious texts, he can "refresh" his
Children should follow instructions the: first time knowledge of English by taking Harcourt, Brace,
they hear them, without fail, and should remember and Jovanowich's English 2600 or 3200 course. If
at least one sentence after hearing a reading of your teacher is neither of the above, use a textbook
Prabhupäda's books. T hey should be able to take with a good teacher's edition.
notes, at least two sentences in length, during
Bhägavatam class, and be able to remember at least *These will be revised and reprinted as a single
one point afterwards. volume.

Materials Used:

Gurukula Language Arts, 2A-2D, or: Christian

Schools International's Writing Rainbow (most
creative). Writing Rainbow and the ISKCON books Materials Used:
can be used together. If you only use the ISKCON
books, you may want to supplement with MCP's Flair by Spice publishers, Writing Rainbow by CSI,
Following Directions B and Getting the Main Idea B. or Writing Strands book 2 by NWI.

Subject: Spelling
Teaching Aims:
Mathematics
Students should be able to spell all common
phonetic words and the most common irregular Multilevel Organization
sight words. Students' spelling in their written work
should be 70-80% correct. Teaching Aims:
Beginners use concrete objects, Cuisinaire rods, felts
Teaching Method: and other manipulatives to discover abstract
symbols and concepts. They learn to write their
Twice a week, for about 45 minutes, students numbers and operation symbols.
should have a spelling class that includes a test.
Alternately, students can have a 15 minute class five Throughout this level, students continue using
times a week. Many excellent textbooks are concrete activities such as counting real money and
available to teach spelling, and most include some pouring water into measuring cups. They gradually
grammar and vocabulary skills. increase their computation skills, derivation
knowledge, and fact memorization . Workbook
Materials Used: activities are gradually increased as the student
masters the concepts.
Most second grade textbooks are fine. A teacher's
edition is useful but not essential. Choose Teaching Method:
textbooks that group words by common phonetic
qualities. There are basically two multilevel approaches. The
first is to have the emphasis on activities and
The best textbooks are by Modern Curriculum Press manipulatives where the entire class works together,
or Rod and Staff. followed by individual work, maybe in various
levels of workbooks. The second is to have each
Subject: Composition student use workbooks that require manipulatives
and work at their own pace, having access to a
Teaching Aims: "math-centre" if possible.

Students should be able to write simple letters and For the first, concept learning approach, have
begin to write stories with a unified theme. mathematics class at least four times a week. Spend
ten to twenty minutes in a group activity, such as
Teaching Method: making bean sticks, graphing student interests, or
sorting.
Some composition may be included in your spelling
and grammar classes. For example, in the Gurukula Then have each student work on the appropriate
Language Arts, 2D, students are gradually pages in his text, or follow the suggested individual
encouraged to write, first by finishing some pre- programs outlined in the teacher's guide.
written stories, then telling about an adventure and
describing a picture. If the grammar or spelling For the second, mastery learning: approach
book you are using doesn't have similar (incremental), first make sure that new students
assignments, you may want to occasionally play with and become familiar with the
introduce some of your own to get the students manipulatives. Students should be able to work
accustomed to writing about a topic. You can get independently, perhaps at a large table where the
ideas from the books mentioned below. manipulatives are easily accessible. Individual
students need guidance when starting new pages or
sections of their material. These mathematics
classes should be held at least four times a week for between abstract numbers and real things is an
kindergarten and first grade, but may be reduced to indispensable foundation to all later arithmetic.
three times a week for second graders who are
making fast progress. Many textbook manufacturers sell kits of
"manipulatives" that correspond to their textbooks.
In either case, there are several packaged programs They may include detailed instructions and lesson
that give specific instructions to the teacher and plans. Although this is ideal for an inexperienced
student. There are also workshops and videos teacher with a large budget, it is not always
available to train teachers how to use manipulative- necessary. It is entirely possible to create your own
based programs. All these are explained under manipulatives with measuring spoons, cups, and
"Whole Classroom". buckets, large clocks and calendars, real money,
sticks and pebbles, and pieces of cardboard or paper.
We should note that the very beginners need to You may follow a textbook, but have the students
spend a month or more (sometimes up to three work with the real items first, then the abstraction.
months) learning how to write their numbers and Some additional low-cost manipulatives that are
understanding the relationship between number and very useful (up through eighth grade, in fact) that
object. This requires individual guidance for at least we highly recommend are Cuisinaire rods and base
four classes a week. These beginners can practice 10 blocks.
their writing skills when the older students are
working on individual projects, whether you. use Mathematics class should be held daily for 20-40
the concept or mastery program. minutes. Most students can progress to a first grade
program before the end of the year, but these
beginning concepts are so important that the child
Considerations for Each who needs a full year to understand them requires
that opportunity. The best program is to have three
Grade; K—2/Whole mathematics groups. If that is impossible, make
your classes as real and exciting as possible.
Classroom
Kindergarten mathematics should be mostly oral,
based on work with objects in the classroom.
Students' written work should primarily consist of
Grade K learning to write the numbers.

Materials Used:

Subject: Arithmetic The very best materials are manipulatives, large-

lined paper, and pencil. Teachers who need
guidelines for using such will find Making Math
Teaching Aims: Meaningful, by Cornerstone Curriculum Project, to
be ideal. This book is designed for home schooling
Students should learn simple counting up to 100, and will work well in a whole classroom approach.
identification of shapes, calendar and clock, A multilevel or individual classroom teacher could
denominations of money, ordinal-cardinal get enough ideas from it to teach beginners. Only
relationship, and number-numeral relationship. one book is needed per class.

Teaching Method: Concept and Informal Math Their Way, and Explorations, both from
Addison-Wesley, have many ideas for adding
It is of utmost importance to remember that most activities and manipulatives to a conventional text.
kindergarten students are incapable of abstract They can also be used alone as a complete, activity-
thinking. All students need to work with tangible based kindergarten program. These books contain a
items that they can see and count, rather than just lot of activities pick and chose what is most helpful
working in a textbook. Even the above-average without feeling that you have to do everything.
student who can finish a kindergarten mathematics
book in two or three months will greatly benefit by We advise against using a conventional textbook for
this method. The understanding of the relationship the student at this level because it can lull the
teacher into thinking the child understands math
although he actually hasn't grasped the abstract Teaching Method: Incremental
concepts. However, if you really want a workbook
for your beginning students, the ISKCON board of Saxon's text is excellent for a whole classroom
education has a nice kindergarten book in two parts structure only. The Saxon program has complete
that can be used along with the Macmillan teacher's instructions for group activities followed by
edition. individual work. Four or five days a week, students
spend twenty minutes at a special bulletin board
Be sure to use a lot of "real" materials and/or learning about calendars, time, counting, and math
commercial manipulatives such as Cuisinaire rods, facts.
along with instructions and activity cards for the
latter. Mathematics manipulatives are available in a They then, following an incremental system, do
package from most major textbook suppliers, such corresponding workbook activities for ten to fifteen
as Macmillan, and separately from Burt Harrison minutes.
and Nasco.
Materials Used:
Teaching Method: Mastery Learning
Saxon sells kindergarten math as a complete set.
Students can use textbooks that are geared to an
activity-based program. These are ideal for home
school, multilevel, and individual study. Such
textbooks reduce the teacher's need for the
Grade I
extensive planning that is needed when adding
activities to a conventional text.

Materials Used: Subject: Arithmetic

One of the best is Mortensen Math. It is meant for Teaching Aims:
individual work using manipulatives. The books are
secondary. Their manipulative kits are overpriced, Students learn: a, number line; place value and
but you can achieve the same results with Cuisinaire numeration; to count and write up to 100; count by
rods and base ten blocks. We suggest purchasing 2's up to 40; simple properties of zero; simple
their fraction kit because you may not be able to number patterns; use of 1,0 as basic unit; value of
duplicate their fraction manipulatives. Each "book" penny, nickel and dime; meaning of inch, foot and
is comic-sized. With these student books, the mile; clock and calendar; solving simple word
teacher needs one teacher's guide for level one per problems; estimating; and handling 1/2 and 1/4 in
classroom: This has classroom suggestions and appropriate situations.
explanations, not an answer key, which is available
separately. Mortensen distributors may offer one Teaching Method: Standard
day workshops in your area. Training videos are
also available. These are not necessary to use the It is essential to remember that many first graders
program, but are extremely helpful, especially if the cannot understand abstractions. They need to
teacher has no experience with a manipulative- constantly work with real objects before working in
based program. a textbook. Use a textbook that has class activities
with concrete materials. The best programs
Mortensen books for kindergarten are addition facts structure the student's text in such a way as to make
mastery 1, smiley face counting 1, smiley face it impossible to simply do "seatwork". Students, for
addition 1, smiley face subtraction 1, and problem example, need to pour four cups of water into a
solving, level 1, 1&2. Many students will finish quart container to understand the relationship.
these before the end of the year and can start grade They need to exchange a real nickel for real five
one. The teacher needs some training in Mortensen, pennies (Incredible, but they don't seem to catch on
through a workshop or video. Also; for every one to as well with the cardboard money many textbook
three students, you need a set of Cuisinaire rods, companies offer.) They need to count out five
100 base 10 units, 50 base 10 rods, and 10 base ten pebbles (or find the appropriate Cuisinaire rod) and
flats. then take three away. Since students understand
these concepts at very different speeds, the ideal Teaching Method: Mastery
situation is to have three mathematics groups. If
this is not possible, use real objects in every class, Students have workbooks that require using real
involving all the students, making class fun. objects. Instead of group, teacher directed activities,
Mathematics class should be held daily for 20-45 each student works on his own to discover
minutes. mathematics understanding. The classroom has a
mathematics "center" or "lab" with Cuisinaire rods,
Materials Used: base ten blocks, objects for counting, objects for
measuring, and possibly geoboards and blocks of
Several activity-based math programs are available. different shapes and sizes. Students work in the
Addison-Wesley's Math in Stride is ideal for a whole "center" on their own. The teacher uses the
classroom approach. Everything is clearly explained teacher's edition to help students with specific
so that even a teacher who is inexperienced with the problems, or to guide the student to the appropriate
manipulative program could easily teach it. Their materials. This method is meant for an
Math Quest series (which is in metric for Canada, Individualized or multilevel classroom, but can
England, Australia, and New Zealand) has an work in any setting.
excellent teacher's edition, if the teacher actually
follows it rather than just having students use their Materials Used:
workbooks, which are rather ordinary. These series
can be purchased along with "manipulative kits" Miquon workbooks, from Key Curriculum Press, is
from the publisher. Unfortunately these are the classic activity based program. It uses
expensive and would only be justified in a large Cuisinaire rods, base ten blocks, and objects for
school with a steady enrolment. Math in Stride counting. You need the workbooks, Lab Sheet
could be used on a tight budget by skipping some Annotations*, and Notes to Teachers. The First Grade
activities and substituting home-made materials. Diary is helpful for teachers who are unfamiliar with
This is quite feasible. this program. I spoke to Lore Rasmussen at Key
Curriculum who informed me that schools outside
Addison-Wesley's Math in Stride is available of America and Canada could order the workbooks
internationally and has very little material in English at a slightly higher price and receive duplication
in the students' books for first through third grade. privileges, eliminating the need for more than an
It could therefore be used anywhere that the teacher initial order. This series contains very little English
understands English. Many computer programs can in the student books, and could be used anywhere
be used as supplements. the teacher can read English.

Another activity-based textbook is Making Math We suggest that, if no teacher is familiar with this
Meaningful, level one, from Cornerstone Curriculum type of program, at least one primary teacher visit a
Press. It is ideal for home schools and whole school that uses these materials to see how the class
classroom structures. Everything is spelled out in is structured. This is not, however, absolutely
detail, and the manipulative kit is very inexpensive. essential.
For a school, you would need to buy one book, and
then get permission from the publisher to pho- *The Lab Sheet Annotations book, which is the
tocopy the student pages. Miquon teacher's edition, only contains the answers
for the most difficult problems. It does contain
Saxon Grade 1 is excellent for a whole classroom reduced copies of all student pages with detailed
structure. It has detailed, easy to follow teaching instructions.
instructions.
Mortensen books for first grade are addition facts
None of these programs and series are intended for mastery 4-6, smiley face counting 2-8, smiley face
Individualized or multilevel teaching. addition 2&7, smiley face subtraction 2&7,
arithmetic level one 1-3, and problem solving level
one 3. Students need the same manipulatives and
teachers the same training as for kindergarten. The
Mortensen fraction kit is also extremely useful at
this level.
Teaching Method: Informal
Teaching Method: Standard
Mathematics can be taught without a formal student
text, using oral work and activities. Students should Use any activity-based second-grade textbook and
write problems, but these can be a natural result of follow the teacher's edition. You don't have to do all
the activities. Or, some textbooks can be used, but the activities. Most textbooks have special material
the teacher just chooses specific pages to add to the for students who need extra help or additional
classroom activities. The teacher must, however, challenges. Continue using manipulatives like
have a specific guide for the activities. Cuisinaire rods, particularly to introduce new
concepts; or to "show" a difficult problem. As far as
This method can work well in a K-2 classroom, possible, use real money, real quarts and gallons.
having all students engage in the same activities, but Take special care that all students understand diffi-
then do different pencil and. paper work. It is best cult concepts such as regrouping in addition and
suited, however, to a whole classroom structure. borrowing in subtraction. Have four or five 45-
This method is a lot of fun for the students and minute classes a week. It is very useful to enrich
teacher, but also takes a lot of work and preparation. your classes with mathematics programs on the
Such a program should only be attempted with computer or games such as Math Mouse.
steady teachers who are interested and willing to
expend the effort. Materials Used:

This type of mathematics program will definitely Continue using a textbook that is activity based.
prevent learning disabilities from hampering the The best are Math in Stride, from Addison-Wesley,
students. It is highly recommended for teachers and which is available internationally, Saxon, from
parents who work with learning disabled students. Saxon Publishing, and Making Math Meaningful,
from Cornerstone Curriculum Project. The latter is
Materials Used: expressively designed for home education and
Math Their Way (K-2) covers this grade. This requires permission from the publisher to
correlates well with the Miquon workbooks, but any photocopy the student pages. Its manipulative kit is
workbook can be used to supplement this program. the, most inexpensive available, although teachers
This program requires the teacher to spend time could make many of their own materials for the
preparing the. supplies and activities. An activity former programs. All of these series have everything
kit, which is expensive, is available from Addison- spelled out in detail, and could be used by teachers
Wesley; Addison-Wesley's Explorations has a specific who are inexperienced with the manipulative
book for grade one. approach.

Have manipulatives available (see kindergarten and

Grade 2 First Grade).

Math Mouse is available in a vegetarian version from

Sycamore Tree.4
Subject: Arithmetic
If you are already committed to a standard
mathematics text, Math Their Way (K-2) has
Teaching Aims:
excellent ideas for enriching any standard arithmetic
program. Addison-Wesley. also has Explorations
Students need to learn the decimal numeration
specifically for Grade 2.
system; addition and subtraction facts through 18;
counting, reading, and writing numbers to 999;
Teaching Method: Mastery
place value through hundreds; common measures of
time, weight,, length, liquids, and solids;
Use a textbook that allows the students to work on
introduction to multiplication and division;
their own in a mathematics "centre". Please see
multiplication properties of zero and one; telling
Grade One for a complete description of this
time and using the calendar; counting by 5's to 50
multilevel program.
and by 10's to 990; handling of coins; one-set
problem solving; using ordinal numbers through 10;
Materials Used:
and using. sets and number facts.
Miquon workbooks and teacher guides or Considerations for Each
Mortensen. Mortensen books for Second Grade are
addition facts mastery 7-10, smiley face counting 9
Grade, K—2/Whole
& 10, smiley face addition 3-6 and 8-10, smiley face
subtraction 3-6 and 810, problem solving level one
Classroom
4. Students need the same manipulatives and
teachers need the same training as listed for
Kindergarten. The Mortensen fraction kit is Grade K
essential.

Teaching Method: Informal

Subject: Jïäna-vijïäna (Non-reader
Have activities and real objects as the basis of your
program, using written work as supplementary. See Topics)
Kindergarten and Grade l
Teaching Method:
Material Used:
Jïäna-vijïäna class, or non-reader topics, is the
Math Their Way (K-2) or Explorations, Grade Two,
equivalent of a social studies and science class for
both from Addison-Wesley. Miquon workbooks
very young children who are not readers. Within
correlate well, but any standard text can be used.
the realms of health and safety, social studies and
See Grade One.
science, they can learn much that will help them to
understand their place in the world and how to
function better.

Social Studies The class should be light, informal and relaxing. It's
nice to have it at the end of the morning, or when
Multilevel Organization the children are getting a little bored with their
academics.

Teaching Aims: Students can learn the history of ISKCON, the life of
Çréla Prabhupäda and other great Vaiñëava äcäryas,
As students master reading they learn simple map the meaning of the Vaiñëava holidays, etiquettes for
reading skills. They then start to learn elementary dealing with others, how people maintain
logic- understanding relationships and classifying themselves (occupations and varëäçrama), very
and comparing. simple geography (what is a river, mountain, etc.)
and the physical locations and relationships between
Teaching Method: the home, school and temple.

Both map skills and logic can be taught with On festival days, set aside a class to read the story
workbooks that the students use at their own pace about the event or personality involved. During or
with help from the teacher or other students. Map after the reading, students can draw and/or write
skills can begin in first grade, and logic in second, suitable cards. Ask the students to repeat something
provided the student has sufficiently mastered they remember from the reading. It is great fun, and
reading decoding. Students need about 20-30 perhaps the very best way for young children to
minutes of map skills a week, and one or two classes remember pastimes, to act out a little "drama".
of 30-45 minutes each of logic a week. When the Simple costumes, made from pieces of cloth or old
older students are having these classes, the teacher deity clothes, as well as simple makeup, add greatly
can have reading class with the younger students. but are not necessary. Give each child a role and
position him. Point to the child, or say the name of
There are commercially available materials with full his character, and give him one line at a time to
teacher instructions. repeat, such as, "We all need to prepare for the
Indra yajïa." Direct them one action at a time,
"Now bring your clouds and dance around, Grade 2
throwing rain and thunderbolts like this."

The only way to teach etiquette is to practice it

yourself. Children are great imitators. Set rules for
school behavior , enforce them, and set a good
Subject: Social Studies
example. All adults should be careful to show
respect for each other, and especially show a, Teaching Method:
submissive attitude toward superiors. Children
should address other adults as Prabhu; teachers To teach map skills, it is helpful to spend 20
should be "Teacher," "Mother," or "Prabhu." On minutes a week for part of the year working in a
first seeing their parents, teachers; temple president, suitable map workbook.
and other authorities, students should offer
obeisances. They must be taught to raise their Materials Used:
hands quietly when wanting to speak, be patient (no
small accomplishment) and never interrupt an Scholastic's Success With Maps, Book B
adult. Teachers should also learn how to treat their
students with love and respect. Perhaps that is the
most important thing. Subject: Logic

Teaching Aims:
Grade I
Logic teaches our students how to think clearly and
with discrimination: Specifically, students
understand relationships between objects, words,
Subject: Social Studies and ideas; and classify and understand logical
sequences, analogies, and how things are alike and
different. This course will help students advance in
Teaching Aims: English, math, and philosophy.

The aims for Grade One are more or less the same as Teaching Method:
Kindergarten. Textbook courses usually also deal
with citizenship, school-community relationship, Depending on the student's abilities, logic may be
and homes in other lands. Students should also started in second or third grade. One or two 20-45
learn to make and read a simple neighborhood minute classes per week are generally sufficient,
map. although the teacher should try to point out the
applicability of what was studied in logic during
Teaching Method: other classes. There are many excellent textbooks
available which have teacher's editions with detailed
Same as Kindergarten. You will also need to spend instructions for whole classroom use. Make sure
15-20 minutes weekly on map skills and directions. students understand their mistakes before
You can formulate your own program, making maps progressing. No special training is necessary for the
of the classroom, school, and neighborhood , or use teacher at this level, but teachers should work
one of the available textbooks. Reading maps is a through the material themselves first.
difficult skill for many children, and it is often wise
to go slowly or let students proceed at their own Materials Used:
pace.
We highly recommend Critical Thinking Press and
Materials Used Software's Building Thinking Skills, Book 1, with the
teacher's edition that contains lesson plans. This
Map skills book, such as Scholastic's Success With series progresses all the way through high school
Maps, Book A. If you use Christian Light Science; and has excellent texts at all levels.
this level includes Social Studies.
Some so-called "logic" textbooks are actually "value- various safety topics. Government agencies often
clarification" propaganda books. Be careful. have inexpensive or free material, as well.

In addition, teachers should discuss topics of

Science and Health importance to devotees. These include reasons for
following the four regulative principles, avoiding
offenses, and similar topics. (We should note here
Multilevel Organization that five year olds are not too young to be given
simple instructions about the value of all four
regulative principles. Often we concentrate on
Teaching Aims: vegetarianism because it is so simple and
straightforward. However, it is not too early to
Health study includes nutrition, dental health, teach that illicit sex brings anxiety, disease,
personal cleanliness, neighborhood safety, exercise unwanted children, and social problems. A very
and rest, good eating habits, and safety to and from general definition of illicit sex - association of man
school. Students may also learn the names and and woman for sense gratification rather than
functions of the different parts of their bodies. Kåñëa's pleasure, and particularly association
After students master basic reading, they can start between unmarried men and women - will suffice.
the science program. This level concentrates on Students need to know that gambling is cheating
animals and plants, seasons, sun, moon and stars and makes one lazy and greedy. They certainly need
and simple machines. Students discover science to know, in a general way, the effects of intoxication
with projects, field trips, and demonstrations. for both the individual and society.)
Students learn how everything comes from Kåñëa,
learn that our sun is the principal source of energy, Some standard textbooks covering health and safety
classify living things, make simple measurements, are available (such as Health, Safety and Manners,
learn how plants are alike and different, learn the Book 1, by A Beka), but because all "health"
names and habits of farm animals and how to care textbooks have objectionable material, it is wise to
for them, care for indoor plants, and observe the only use the teacher's edition, as the basis of a
earth, moon, and stars. lecture and discussion class. One can also get a
plastic or felt human body model and discuss the
Teaching Methods: various topics. It is helpful to have the children
think of reasons for cleanliness and safety.
It is most simple to have one group class a week to
discuss health and safety. Sometimes this may The best way to teach safety is practically, in the
involve nature walks, field trips to museums or actual circumstance. Make safety rules for whatever
other places (such as the State fair to milk a cow), times and places the children are the school's
films or slide shows, or special programs with guests responsibility, and then strictly enforce them.
(such as having someone from social services speak
to the students about preventing child abuse). It's not necessary to have any formal science class in
However, most of the time a class discussion is kindergarten, although some textbooks are
enough, perhaps having the students draw or act out available. The best "class" is to take the children
the points for emphasis. outside, to a farm, to the garden, or to a park, and
help them to carefully "see" material nature. Giving
There are many materials for health and safety the children some practical experience in the barn
instruction that can be used in a multilevel or garden is the best teacher. On the way to
classroom. It is not very important to teach the maìgala-äratii, point out the phase of the moon, a
children in a particular sequential order, as in conjunction between the planets, or how the Big
English and mathematics. In addition, repetition of Dipper points to the North Star.
bicycle safety rules or personal hygiene, for
example, is not harmful to the older students in Second graders can have one or two science classes a
your group, and probably necessary. With this in week in addition to the group class. Probably the
mind, the teacher can cover various subjects from easiest way to teach them is to use mastery learning
first and second grade health texts, using only the texts so that each student can progress at his own
teacher's edition. Local teacher stores often have pace. It is best to use texts that require a lot of
packages of coloring books and flash cards about "experiments" or demonstrations of the ideas, so
that science is real and practical for the students. like, when the children can read well enough they
The classroom therefore needs a storage area for can use a textbook or the teacher can have one book
needed items. Students can generally work on their as a basis for lessons.
own, with teacher assistance in difficult areas.
Younger students can work on reading during this
time. Materials Used:

If you are enthusiastic enough to do a lot of

experiments, which is a good way to learn science,
Considerations for Each Christian Light's program is ideal. You will have to
lightly edit it to remove sectarian Bible ideas and
Grade, K-2/Whole references to meat-eating. It is, however, one of the
least contaminated of the many textbooks available
Classroom and contains a lot of nice theistic material. This
series encourages much student research in the
encyclopaedia, etc. Because it is rather poor on
pictures, you will want to have a good selection of
Grade I nature books to which to refer. This course was
designed for individual student study, but you can
adapt it to classroom use. Use Lightunits 101-110.

Subject: Health & Safety Another text we can recommend is the science
series from Modern Curriculum Press. It is a
secular program, but it mostly sticks to the
Teaching Aims: observable facts and leaves' out speculations on
evolution, etc. It has a nice presentation and layout.
Students should learn safety to and from school, Use Book A.
how to dress for weather and activity, exercise and
rest, personal hygiene, and care of the common Some publishers have kits for experiments that are
cold. coordinated with their textbook. Christian Light
has a "Core Experiment Kit" Modern Curriculum
Press emphasize s materials that are commonly
Subject: Science available. If you want to add more experiments to
your course, The Spice Series from Educational
Teaching Aims Service offers a book called Probe which is full of
ideas for supplementary experiments appropriate for
Students should learn about animals domestic, farm, K-4.
and zoo; woodland; common birds; where plants
and animals live; grouping and classification; air and The Aims series is another excellent secular text that
water; seeds, bulbs, plants, and flowers; day and is based on experience and demonstration.
night; sun, moon, and stars; seasons and weather;
fire and temperature; and simple machines. Get an ephemeris or almanac and keep your
students aware of what's going on in the heavens.
Teaching Method:

Our "science" should mostly be based on common Grade 2

sense and observation. Whenever the opportunity
arises, have the children study nature, recognize
plants and constellations and discuss the changing Since the students can now read, a more structured
of seasons. You have to practice your own powers social studies/science curriculum is introduced in
of observation. place of the informal Jïäna-vijïäna program.

There are several good science textbooks mentioned

below on which you can base a course. Start a
weekly science class, about 45 minutes long. If you
 view and the Vedic version. These differences are
Subject: Health & Safety not going to be easily resolved by saying one view is
right and the other is wrong. For example, the
description of the universe given in the Bhägavatam
Teaching Aims:
is quite different from what we learned in school.
Students should learn about food groups, dental However, the Sürya-siddhänta, which was the
description of the universe given from Sürya to the
hygiene, personal cleanliness, safety in the
demon Mäya, is quite similar to the modern
neighborhood , communicable diseases, and
preventive measures against disease. understanding. What does it mean? Sadäpüta Däsa
explains that neither view is necessarily incorrect -
Teaching Method: they are just given from vastly different perspectives.

It's useful to use a textbook to cover the above What is the purport of this for the science teacher?
Until a qualified devotee writes a teaching guide or a
topics, as this is a required subject in many school
textbook for science, teachers will just have to do
districts. However, when discussing food groups,
the best they can. But our advice is - don't try to
the teacher should take the time to explain a
teach what you don't understand. In other words:
vegetarian verses a non-vegetarian diet. The fact is
that most people think meat is an essential and keep it simple. Perhaps a better name for science in
gurukula would be "nature studies". Our teaching
necessary foodstuff. Students are going to see
repeated references to this idea in their non-devotee should be a description of what is easily observable
textbooks and elsewhere. We should be explaining in the world around us, avoiding things about which
that meat eating is unhealthy, wasteful and we can only guess. Therefore, we recommend
unnecessary. Teachers should explain how all the several textbook series for elementary schools which
stick mostly to what is plainly visible to all, and stay
necessary nutrients from the different food groups
are provided in the vegetarian diet. away from subjects such as evolution. Difficult
subject matters, such as evolution and the structure
Teachers can also give the Ayurvedic viewpoint on of the universe, will be dealt with at the high school
level, when students have sufficient discrimination
cause of disease and disease prevention.
to understand the intricacies of the various
Materials Used: arguments.

Health textbook (A Beka's Health, Safety, and Materials Used:

Manners Book 2); Introductory material to A Higher
Christian Light's Lightunits 201-210 with their core
Taste.
unit of paraphernalia for experiments or Modern
Curriculum Press Science series, or Aims series.
Subject: Science

Enrichment
Teaching Aims:
Multilevel, Organization
Students study local animals; useful and harmful
animals; baby animals; how animals protect
themselves and their young; how plants and animals Teaching Aims:
get their food; plant reproduction; effects of seasons,
weather, heat and temperature; sun, moon, earth, Students learn to draw simple three dimensional
sky, and simple constellations; gravity, air, figures. Alternatively, students may concentrate on
atmosphere, magnets and forces. color theory and the use of drawing tools, deferring
perspective techniques until level two.
Teaching Method:
Teaching Method:
Science is perhaps the subject devotee teachers least
look forward to teaching, because of the many The two multilevel approaches concept and
differences between the modern "scientific" point of mastery-are appropriate, here. In either case, one
class a week is sufficient, as long as some drawing stores carry the book, Art of Colour, by Johann Itten,
(and other creative work, such as painting, collages, Van Nostrand Reinhold Press, New, York, 1973.
etc) are sometimes used to enrich classes in
philosophy, English, and used on special Vaiñëava
occasions. Subject: Music
Teaching Aims:

Considerations for Each Following melody and rhythm.

Grade, K-2/Whole Teaching Method:

Classroom Children should have occasional practice in playing

karatälas and singing. As the teacher practices
familiar songs with the students, students can, take
turn leading the kértana and playing the karatälas.
Grade K The teacher will demonstrate how to keep in time
and on the melody.

Materials Used:
Subject: Arts and Crafts
Karatälas, mådaìga and possibly harmonium.

Teaching Aims:
Grade 1
To get the students to draw cylinders and blocks in
perspective and to "see" objects realistically or
students can concentrate on colour theory and the
use of drawing tools. Subject: Practical Service
Teaching Method: Teaching Aims:

Once a week, have a formal class teaching the To keep alive a spirit of voluntary service to Kåñëa
drawing of simple shapes. Follow the directions in and His devotees.
the textbook or use the teachers' reference as a guide
for instruction in colour and coloring strokes. Have Teaching Method:
students do occasional "craft" projects that relate to
their other studies. For example: mounting what Tell the students you want them, to do devotional
they collected on a nature walk, making a scene in a service without being asked. Treat service as a joy
shoe box depicting a pastime, making masks from and privilege. Ask the children daily what voluntary
plates for a play, making Rathayäträ carts from shoe service they have done for Kåñëa or His devotees
boxes and construction paper, etc. (not necessarily in school), and give some sort of
recognition. Encourage adults in the community to
Materials Used: involve students in their services or report when
they find students doing something nice of their
The first 20 lessons in Drawing Textbook by accord. When the students are asked to do
McIntyre. Many books are available giving di- something, they should obey quickly and cheerfully.
rections for kindergarten craft projects. The
Sycamore Tree has a number of excellent options.
Drawing with Children, by Mona Brookes, published
by Jeremy Tarcher, is a book with good ideas and
methods for the teacher and will complement any
other program. Those who want to concentrate on
colour should study Itten's colour theory. Many art
 how melody is played. Let students take turns
Subject: Art playing the melody during simple kértanas. If
possible, let the children experiment with the
Teaching Aims: instrument during free time. One class of
instruments which are especially useful for this
Children should be able to draw simple, three purpose are the new electronic keyboards which sell
dimensional shapes, and begin to "see" artistically. for around $100. They are fairly rugged, have a nice
Or you may. continue with primarily color variety of sounds, and can be played with head-
instruction. phones.
Teaching Method: At this age, children usually start to imitate the
adults in the temple playing mådaìga drum. It's nice
Use the same program as in Kindergarten, while if small mådaìga are available for the children to try.
making craft projects more challenging. If using Students that show promise at the mådaìga or
The Drawing Textbook, as soon as students have fully keyboard should be given personal instruction after
mastered lessons 1-20, continue as far as they are school hours.
able. Detailed instructions are in the front of the
book. Materials Used:

Karatälas, mådaìga, harmonium, keyboard.

Subject: Music
Teaching Aims: Second Language
Same as Kindergarten, with the addition of getting
the students to recognize correct pitch.
Multilevel Organization
Teaching Method: When students have learned to read and write in the
native tongue, it is time to introduce a second
Same as Kindergarten. To teach recognition of language. Generally this is Sanskrit, which Çréla
correct pitch, bring in a harmonium or other Prabhupäda considered essential for gurukula
instrument that can produce a melody and have students. However, where English is not the native
students practice trying to sing different notes until language, the board of education recommends that
they catch on to what it means to sing "in key". English should be taught instead, and Sanskrit taken
up as an elective at the high-school level. English is
the lingua franca of the ISKCON world and will be
Grade 2 extremely helpful to the student no matter where he
goes in later life. But most importantly, the student
will be able to study Çréla Prabhupäda's books in
the language in which he wrote them.
Subject: Music
Teaching Aims:
Subject: Sanskrit
Same as first grade, except that students who have
the inclination should have the opportunity to Teaching Aims:
increase their knowledge of melody and rhythm.
Students should be able to read and write the
Teaching Method: alphabet, including vowel abbreviations and
consonant conjuncts, if possible.
Continue the classroom program as described for
First Grade. Additionally, bring an easy to play Teaching Method:
instrument into the classroom which can produce a
melody, such as a harmonium, and demonstrate As soon as students have finished the basic English
reading program, they may start Sanskrit. At this
level, Sanskrit teaching is not very difficult and the
teacher may learn the basics a little ahead of the
student. Teach two to four letters a day, with the
students writing them and then "chanting" the
names/sounds, possibly with the tape. At this level,
you'll need to keep reviewing the alphabet until the
students can verbally recognize all letters in
random order. Vowel abbreviations and consonant
conjuncts should only be introduced when and if
students have mastered the basics. Keep the class
fun and "light." A 15-20 minute class 4-5 days a
week is ideal.

Materials Used:

The first lesson of Sanskrit by Cassette by the

American Sanskrit Institute. This first lesson is now
available as a separate alphabet course, with two
tapes. If you later order the complete course, you
can get a discount. You may also use the beginning
of Agrähya Däsa's course, but teachers with no
Sanskrit background may find it difficult.

Subject: English as a Second

Language
Teaching Aims:

Students should understand, speak, read and write

English at about a First Grade level.

Teaching Method:

The method here is not so different, in many ways,

from teaching English in general. The problem is
that it is difficult to teach reading to one who cannot
speak the language. The phonics method of reading
is therefore preferred, because linguistics presumes
a knowledge of spoken English. With phonics the
children can learn speaking and reading
simultaneously. Many schools prefer the
"immersion" method where everything is taught in
English for the first two years of school,, virtually
forcing the children to learn it.

Materials Used:

Any good phonics program, preferably one with

audio tapes or songs.
The Playful Mood
By Urmila Devi Dasi

FIFTEEN CHILDREN between two and five Soon a baby can sit and then crawl.
years old stood at one end of our living room. Children this age need playthings just to keep
Some inched away from the wall. All waited. out of mischief and distress. They like toys they
can crawl or walk with, such as a toy wooden
"Be cowherd boys!" I called, and the bull on wheels with a string. As far as possible,
children pretended to blow flutes and horns or we selected toys to remind our child of Krsna's
bring a cow by a rope. Pretending in this way, pastimes, such as cows, peacocks, and
they went as quickly as possible to the other elephants.
side of the room and back. (Having a living
room with little furniture was an advantage.) Very young babies love to look at pictures of
My infant son squirmed in my arms and tried to Krsna's pastimes. Prabhupada told us to show
join the fun. the pictures and not give them directly to the
child, who might disrespect them. So we put
"Ambarish won!" I announced. "He got pictures on the walls near the floor and covered
back first, playing like a cowherd boy the whole them with plastic. Our children would crawl to
time. Now, ready again. Be fish!" them and touch them. We also made books
filled with pictures from extra BTGs and worn-
I set the baby in a crib and demonstrated out book covers (and put plain covers on them
pretend swimming. so that no picture would touch our feet or the
floor).
Prabhupada has given us a wonderful
process of molding activity to awaken love for As a child masters language, he or she will
Krsna. Even children involved in games, toys, point at the pictures again and again. "Krsna,"
and playing can be guided to use their playful he'll say, and then "Krsna kills the demon."
mood to their spiritual advantage. Then Krsna
consciousness will easily arise in their hearts. Pre-School
Saintly children such as Dhruva, Prahlada, As children mature, they like to play not
and Narada shunned childish playthings. And just around other children but with them. Krsna
Prabhupada noted that one child of his disciples Himself showed the ideal play for children of
rejected ordinary toys as "maya." Yet while we this age. Children in the country can go in
don't want to encourage toys and games that groups to herd calves, playing by a lake or river
will lead to forgetfulness of Krsna, for children in the open air. This is their "education." They
to play in a transcendental way is natural and will play leapfrog, imitate animals, build with
beneficial. dirt, sand, and sticks, and use their vast
imagination. What is the need of purchased toys
Babies and games?

Babies start to play when they like to grasp Unfortunately, even those of us who live in
and move objects, at about three months. My the country may not have calves for our
husband and I made a mobile of pictures of children to care for, nor are we always blessed
Krsna and hung it above our first baby's with ideal weather. And we worry about thieves
sleeping place, carefully putting it out of range and kidnappers. So children can pretend to herd
of the child's feet. cows and may have to settle for playground
equipment in place of rocks, vines, and rivers.
 The main way to direct the play of small her children. In another family, the father draws
children toward Krsna is to surround them with pictures of Krsna on canvas, and the mother
devotional service. The children will then and children fill them in with needlepoint. A
imitate. If they see adults cook for Krsna, the little time and creativity can give a child eternal
children will make mud pies and "offer" them, benefit.
pretending that a stone or tree is Krsna. One of
our children built temples out of blocks, set up Ages Five Through Twelve
dead batteries for Deities, and then imitated the
worship he'd seen at the temple. As children progress through school, their
time for play gradually decreases. Their lives
Young children learn of Krsna by looking become filled with learning and chores. Yet
through Prabhupada's books, which are lavishly through these years a child still wants to play.
illustrated. The children then love to imitate
Krsna's pastimes. We had a collection of make- At this age, children can still use simple toys
up, cloth scraps, and inexpensive props from a such as blocks to imitate devotional service,
costume shop. When our child's friends came though their play becomes more complex.
over, they had fun dressing as Krsna, Balarama, They'll want outdoor games with friends to be-
mother Yasoda, and demons such as Bakasura. come more organized, with rules about winning
and losing. Prabhupada mentioned tag,
"Now, Yasoda," I would say to my daughter, swimming, running games, and kite-flying as
"tell Krsna to play nicely today." suitable games for children. He discouraged
highly organized and competitive games that
"Play nicely today," she would say. mimic professional sports and take up so much
of Western children's time and energy. That
One of my friends plays like this with just children emotionally and physically need to run
herself and her three-year-old daughter. and jump doesn't mean they need to join the
local Little League. Some devotees have adapted
"I'm Krsna. You're Balarama," the child says, many outdoor games so that children will grow
and they put on cloths as belts and turbans, in spiritual consciousness while they play. (See
dancing through the house pretending to call sidebar.)
their cows.
Children in these years like to make
Pre-schoolers enjoy simple toys such as dioramas of Krsna's pastimes. In the gurukula
measuring cups and a bowl of water. They like we plan diorama projects for various festivals.
to build and create with blocks and clay. If they We also organize dramas of spiritual philosophy
keep to such simple toys, they will learn to be or Krsna's pastimes. As the children grow and
happy without extravagant arrangements. can perform dramas for public viewing, we
Modern toy manufacturers push movies and spend time rehearsing and making costumes,
television shows through which to market scenery, and sound effects. Children also often
related toys. Such toys stimulate a child's play at dramas informally with their friends.
hankering for a flood of electronic wonders, of
which they soon tire. And the nature of such During these years children often like games
toys! If we walk through the aisle of a toy store, that challenge their logic, memory, and
we see gruesome toys of terror. If we want to intelligence. Because Srila Prabhupada
raise saintly children, we should avoid such considered games such as crossword puzzles a
things. waste of time, we want to carefully choose
games that teach our children if not about
In contrast, I know of one teenage girl who Krsna then at least skills and knowledge they
made her little sister beautiful felt toys—felt can use to serve Krsna. Games that supercharge
figures of Radha and Krsna, felt clothes, and felt the mind and senses simply increase a child's
altars. One parent made beautiful puppets for
identification with the body. I know of many can become formal when a child is ten or
parents and teachers who, especially when a twelve.
group of children gather, arrange for contests in
knowledge of scripture. This must be done Thirteen to Sixteen
according to the age of the children and in such
a way that it is not too competitive and When a child enters adolescence, the desire
stressful. to play decreases. Yet I've seen fourteen-year-
old girls binding their eyes like Gandhari to
What of the increasingly popular computer enact scenes from the Mahabharata. Just today a
and video games that begin to appeal to fourteen-year-old boy picked up a kindergarten
children during these years? There is excellent boy. "Grrr! I'll tear Hiranyakasipu to pieces!"
educational computer software for teaching the older boy growled, pretending to be Lord
math, English, history, and geography. Just as Nrsimha. Teenagers can organize their own
we devotees get children playing spiritually, plays and puppet shows or create intricate
programmers get children playing to learn. That works of art and music.
is a valid use of games for our children, but we
should make certain, first, that what is learned Perhaps at this age, especially for boys,
is really essential and, second, that it's the major sports becomes a question. Again, while these
component of the software. If all a game is said growing adolescents need fresh air and exercise,
to do is teach eleven-year-olds hand and eye it is better to meet those needs through their
coordination, it's probably worthless. service than arrange for separate sports. And if
children need some specific program of
Generally, if our children are playing video exercise, we should keep things in balance and
games we can take it as a sign that we're failing not get overwhelmed with caring for the body.
to provide them useful work to play at. Just as
Prabhupada tells us that children will take the As we watch our children play, we can
work of herding calves as play, so children can remember that the whole material world is like
take pleasure in growing a garden, learning to a toy given by the Lord so that we can act in a
cook, and helping with adult devotional service. perverted imitation of His pastimes. Even our
adult activities, therefore, are merely games
Perhaps the most important play during this with no lasting consequence or meaning unless
age is festivals and Deity worship. When Srila we engage in the service of the Lord.
Prabhupada was a boy, he organized a
Rathayatra festival, much as other children
organize games for their friends. His father also Urmila Devi Dasi was initiated in 1973 and
gave him Deities to worship. Prabhupada has been involved in ISKCON education since
describes this Deity worship by young children 1983. She, her husband, and their three
as play. That doesn't mean a child can put the children live at the ISKCON community in
Deity on the floor or on his bed like a stuffed Hillsborough, North Carolina, where she runs
toy. (I don't suggest Deity worship for children a school for children aged 5-18. She is the
under five, or for those who regularly put their main author and compiler of Vaikuntha
hands or other objects in their mouth.) Yet a Children, a gurukula class-room guidebook.
child is excused from the strict rules of Deity
worship. Children can bathe and dress their Krsna Conscious Games
Deity once a week and make a daily offering of
food. By chanting before the Deity and offering Let's Catch Krsna First
incense and flowers, a child learns to progress
in spiritual life. King Pariksit and Mirabai, both The leader chants one Hare Krsna mantra
great devotees from childhood, were trained in while pointing from player to player with each
that way. Prabhupada suggests that the worship word. The last person pointed to plays as Krsna.
Krsna takes in His hand a big peacock feather
(or a big leaf or flower representing a peacock
feather) so the other players can easily
recognize Him. He runs a little ahead, and then
all the other children—the cowherd boys—
must try to tag Him. Whoever tags Krsna first
becomes the next Krsna, and the previous Krsna
becomes one of the cowherd boys. The previous
Krsna must hand the peacock feather to the
new Krsna while still running and then let the
new Krsna get a little bit ahead. Then everyone
runs after the new Krsna. The players must
keep careful track of who is Krsna at each stage
of the game.

Fun Storytelling

This game is meant for children well versed

in Krsna's pastimes. The leader (using again the
one-mantra method) selects the first child to
tell a story. The storyteller is supposed to
purposely make funny mistakes from time to
time. For example, he will say, "Krsna stole the
gopis' capatis (instead of clothes) and hung
them on a tree," or "Mother Yasoda ran after
Krsna with a cow (in-stead of a stick) in her
hand." The other children must correct the
mistakes.

From The Book of Krsna Conscious Games,

Bala Books, 1981.
Chapter 12

Course Overview: Level Two

(grades 3—5, ages 8—11)
Drops of Nectar Kåñëa Consciousness
Prabhupäda: They're simply taught Sanskrit
and English.
Professor: Nothing else?
Multilevel Organization
Prabhupäda: Nothing else. Later on, little
geometry, geography, mathematics. They're Teaching Aims:
not meant for outside work. They're meant for
as soon as they learn Sanskrit and English, Students memorise all the Bhagavad-gétä
they'll read these books. (Room Conversation, verses, Sanskrit and English or continue rein-
Paris, August 13, 1973) forcing "key" verses. They continue chanting
the Çré Éçiopaniñad, Upadeçämåta, and Brahma
Jadadiça: Should the children learn Sanskrit Saàitä.
grammar?
Prabhupäda: Oh, yes. A little grammar— On major and minor Vaiñëava festivals, stu-
sandhi, samäsa. In Sanskrit there are many dents have relevant activities and projects.
compound words. They must learn how to
divide them. One word may be complete; one Study of basic philosophy continues through
may be joined. They must know how the group discussion, composition and speaking.
words are separated and how they are Students should know all the Kåñëa book
combined. That is essential—sandhi, stories, and sit quietly and attentively during
samäsa.... In our books we have explained the morning program class, being able to re-
sandhi and samäsa.:.. Päëòväù and ca become member some of the main points. Students
päëòväç ca. Caiva. The vowels "a" and "e" can start to develop an enthusiastic love for
mixed together become "ai." .... In this way Bhägavatam stories and philosophy.
you can explain .... Study thoroughly and then
explain. (Room Conversation, Dallas, March 4, Students who've mastered the Sanskrit al-
1975) phabet, now learn vowel sandhi, simple noun
and verb endings and an introduction to gram-
Students can expect approximately 1/2 hour to mar.
3 hours of independent or home work each
week. Teaching Method:

By this time, some students will have finished

the "key" çlokas of Bhagavad-gétä. They can
then progress through the entire Gétä, using
the same memorizing techniques taught in
level one. New students who have no
background in memorizing Sanskrit verses
The students feel enthused by discussing the philosophy of Kåñëa consciousness
may study only the "key" çlokas at this level. Many class schedule. Read everything, including the
students have developed their own style for philosophy. After a particularly difficult passage,
memorizing which the teacher can respect unless stop and give a brief explanation. Ask students
the student is having great difficulty. simple questions every one to three paragraphs,
such as, "Who is talking?" to keep their attention.
Students still enjoy "acting out" verses, as described Have children's versions of the stories in the Kåñëa
in level one. This occasional group activity is very books and the Bhägavatam available in a library for
helpful. In addition, students continue to need outside reading. Or, instead of reading Kåñëa book
regular review of all the verses they've memorised. to the children, play tape recordings of such read-
When each student is working at his own pace, and ings. After finishing Kåñëa book, play similar tapes
each is working in a different section of the Gétä, it of other Bhägavatam or Caitanya Caritämåta stories,
is impossible to review just the verses that "the class then return to Kåñëa book.
is studying." The class can chant one chapter a
week (or one chapter in two weeks for the few that In the morning Bhägavatam class, don't allow the
are very long), starting with Chapter one. You may students to colour or become distracted in any way.
wish all levels in a small school to chant the same Encourage students to take notes. The teacher can
chapter at the same time, but they cannot generally periodically scan these notes. (If students are at a
chant in the same room, as the good readers in this loss as to what to write about in composition class,
level can go so much faster than the beginners. It the teacher can suggest looking through Bhägavatam
continues to be helpful if the students have papers notes for ideas.) At the first available opportunity,
that contain only the Sanskrit and English verses, so ask one-three students to tell something they re-
they won't have to leaf through pages of a book. membered from the class. Make sure each child is
asked at least once every two weeks. What is
Another method is to continue the level one perhaps most important is that the teacher is
program of chanting one key verse a week as a genuinely involved in the class himself, listening to
group. These students can continue chanting Çré and enjoying the transcendental philosophy.
Éçiopaniñad, Upadeçämåta, and Brahma Saàitä on the
days that they don't chant the Gétä chapter. With The students' involvement in festivals becomes more
this method, you may prefer to chant all the, key mature. On minor festival days, the teacher can
verses once a week instead of a chapter. This can read a brief selection about the personality or event.
take about 1020 minutes and is an ideal assembly A subscription to "Daily Devotions" (from Kelélatitä
program before starting academic classes. At this Devé Däsé of the Berkeley, CA temple) will save the
level, the students are simply memorizing these teacher the research time. Some students can briefly
scriptures, and there is no formal discussion of the recount what they remember from the reading. This
purports. Of course, the students will hear some of reading can be done in the temple as part of the
these verses referred to in the morning Bhägavatam morning program (if all the students attend) or after
class. In addition, the teacher can, whenever mantra recital as part of the assembly. The teacher
appropriate, cite a section of the children's can incorporate the festival into the academic
memorization lessons to illustrate a point, whether program by having the students draw an illustration
during a lesson, or in a casual discussion with an of a relevant pastime for drawing class, or write
individual student. about the personality for composition class.
Students with a reading class scheduled on that day
There can be some program of studying Gétä could read a section about the festival instead of
purports at this level, if possible, especially if. the their regular selections. This blending of, the
school does not require attendance at the morning students Kåñëa consciousness with their academics
Bhägavatam class. The minimum program is to is ideal, but some teachers with many students and a
discuss some of the purports in the chapter that is hectic schedule may prefer to follow their regular
recited that week by the entire group. The students program on the minor festival days.
can be involved, either in answering questions,
repeating what they heard from the purport or the The students feel enthused by discussing the
teacher, illustrating a point with a drawing, or philosophy of Kåñëa is consciousness.On major
dramatising some part of the chapter. holidays, at least one or two classes can be set aside
for a group activity related to the festival. Festivals
Find some time to read from Kåñëa book during such as Gaura Pürëimä and Janmäñöamé, require an
prasädam, after japa, or during extra time in the entire day of special activities. Some schools may
prefer to close for the biggest festivals. If so, it is
important that the children be completely, happily, When it's done, they glue a picture of Jagannätha in
and appropriately engaged in helping with the the front. The carts can have cardboard wheels with
festival. If the local temple is having special plastic rods for axles, pulled with string ropes. The
activities, students in this level can help to decorate students can take them home after Rathayäträ.
the temple, to cook in the kitchen (under careful
supervision), to go on harinäma or saìkértana, or to An example of a long-term Gaura Pürëimä project is
help clean the temple. The children love to do such a simple diorama. Inside a shoe box students can
devotional service, seeing it as a break from their make Playdoh figures of Mother Çacé holding baby
routine, rather than "work". In school, especially if Nimäi. The background can. be made of
the festival is not such as to demand an entire day of construction paper, cotton for clouds, etc. Such a
special activities, it is best if the projects and project can be worked on when other lessons are
programs are somewhat linked to regular academic done, during play time, or as it can be worked into
work. the schedule. If you like such long-term projects,
Suppose you decide to have one special class for plan on doing 1-4 during the school year.
Lord Vämana's appearance day. Your students have Sanskrit is described at the end of this chapter under
their regular mantra assembly and a special reading. "Second Language".
There are three regular classes, such as mathematics,
geography, and reading where the students work Materials Used:
individually, as usual. You then have one group
language arts class where the students write a short Kåñëa Book, Çrémad-Bhägavatam, notebooks and
composition about Lord Vämana (based on the pencils, crayons or coloured pencils, arts and crafts
reading or their own knowledge). This is proofread material. Teachers who have no experience
and corrected, primarily by the student, with the designing simple crafts for young children, or who
teacher doing a final check. The student can then desire to get some more ideas, can find many books
use this for a card to Vämanadeva, a poster to of suggestions. The Sycamore Tree publishes many
decorate, or a simple, illustrated composition. If such books.
you have two special classes, one can be used for the
composition and another to decorate it or turn it Songs for festival days can often be found in the
into a poster. It is very exciting to have a central Vaiñëava Song Book. In addition, many devotees
area with crayons, coloured pens and pencils, (Mågäkñé, Bhävatariëé, Jämini, and others) have
pictures from magazines, coloured paper, glue, written English songs about various pastimes and
scissors, paint, and perhaps some fancy items such personalities. These are available on tape and/or
as crepe paper, tissue paper, cellophane, and books, some of which come with directions for
metallic paper. playing accompanying music. Tapes of Bhägavatam
readings, etc. are available from BBT, Krishna
Other ideas for special classes include appropriate Productions, Padma Productions, and your local
videos, students having a simple dramatisation, temple gift shop.
harinäma saìkértana around the school or temple
property, a field trip to gather flowers and leaves to "Daily Devotions and Meditations" is published
decorate the classroom or school altar, clay monthly by Kelélatitä Devé Däsé of the Berkeley, CA
sculptures about the festival, games such as tape the temple. It lists all festivals with related readings
earth (balloon) on Varäha (played like pin the tail from Prabhupäda's books.
on the donkey) or Hanumän searching for Sétä
(played like hide and seek).

For the very major festivals, whatever you may do

English
on the actual day, it is nice to have the festival as the
"theme" for the month. For example, during the
month of Rathayäträ, the classroom can be Multilevel Organization
decorated with pictures of Jagannätha, Baladeva and
Subhadrä, and the students can have special
readings about Rathayäträ. Students love these Teaching Aims:
long-term special projects. The students can make
small carts out of shoe boxes and coloured paper.
Students should improve their fluency, speed,
vocabulary and comprehension in reading. In this For example, in many spelling books, each lesson,
level, students gradually progress from oral to silent or unit, has four pages of work plus a written test.
reading. They begin to study the stories in By following the lesson, students of varying abilities
Prabhupäda's books as independent work. learn how to spell the words being studied. Have
two spelling classes a week. In each class, each
Cursive handwriting should become clear and student must complete either two pages in the book
natural for the student. All grammar study, or one page and a test. (Sometimes the student will
including adjectives, adverbs, prepositions and all complete the last page of a unit and then take the
punctuation. marks; are integrated with test during the class; sometimes he will take the test
composition. Students regularly write descriptive from the unit he finished during the previous class
and narrative paragraphs. They also write poetry, and then complete the first page of the next unit.)
drama, and simple reports. Teachers emphasize Grades can only be given for the written test, rather
proof-reading and revision. Spelling is studied with than also grading the textbook lessons. Words
a phonetic program. missed can be studied. The teacher's editions are
useful for the answers, especially in the higher
Students learn how to research and organise grades. The rest of the teaching suggestions are
information for a speech. They learn to give a clear, largely unnecessary.
interesting presentation.
How to give three tests at once? Say, "Group One -
Students learn typing at the computer keyboard. rice. We ate beans and rice. Rice. Group two
Once they are proficient, they learn word Government. America has a democratic
processing, completing some assignments on the government. Government. Group Three - had. He
computer. had a puré. Had. Group One - ..." If you speak
quickly, the students in the first group will just be
Teaching Method: finishing with the last word by the time you get to
the next one.
Spelling, grammar, and composition classes can be
scheduled so that all students are working on the Two notes of caution are in order when having the
same subject but at different levels. students work primarily on their own out of the
text, with teacher help only when there is
For reading instruction, students need individual difficulty—the students need about two weeks to
oral reading time when the other students have become used to a new textbook, and will therefore
different subjects. Silent reading can be assigned as need extra help from the teacher or other student
independent or home work at approximately age when using the first book from any publisher. (In
nine (Grade 4). Macmillan's series this is also true when moving
from the Second Grade book to the Third Grade
Many spelling series work well in an Individualized book which is quite different. Books 3-8 have the
classroom. All students can have spelling class same format.) The other problem is philosophical
simultaneously. It is wise to have a multilevel bias. Some units may cover words with which the
classroom for spelling, rather than a totally devotee children won't be culturally familiar, such
Individualized one, if there are more than six as sports terms. You may either spend time
students in this level. (Please refer to Chapter 6, explaining each word several times throughout the
"Classroom Organization " if you have any question unit, or omit that unit. The writing sections in the
about the difference. Children can still be placed Macmillan series always dictate the subject matter of
according to their ability, but they need to keep pace the brief compositions that should include that
with a group, however small and diverse in age.) week's spelling words. Students can be told that
they can use the books' suggestions if they have no
The reason is that usually one third of the students ideas, but that they are welcome to write about any
will need a spelling test during a particular class, topic they want, as long as the basic instruction is
and it is very difficult to administer more than three followed. It is often helpful to suggest Kåñëa
tests at one time. Therefore, students of close ability conscious substitutions for the student who cannot
can work on the same lessons, even if that means think of anything about which to write. It is better
that an incoming student will "skip" some lessons to to use a spelling text such as Rod and Staff's that
be even with his group.
concentrates on spelling, not assigning teacher helping individuals when they have
compositions. difficulty. The teacher needs to set minimum
standards for each student to complete during that
It can justifiably be argued that spelling can be class or that week. Texts that are ideal for this type
taught without textbooks. Such a program is given of program are Christian Light, Writing Strands, and
in How to Teach Spelling by Educators Publishing ISKCON's Language Arts series. The latter requires
Service. It has corresponding workbooks, but the a teacher with enough knowledge and experience of
methods are complex. It is also difficult to teaching English to adapt the text considerably.
understand how to use the students' and teachers' Even with such a program, the teacher will want to
editions together. occasionally have special classes, perhaps on festival
days, when all students write together.
That is not to say that spelling lessons should be
confined to the text, no matter how the classroom is The next method is to have all students work on the
structured! Students have one major spelling same areas of English, but at different levels.
challenge - to spell words they know and want to Writing Rainbow can be used for this purpose. The
use in their writing. By all means, encourage teacher has the teacher's edition of Grades 3, 4, and
students to invent spellings in their rough drafts! 5, which basically cover the same topics. She
Never, never criticise a students' spelling on a rough decides to use the lesson guide from one of these
draft, although you need to point out misspellings books for a particular class, and the lesson guide
after the student has done his own proofreading. from another level for another class. English
We don't want students to stick to only "safe" words writing is not really the step-by-step process that is
they are sure they can spell. They need to increase mathematics or phonics. It is perfectly fine for a
their writing vocabulary, and this is the only way to third grade student to understand fifth grade nouns
do it. For the finished copy of all major and yet write third grade sentences! Written work
compositions, spelling can be included in the grade can be assigned from Writing Rainbow's student
or evaluation, or alternately, a separate spelling papers corresponding lessons in ISKCON's texts, or
grade can be given. Words that a particular student from the teacher's creativity, according to the
chronically misspells can generate a special spelling directions in the teacher's edition.
word list for individual study.
Although this concept approach will work for most
Some students have difficulty copying words of the year, some topics are taught only at certain
correctly and will misspell words they copy from the grade levels. The teacher can set aside two months
board or a book. Whether this is due to laziness, where different groups work on different projects.
poor training, or a weakness in understanding visual This probably needs to be multilevel, rather than
instructions (not a physical eye problem, which Individualized.
should be ruled out first), the teacher cannot
tolerate this at this level. Students must always fix Grammar can also be taught in ten minutes of each
words they have copied incorrectly, even if they English class as a group, with the rest of each class
must work during break time, or after regular devoted to individual work in composition. For this
classes are over. A little insistence will quickly help program, Daily Grams for Fourth and Fifth Grade,
the student to become aware! from Isha, is ideal. Transfer the book to
transparencies and use them on the overhead
There are several ways to teach an Individualized or projector, or write the lessons on the board. After
multilevel combined grammar and composition the daily grammar lesson, Writing Strands for each
course. We can briefly mention that composition is grade level is designed for individual use. (There is
easier to teach multilevel than is grammar. The no harm with using the same Daily Grams book for
same assignment can be given to all the students, three years for these students.)
with different children writing pieces of varying
length and complexity. When composition If the teacher is using a unit approach in general,
assignments are included in the grammar course, as such as Konos, all written assignments will be based
they generally are, then the students can work on around a concept, but with students doing
them in the same manner as their grammar lessons. Individualized work. This particular program needs
supplementing with some grammar lessons.
The first method is simply to have the students
work in textbooks at their own place, with the
Finally, we need to consider reading. The ISKCON same program as level one, except expecting the
textbooks for fourth and fifth grade have reading students to have a more mature and organized flow
selections with comprehension questions and of ideas. Teachers who have some speaking
related essays. The "Write from Memory" selections experience, or who wish to have a more challenging
in the third grade text should be omitted. No matter program, can use the level three program here. (See
what method of teaching is used, the stories in these the "Whole Classroom" program, Grade 6, for
two levels are excellent for silent reading. If you specific guidelines.) Students can have a week to
don't use these, the teacher needs to assign silent prepare a speech, generally on a topic of their
reading material and then have students give oral or choice. They should not read their speech, but may
written book reports (or story reports). refer to notes.

Starting in Fourth Grade, we highly recommend

that all students, unless they are having great
difficulty with reading, start reading Prabhupäda's
Considerations for Each
books. This is described in detail in the "whole
classroom" section of fourth grade, reading. In
Grade, 3-5/Whole
addition, all students need an oral reading class at Classroom
least once a week. This is the hardest part of
multilevel teaching. When one group of students is
reading, the rest can have independent work - logic,
map skills, memorizing Gétä verses, etc. Please see Grade 3
the sample schedules in Appendix E for suggestions.
Multilevel rather than Individualized groupings are
essential for oral reading if there are more than four
students. In a home school, however, even if the Subject: Reading
parents have six children, they could schedule oral
reading time throughout the day and week, avoiding Teaching Aims:
this problem. Please see the "Whole Classroom"
sections on reading for grade level suggestions. Further improvement in fluency, speed, vocabulary
and comprehension. By the end of this year, the
It is possible to have several levels read together, students will be ready to read Prabhupäda's books.
alternating the level of reading difficulty. Extra
supplementary reading material suitable for the Teaching Method:
students should be available in the classroom or Students need at least one class a week where they
easily accessible in another part of the school. read aloud with their teacher's supervision. They
can alternate reading from the standard McGuffey's
Students in this level with serious reading second reader and children's Kåñëa conscious books.
difficulties can be handled separately if the class is In each class, spend at least one third of your
small, or can work with the level one group until reading class in discussion new vocabulary before
they are proficient. Such students include those the story, and the plot, style, theme and characters.
learning English as a second language, transfer If the students are competent readers they may read
students who had "look-say" training in another A Beka's Crossroads and then Paths to Follow (or
school, those who started, school at a late age, and other appropriate basic readers) on their own,
those with learning problems or physical problems, writing the answers to the questions at the end of
such as poor hearing. each story. If the students are not fluent at reading
aloud, then there can be a second reading class with
Speaking class can be held once a week, as a group. the teacher every week.
Each student should have 5-7 minutes to speak. If
you have a small group, the teacher can give Materials Used:
instruction and feedback before and after the J
students' speeches. If the group is so large that their McGuffey's Second Reader, A Beka's Crossroads and
speaking takes up-a whole class, every third class Paths to Follow, the children's books from Bala
can be devoted to instruction and example. If the Books, and the Children's Kåñëa Books which were
teacher doesn't have much confidence or experience adapted by Parvaté Devé Däsé. Try to have extra
with public speaking, it is acceptable to follow the reading material available.
 message to their audience. Computers do quite a
Computer Pros and Cons good job diminishing the drudgery of tedious or
By Śrī Rāma Dasa repetitive tasks.

However, dependency could be a real problem of it

Evidence that computer aided learning has a own. Would the children only write if they had a
valuable place in the classroom is strong. word-processor, or try to balance the budget only
Computers have been used successfully to add new with the help of a spreadsheet? The entry of
dimensions to the academic learning experience, to computers into the mainstream of everyday LIFE IS
support overworked teachers, or simply to automate SOMEWHAT SIMILAR TO THE INTRODUCTION
efficiently some of the daily routine. Classroom use OF THE AUTOMABLIE EIGHTY OR SO YEARS
of computers falls into three areas: AGO. We know that there is no real need for cars,
but the need is created artificially and then society
1) Interactive Teaching – using the computer to organizes itself around the new technology. Even
present information, elicit a response from the knowing this, we need not become a religious
student, evaluate the response, give feedback, aberration, blindly shunning the modern world. But
select new material to present, etc. however, we must be careful to teach utility, not dependency.
when computers are used only for drill and
practice, it is often called “electronic page Computers gain their unique utility in the classroom
turning’ – the value of which is questioned by because of two phenomenons: the computer’s ability
many educators to be programmed to give the student the immediate
2) Use Skills – such as using a word processor for fruits of his actions, and the user’s sense of power
writing assignments. and control over the machine. These two processes
3) Computer Literacy – having a bisc idea what are considered desirable by modern educators, but
makes computers run, what they can do, and they (especially the later) may be incompatible with
how to use them. the mind-set of the aspiring transcendentalist.

Good interactive teaching programs work by Highly interactive computer programs are heavy on
providing a high degree of response to the studetns. furtive rewards for successful work. Visual displays,
They increase the sense of accomplishment by messages, etc. are extremely effective motivators.
quickly reinforcing successful learning. In an ironic There need be little doubt that these features wrok
sort of way, this can increase the amount of well in achieving their intended purposes and are
“personal” attention each student gets. not unlike some of the motivations we use in our
writing program (such as instilling a sense of
Concern that computers will foster a generation of transcendental accomplishment by “publishing” the
children that are “computer dependent” does not children’s work).
have much to do with the actual issues of learning.
When calculators first become widely available, The power phenomenon, however, has the most
there was a fear that they would create lazy math potential for abuse. It can be likened to a teenager’s
students. Indeed, if they were used as a replacement infatuation with a souped-up-car. Children, just
for learning arithmetic there would be serious like adult “hackers,” can become addicted to
problems. But when the basic computations and computing for its own sake. The sense of power,
problem solving skills are learned, calculators are which reinforces accomplishment, is the same force
great tools for increasing output in computation of maya which keeps the jiva in illusion life after
intensive work. Beyond calculators, personal life.
computers have created a revolution in the fields of
finance and engineering, etc. This leaves us with the question of how much of
this kind of motivation is desirable in gurukula
Likewise, word-processors have provided fantastic education and how to utilize it without fostering
facility for writers. Personally, I rather doubt I over-dependence and fruitive mentality. “Utility is
would have been able to expend the time necessary the principle,” but we also go by “simple living and
to write articles or edit publications five years ago, high thinking.” Some Kṛṣṇa conscious common
at least without the aid of an decent secretary. Most sense is required here.
writers proofread and edit their work again and
again to make sure that they’ve conveyed the desired
Subject: Handwriting Subject: Grammar
Teaching Aims: Teaching Aims:
Excellent handwriting
Students learn use of the period, comma, question
Teaching Method: mark, apostrophe and quotation marks; common
contractions, such as can't, aren't, and doesn't;
All final drafts of written work can be done in dictionary and index skills; alphabetisation through
cursive with students can be held responsible for the the third letter and to spell words they wish to use
quality of their handwritten work. Because good in their writing.
handwriting is a difficult art to perfect, some time
can be taken occasionally for all students to practice Teaching Method:
specific elements of cursive writing in order to be
conscious of the ways in which they can improve. Follow the same criteria for selecting a text book as
Of course, extra time can be allotted for students in Grade 2. The Gurukula Language Arts textbooks
who have specific problems. at this level are newer, more attractive, and easier to
acquire and use. Because there are no teacher's
Materials Used: editions, they require an expert teacher. It is worth
it to go through HBJ's English 2600 or 3200 course
A good handwriting textbook may be helpful to in order to become qualified to use these books.
focus the students' attention and give a proper Please skip the "Memory Writing" in the Third
example. Grade books. The students have already read these
stories in the Caitanya Readers. You will need to
Publishers: D'Nealian style is from Scott Foresman, supplement the Gurukula textbooks to provide a
Palmer style is available from many sources, and complete. program. In some of the three 45 minute
Italic style is from Christian Teaching Materials or grammar classes each week, use workbooks such as
from Hewitt Research MCP's Following Directions, Getting the Main Idea,
and Using References. You may want to finish book
3A, then use a supplementary workbook, then finish
Subject: Listening 3B. Make sure the children use dictionaries,
encyclopaedias, and a thesaurus.
Teaching Aims:
If your teacher doesn't feel qualified to use the
Students can consistently follow instructions upon ISKCON texts, CSI's Writing Rainbow is simple and
hearing them once. In Bhägavatam class, they can excellent. With that text, you can have four
take notes, be able to ask intelligent questions, make grammar classes a week, as you'll not need a
thoughtful comments, and remember substantial separate composition class. Writing Rainbow and
portions of what they've heard. ISKCON books can also be used together.

Teaching Method: If you use a separate composition book, such as

Writing Strands, you can have ten minutes of
Continue the second-grade program, gradually grammar practice three or four times a week at the
expecting more of the students as they mature. beginning of composition class. Or, students may
have one or two classes. In. either case, these
Encourage them to ask the speaker questions about lessons should be simple, concentrating on basic
things they don't understand. The teacher can ask knowledge and drill which is then applied in the
the students to explain philosophical points that composition work.
were discussed in the class. If they have difficulty
with specific topics, the teacher can point out that Materials Used:
they could have asked for clarification from the
speaker. Gurukula Language Arts Series, 3A-3C; MCP's
Following Directions, Getting the Main Idea, and
Using References; encyclopaedia; thesaurus, and
dictionaries. Possibly Christian Light's English If possible, have your students learn typing. Many
Lightunits 300-310 or CSI's Writing Rainbow. good computer typing programs are practically self-
teaching and have greatly simplified the process.
Daily Grams for Fourth and Fifth Grade, Isha Just make sure their hands are positioned correctly,
publishing of HBJ's Basic Drills in English Skills, I if they aren't looking at the keyboard, and are sitting
you use another program for composition. straight. Typing class can be a break or fun time
activity in addition to being a regular program at
least twice a week for 20 minutes each time.
Subject: Composition
Once a student can type about 35-40 words a
minute, use typing class time to get them familiar
Teaching Aims:
with a word processor, on which they can then do
their compositions.
Students should be able to write short, original
stories and poems as well as letters and one-
See related article in Appendix D titled, "Teaching
paragraph essays. They should have a thorough
Writing."
understanding of the paragraph as a topic sentence
with detail sentences contributing to the overall
Materials Used:
idea. At this level it is essential that students proof-
read and rewrite their work.
Textbooks: Gurukula Language Arts Series, 3A-3C;
Flair by Spice Company; CSI's Writing Rainbow,
Writing Strands, NWI.
Teaching Method:
Computer programs for typing: Mavis Beacon
Students may already be doing some composition in
Teaches Typing (very good), Typing Tutor or similar
their spelling books and a significant amount in
typing program.
their grammar classes if you are using the Gurukula
Language Arts Series or CSI's Writing Rainbow.
Computer programs for word-processing: Microsoft
However, many teachers like to supplement this
Word, Word Perfect or WordStar or others.
with 10 minutes a day or 50 minutes a week
Probably best to use whatever the adults in the
specifically devoted to writing. With a once-a-week
community use most.
program, students have more time to develop their
ideas but must often work on one project for several
weeks.
Grade 4
The Gurukula Language Arts Series strongly
recommends the use of a "free writing" period - and
this is an idea teachers can seriously consider. A
"free writing" time is usually a ten minute daily Subject: Reading
period in which students take out a special
notebook and write freely about whatever may Teaching Aims:
interest them that day: an experience, something
they read, a philosophic, realization , etc. Writing, Students should increase their vocabulary and
like any skilled art, takes practice. The "free comprehension, absorb themselves in Prabhupäda's
writing" period gives students an opportunity to get books and write plot summaries as the beginning
used to the writing experience, without having to be step to analysing reading materials.
concerned about any of the constraints of form they Teaching Method:
will normally be thinking about for their regular
class work. Teachers can periodically take a look at At this level, there is a major change in the reading
what students are writing and encourage them to program. In K-1, students work primarily on
develop particularly promising samples. Students decoding the sounds of reading. In 2-3, the teacher
are always in need of good ideas to write about for helps students to comprehend the meaning, explicit
their regular compositions. This can be a method of and implicit, of the reading material. In the Fourth
generating good topics. Grade, students take the comprehension process a
step further by reading silently and then putting a
plot summary into writing. This paves the way for discussion. Periodically, the two programs can be
the in-depth analysis of reading material that starts switched, with the Caitanya Caritämåta being read
at the Sixth Grade level. In addition, students who aloud and the A Beka material studied silently. This
have followed the reading program outlined here, way, students are getting plenty of practice reading
now start reading Prabhupäda's books as part of and analysing both devotee and non-devotee mate-
their school work. rials in a variety of ways.

We advise that, until this level, students read orally Materials Used:
for almost all reading classes, although they can also
have access to a library where they may read McGuffey's Third Reader, Caitanya Caritämåta, and
silently. Most children, including those who started A Beka's Frontiers to Explore and Liberty Tree. Extra
reading in First Grade, can be able to handle silent reading material should also be made available.
reading assignments by the time they are 9 to 10 Subject: Listening
years old. However, if a student has great difficulty
and/or is in a remedial reading program at this
Teaching Aims:
point, it would be wise to continue the "oral reading
only" program until he becomes proficient. Some
Students should understand and follow directions
teachers may feel that students who struggle with
after hearing them once. They can follow closely
composition because of poor reading should not
when a teacher or other student is reading or
have creative writing assignments which are
speaking, being able to not only repeat sentences
included in the Fourth Grade reading program.
but to ask and answer questions that show a
However, even a reading group that must do all
thoughtful consideration of the subject. Students
assignments orally in the presence of the teacher can
should be able to take notes during a class.
write the summary according to the directions
below. There is way to learn writing except by
Teaching Method:
writing!
Continue the programs started in kindergarten for
Students can first go through McGuffey's Third
encouraging immediate following of instructions.
Reader in a read-aloud, supervised class once a
Students also continue taking notes in Bhägavatam
week, where each story is discussed. After finishing
class and answering questions afterward. Encourage
this, they are ready for Caitanya Caritämåta
students to ask questions and comment in class
excerpts. Use the guide in Appendix C. At first,
when appropriate. Students continue to be expected
have the students read the selection aloud during
to remember something after discussing Bhagavad-
their regular reading class, then write a five to seven
gétä and are now being asked more questions that
sentence summary, with one or two sentences
stimulate higher levels of thinking. For example,
describing their conclusion (theme). These papers
"What is the same and what is different about the
can have a proofread rough draft and finished paper,
instruction here to perform añöaìga-yoga and the
graded for reading comprehension, composition
instruction to perform one's duties while thinking of
skills, grammar, spelling, and handwriting. After
Kåñëa?
one or two classes where both the reading and
writing are supervised by the teacher, assign each
Teachers must learn about different types of
reading selection as the week's home or independent
questions, what kind of thinking they inspire, and
work. Allow students about two hours a week if
when to use them. Discussions or question and
done during äçrama, time.
answer periods based on this knowledge are an
essential part of all reading, Gétä, social studies and
In addition, students can begin reading A Beka's
(to a lesser extent at this level) science classes. If
Frontiers to Explore and Liberty Tree (or other
the teacher's editions in these areas have questions,
appropriate basal readers with questions) aloud in a
use them but don't be limited by them.
reading class and discussing the answers to the
questions. This can be done individually or as a
Materials Used:
group. Therefore, two reading programs are
proceeding on parallel lines: one is done
We can recommend two books which- will help
independently; with silent reading and written
teachers understand the formulation of questions
comprehension work; the other is done orally with
that help students think. Classroom Questions: What
teacher supervision and oral comprehension
Kinds? thoroughly explains different kinds of
questions, their uses and how to formulate them. A You may continue to use Daily Grams for fourth and
somewhat easier to use book in a workbook format, fifth grade even if your students went through them
Super Think stresses how to convert simple recall the year before. Or you may use HBJ's Basic Drills in
questions into formats which encourage thinking English Skills, II. With either of these texts, you
and analysis. It also includes instructions for stu- need a separate composition program.
dents on how to answer thinking questions:

Subject: Composition
Subject: Speaking
Teaching Aims:
Teaching Aims:
Students should be able to speak on a topic that It is most important that students learn how to write
interests them for five minutes without fidgeting, cohesive and concise paragraphs. In this grade, they
repetition, "ands" or "umms". Students should stick start to write several paragraphs with unity of
to the topic, have some eye contact, and project purpose and smooth transition of thought. Students
their voice. write various forms of poetry, letters and informal
notes, stories and essays, instructions, and
Teaching Method: summaries. Most work must have a rough draft, be
proof-read, and rewritten.
Same as first grade for teachers who aren't confident
about their own speaking expertise; for teachers Teaching Method:
with public speaking experience, follow the Sixth
Grade model. If you have any doubts about your ability to
recognize and write clear, logical, and concise
prose, study the materials listed below. Students
Subject: Grammar will be writing in their spelling, reading, and
grammar classes. However, if your English text
Teaching Aims: doesn't provide at least one substantial composition
class a week, you'll need a separate class. (See
Students should be able to spell most words they Second and Third Grades.)
wish to use; write letters and informal notes;
develop dictionary and encyclopaedia skills; be able Materials Used:
to locate information; know the meaning and use of
Writing Rainbow or Writing Strands
nouns, verbs, subjects and predicates, adjectives,
and adverbs. They should know how to make the
The teacher can read Language Arts in the Gurukula,
subject and verb agree in tense and number, how to
be consistent in that regard within a paragraph or A Teacher's Guide by Bhürijana Däsa, the guidelines
story, the principal parts of verbs and when to use for evaluating prose and poetry from Christian
them, the use of a period, comma, question and Light's Teacher Training Program, Elements of Style
exclamation point, and a beginning understanding by Stunk and White, and The Writer's Art by
of quotation marks. Kilpatrik. For composition ideas beyond your
English textbook, try Flair by Spice Publishers, and
Teaching Method: CSI's Writing Rainbow.

Follow the same program as in third grade, using

the fourth grade grammar books.
Grade 5
Materials Used:

ISKCON's Gurukula Language Arts books 4A and 4B

or CSI's Writing Rainbow, or a combination of these. Subject: Reading
To enhance and enrich your program, you can use
Grammar from Spice Company.
Teaching Aims:
Increased fluency, speed, vocabulary, and With the ISKCON texts, you must supplement to
comprehension. teach research skills. By using a map skills
workbook as part of the social studies program, the
Teaching Method: students do learn how to read charts, graphs,
legends, and maps. However, some library work is
The program started in fourth grade of one also essential. This can be incorporated into your
independent, silent reading assignment with written science class (Christian Light does this),
composition work and one oral class with teacher- composition class, and social studies class.
directed oral comprehension is continued. (Homelands of the World has some research projects,
Continue with the Caitanya Caritämåta selections, but you. will want to add more according to the
one per week. Use the numbered selections listed in guidelines given in fourth grade social studies.)
Appendix C. When you complete Caitanya Setting up your own library can be a great way, to
Caritämåta, start the selections from Çrémad- learn about libraries and research. If you visit a
Bhägavatam in the same way. local library, the librarian will be happy to give your
students an introductory "course". You may find it
For the other reading selection, you can use A helpful to have a workbook to aid in teaching
Beka's Liberty Tree, followed by an English research and library skills. World Book publishes
translation of the Païca-Tantra. After this, start, inexpensive books about libraries and research, and
McGuffey's Fourth Reader which they will be many other publishers have workbooks on using
continued in the Sixth Grade. references and gaining library skills.

See Third and Fourth Grade for more information. Materials Used:

Materials Used: Gurukula Language Arts textbooks 5A and 5B;

supplemented by MCP's "Facts and Details", book
Caitanya Caritämåta, Çrémad-Bhägavatam, Teacher's E; "Getting the Main Idea", book E; as well as
Guide for Language Arts, A Beka's Liberty Tree, library work; CSI's Writing Rainbow for fifth grade
Païca-Tantra, McGuffey's Fourth Reader. can be used alone or in combination with the
ISKCON texts. If another program is used for
composition, Daily Grams for fourth and fifth can
Subject: Grammar also be used or a skills book such as HBJ's Basic
Drills in English Skills, III.
Teaching Aims:
Subject: Composition
Students study the parts of sentences; kinds of
sentences; plurals and possessives; homonyms, Teaching Aims:
synonyms, antonyms, homophones and
homographs; using the dictionary for word Students write letters, stories, reports, poems, and
meanings; analysis and spelling; making an outline plays. They can present an original play.
and using study material: keys, tables, graphs,
charts, legends, library file cards, indexes, tables of Teaching Method:
contents, reference materials, thesauruses and maps.
They should be able to write or compile a simple Much composition may be included in your English
bibliography. Students should also know how to textbook, in which case there can be
spell the words they wish to use. four or five 45 minute English classes a week In
addition, students' spelling, social studies
Teaching Method: and science textbooks usually include some
composition assignments. Many teachers, however,
Continue following the program outlined in the have a special composition class for 10 minutes a
third grade section, using fifth grade grammar day or 45 minutes a week. See Fourth Grade
textbooks (one to three 45 minute classes a week). Instructions.
If you use the ISKCON textbooks, you may want to
supplement with MCP's workbooks, as described for Materials Used:
the third grade.
Writing Rainbow or Writing Strands.
 It can be noted that all the above texts - Mortensen,
Mathematics Miquon, and Saxon - are designed to allow the
student to work primarily on his own and at his
own pace. They are all ideal for an Individualized
classroom. It is easiest if the teacher has all students
Multilevel Organization working on mathematics during the same class,
using their respective books. Teachers can receive
training in manipulative mathematics by attending
Students learn the fundamental mathematical workshops or watching videos from Mortensen, and
operations through an incremental approach. All most of all by applying it themselves!
students will find mathematics easy and interesting
because new concepts are presented a little at a time Home schooling parents have another alternative.
and then constantly practiced. Concrete objects and Making Math Meaningful is a manipulative-based
manipulatives are used with students who are still program that requires much one-on-one instruction.
having difficulty with abstractions, and to A parent with a few children who doesn't want to
demonstrate new skills. use the above mentioned texts would find more
satisfaction with this than a standard classroom
Teaching Method: mathematics text.

Most third grade students will benefit if they We really don't recommend the mathematics
continue to work regularly with manipulatives. In programs of the "big" mastery learning publishers -
this sense they actually have more in common with Basic Education, Alpha Omega, and Christian Light.
the level one students, and continue that program. The programs described above are just as self-
Therefore, some schools may want third graders to instructional but much easier for the student and
work in the level one classroom for mathematics. teacher to use and understand.
However, emotionally, these students have more in
common with level two, and may prefer to work
with that group. At this level, students can work
individually in texts that are coordinated with Considerations for Each
manipulatives. The most outstanding are Mor-
tensen or Miquon. They are described in detail in
Grade, 3-5/Whole
the Classroom Sections for K-3. Classroom
The fourth and fifth grade students have two
options. They can continue with a manipulative-
based program (only with Mortensen, as Miquon Grade 3
doesn't go above third grade) or switch to an
incremental approach. Of course, Miquon and
Mortensen are somewhat incremental, as well. The
major difference is whether the student regularly Subject: Arithmetic
uses manipulatives. Students with a good
mathematics foundation can be encouraged to move
away from the manipulatives and into abstract Teaching Aims:
thinking by age 9 or 10. Unfortunately, many
students do not have such a background, and Students learn numeration systems, properties of
desperately need manipulative work. T his can be one, 100 subtraction facts, problem solving analysis,
done remedially, by having such a student work in a units of measurement, graphs and charts, two-step
lower level in Mortensen or Miquon, or by having problems, multiplication facts through 12, division
the student work at the appropriate level in facts through 9, distributive property of
Mortensen. Or it can be accomplished by multiplication, Roman numerals through XII,
supplementing a conventional grade level reading and writing numbers to five places, simple
text with Mortensen techniques. The text of choice fractions and equivalents.
for most students and for all classroom structures
after third or fourth grade is definitely Saxon. Teaching Method: Concept
Many students still need work with concrete objects arithmetic level one 4-10, measurement level one 1-
at this, level. We therefore suggest that you 10, problem solving level one 5-10.
continue to use an activity-based program. Follow
the teacher's edition, without feeling obligated to do
everything! Continue using manipulatives like
Cuisinaire rods, particularly to introduce new
concepts, or to "show" a difficult problem. Teach
Grade 4
money with real money, measurement with real
water and cups. As in second grade, individualize
the instruction as much as possible. It is imperative
that students memorise the multiplication table at Subject: Arithmetic
this stage. Have the class recite the entire table 1-3
times a week for the entire year, reading it from Teaching Aims:
their own study sheets or a chart at the front of the
classroom. Test them regularly so that the tables Students study numeration systems, subsets, Roman
become an automatic response. Practice with numerals through L, adding 4 numbers: of 3 digits
flashcards during spare time will also be useful. each, multiplication facts through 12, division facts
Actually, we do not recommend that students go on through 9, multiplication of one-, two-, or three-
to fourth grade material until they have mastered digit numbers, division with a one-digit divisor,
the multiplication tables. conventional and metric measurement, perimeter,
area, and volume, simple averages, problem solving
Materials Used: strategies, geometric concepts, and familiarity with a
calculator.
Any activity-based third grade mathematics
textbook, teacher's edition, supplementary work Teaching Method: Standard or Incremental
provided by the publisher, manipulatives (see
kindergarten for a full description), and You may follow any standard textbook, using the
mathematics games and programs (see Second teacher's edition. Continue using manipulatives
Grade). Math in Stride, Addison Wesley, is available such as Cuisinaire rods, particularly to introduce
internationally and has very little English in the new concepts, or to "show" a difficult problem.
students' books at this level. Please see Grade One Teach money with real money, measurement with
for a complete description. Making Math real water and cups. If students haven't memorised
Meaningful, with its simple and inexpensive their multiplication tables, have those individuals
manipulative kit, is available from Cornerstone recite the facts up to 12x12 once a week. Other
Curriculum Project. These texts are ideal for home students can recite them at least once a month.
schools and whole classroom structures. The Saxon (Very important!) As far as possible, individualize
third grade program is excellent for a whole your program. At least divide the class into three
classroom structure where a somewhat more groups according to ability, knowledge and speed.
"traditional" textbook is wanted.
Important: Somewhere in the fourth, through sixth
The board of education also has materials available grade range, most standard text books "waste" a
in its "Resource Catalogue" to assist in the learning year teaching very little new material. Rather, the
and testing of the tables. student slightly expands what he's previously
learned. For example, adding three four-digit
Teaching Method: Mastery numbers instead of two three-digit numbers. Often
Have students working at their own pace in a math the teacher's editions will have an overview of what
"centre." Please see First Grade for a full is covered each year, indicating what is new material
description. and what is review. If not, get a "scope and
sequence" from your publisher and study it to find
Materials used: out. If your publisher wastes fourth grade, you can
save time and money by not using their text for this
Miquon workbooks and teacher's guides or year. You can spend two to four weeks teaching the
Mortensen. Grade 3 Mortensen books are new material, then go on to the next year's book.
multiplication facts mastery 1-10, smiley face This problem has been rectified in the Saxon books.
multiplication. 1-3, smile face division 1-3,
Materials Used: teaching almost nothing new. They only slightly
expand the previous knowledge by increasing by
Any standard fourth grade textbook with teacher's one the number of numerals one adds or multiplies.
edition and supplementary materials such as skill In the Macmillan series, for example, by looking in
drills and challenges. Use manipulatives (see the front of a newer edition of the teacher's manual,
Kindergarten and First Grade). Saxon Math 54 is one discovers that the only new material covered in
superior and highly recommended. fifth grade involves about a month's work in
fractions and decimals. You may, therefore, spend a
Teaching Method: Concept month covering this new material and then directly
start in the sixth grade book. Saxon publishes a
Students with learning problems may need a more book for this level which solves the problem and is
activity-based program. highly recommended.

Materials used: Continue drilling the multiplication tables at least

once a month.
Math in Stride, Addison-Wesley, is available for this
level. Materials Used:

A fifth grade textbook with teacher's edition and

Grade 5 related supplementary materials, manipulatives like
Cuisinaire rods and instructions for their use (or
natural manipulates - see Kindergarten and First
Grade), computer programs to teach mathematics,
Subject: Arithmetic and the Math Mouse game. For average and above
average students, Saxon's Math 65 is recommended.
Teaching Aims: For below average students, use his Math 54.

Students practice the four fundamental processes

involving whole numbers and common fractions;
study the set of the integers, and the associative and
distributive properties; and learn to read and write Social Studies
numbers through the millions, common and
decimal fractions, the numeration systems, non-
negative rational numbers, Roman numerals to C,
long division concepts, algorithms, simple decimals Multilevel Organization
through hundredths, metric measurement, an exten-
sion of geometric concepts, tables, graphs, and scale Teaching Aims:
drawings, percent, multiple-step verbal problems,
and how and when to use a calculator. Increasing their map skills, students learn the
difference between a globe and flat map; as well as
Teaching Method: latitude, and longitude. They study geography
according to climatic and political regions. Using
Use any good fifth grade textbook, following the textbooks, films, and discussion, students learn
teacher's edition and making use of whatever about cultures, products, clothes, foods, animals,
remedial and extension work the publisher provides and types of shelters.
(such as skill drills and challenges in Macmillan).
Continue having each student work at his own pace Students progress to more advanced logic. They
or use several mathematics groups. Also continue classify shapes and words, identify patterns, and
using manipulatives such as Cuisinaire rods to show understand parts and whole.
a new concept or explain a difficult problem. You
may enrich mathematics (or help a slow learner) by Teaching Method:
using computer programs and mathematics games.
The workbooks and textbooks we suggest for map
Special note: Most mathematics publishers "waste" skills and logic can be used individually by the
one year in the fourth through sixth grade range by
students. The teacher will need to give assistance Audio memory. Play the tape and have the students
with new and difficult work. Older students can sing along a few times during each class. For the
also tutor. For these texts, particularly if the complicated songs, such as Europe and Africa,
students are working on their own, it is important students will need a written list of the countries.
for them to understand and correct their mistakes Plan to cover the world in a school year, repeating
before they continue. the process every year. The first year students can
colour and label a "blank" map, the second year
The Modern Curriculum Press geography texts we they can draw their own map, and the third year
suggest for level two (and also sixth grade, which is they can create a three dimensional map showing
part of level three) are meant for whole classroom land elevation. During the song and map class (or
use. They are recommended because they are the map work can be assigned for home or
primarily factual, with very little objectionable independent work), students can watch a video
material, and because the teacher's editions are easy about the area, or have a discussion about in-
to use and understand. The texts themselves are teresting historical or geographical information.
quite interesting and informative. However, they This is not, of course, meant to be comprehensive,
are very difficult to use in a but simply to spark the students' interest as an
multilevel/Individualized classroom. When using important supplement to their workbooks and
texts such as these, it is wise to separate the students textbooks.
into two groups (third and fourth grade; fifth and
sixth grade). When one group works on the text, The students need practical experience reading real
the other group can use the. map skills and logic maps - at home or on field trips. They need some
workbooks. Of course, using these texts as two year exposure to other cultures, whether by meeting
courses means that you'll usually have four groups - people from other places, having supplementary
two at the beginning of each book, and two in the reading, viewing films related to their studies, or
middle. You can then set aside one class for the writing letters to devotees that preach in the area
third to fourth grade book. The first half of the they are studying. They need to be asked to apply
class, the third graders read out loud, and the fourth logic in discussions - whether about geography or
graders Bhagavad-gétä. Geography study that is limited to
read silently. Then you switch. Written work can be books is rarely useful and quickly forgotten.
assigned for independent or homework. The same
method can be used for the fifth to sixth grade book.
(While the level two teacher has the sixth grade
students for geography, the level four teacher can
teach the seventh and eighth grade students
Considerations for Each
history.) Grade, 3—5/Whole
Alternatively, you can use the Steck-Vaughn Classroom
geography skills series which are' suitable for whole
classroom or Individualized study. In order to use
their World Geography and You book in sixth grade,
however, you would need to use the fifth and sixth Grade 3
grade books in grade five, or eliminate the sixth
grade skill book. These books can be used once a
week, students consulting with the teacher when
they have difficulty. Subject: Social Studies
Whatever main text you use, all students can also
study geography as a group in an additional class. Teaching Aims:
This special once a week class can also include level
one and level three students (at least sixth graders.) Students learn about seasons, day and night, and
For two to four weeks depending on the complexity, study their own country and the world grouped by
students learn the names and locations of the region. For each region type (i.e. desert, northern
countries of a particular area - for example, South forest, coastal) they study a representative region in
America. The easiest and most fun method is to their own country and one or two examples in other
have the students learn the geography songs from countries. Each study includes a population centre,
customs, religion, food, clothes, shelter, animals,
and brief history. Students also learn about Grade 4
holidays, the difference between a globe and flat
map, and latitude and longitude. (Many schools, at
this level, teach children about their local
community- its history, development, people who Subject: Social Studies
help, and the sources of local food and clothing.)
Teaching Aims:
Teaching Method:
Students continue to study geographic or climatic
At this level, continue using a map skills workbook regions of the world such as temperate climate
series to teach many practical skills not generally regions, desert regions, cold regions, tropical
covered in social studies textbooks. This class can regions, mountain regions and coastal regions.
be about 15-20 minutes a week for a portion of the Within each region students learn about customs
year. During this year, students get a general and culture. Students also study the purpose of
overview of the world's regions and people through laws, and the use and reading of maps and globes.
what is primarily a geography study. Spend one 45 (Many schools teach state or local history at this
minute class a week reading and discussing the level. This includes how the state relates to its
textbook. The teacher's edition will have many region, nation, and the world.)
discussion exercises, to which you add a Kåñëa
conscious perspective. If you cover one text in this Teaching Method:
year you will have to have two classes a week or
move rather quickly. It is, however, quite If you used MCP's The Earth in third grade, doing
appropriate to stretch one textbook over two years about half a lesson per week, you can continue the
by spending more time making sure students same program. Normally, the MCP social studies
understand the material thoroughly. You may series covers American history during the fourth
assign workbook and textbook problems for grade. While it might be good to give a simple
homework (a nice way to introduce homework) or overview of the local country's history now, we
for a class assignment. Whenever possible, show would like to suggest that a detailed study of it,
films, read books, or take field trips to enhance the based on a textbook, be put off until the seventh and
lessons. eighth grades. Then it can be studied from a Kåñëa
conscious point of view, rather than the very biased,
You can further make geography relevant to these patriotic views usually presented at this level. If this
students by reading "Back to Godhead" or "ISKCON abbreviated program leaves you with extra time, we
World Review" articles that deal with the place you would like to suggest you. spend it on improving
are studying. Reading stories from Prabhupäda Lélä the students' knowledge of
about the places to which Prabhupäda travelled and general geography. Recent studies have shown that
in which he preached is also interesting. most adults are embarrassingly ignorant
about basic geography facts (A substantial number
Materials Used: of American adults cannot identify Canada and
Mexico as the two countries bordering the U.S.)
Modern Curriculum Press' The Earth with Students can be drilled on the location, names,
accompanying workbook and teacher's edition is capitals and major cities of countries and states.
recommended, or use Steck Vaughn's Lands at Home Make sure they know the different continents, major
(America only). Also use films and relevant books. rivers, world landmarks and famous places. Many
Scholastic's Success With Maps, book C can also be geography games can make this a pleasant task.
used. Read over your entire teacher's edition before
teaching these or any course. Plan lessons in As enrichment, each child can be assigned a
advance. Be careful not to use textbooks that just "research project" to discover how Kåñëa con-
supply stories about children in different countries sciousness is being spread in another part of the
rather than true geography. world. He can write to a devotee there, take notes
from BTG, IWR, and ITV films, or try to interview
devotees who visit his locality.
Continue spending 20 minutes per week on map Plan to cover MCP's text in two years, having one 45
skills. minute class a week, with an additional 15-60
minutes of home or independent work. Cover
Materials Used: approximately half a lesson in each class, paying
close attention to the suggestions in the teacher's
Modern Curriculum Press' The Earth with teacher's edition. This will give plenty of time to answer
edition and workbook; or Steck Vaughn's Regions of students' questions. Relate each class with Kåñëa
the World. Scholastic's Success With Maps, book D is consciousness. Give the students any relevant
used as a supplement. writing assignments mentioned in the Teacher's
Edition adding work in poetry or drama where
applicable. Teachers should read over the book
Subject: Logic before starting the course, study one or more of the
books recommended for composition teachers, be
well-versed in Vaiñëava philosophy, and be current
Teaching Aims:
in world events. Continue with a 20 minute a week
class (until the book is finished - not the whole
Same as Third Grade.
year) with a map skills workbook.
Teaching Method:
Please be aware that most social studies textbooks
do a rather poor job of teaching the subject. In
Same as Third Grade. At this point, most students
addition, all are more or less contaminated by subtle
can start Book 2. Teachers should be able to do the
and gross references to philosophy that is
work themselves before teaching the course.
contradictory to Kåñëa consciousness. Please
choose and use your text with care and much
Materials Used:
teacher direction.
Critical Thinking Press and Software's Building
Materials Used:
Thinking Skills Book 2. You need the detailed lesson
plan book that includes the answers.
Modern Curriculum Press' Homelands of the World
with Teacher's Edition and workbooks. (This book,
for no explained reason, doesn't cover the Middle
Grade 5 East. You may want to do some separate research to
cover that.) Or Steck Vaughn's American Continents
and/or Continents Overseas and Scholastic's Success
Subject: Social Studies - With Maps, Book E. Use films and library books to
National/Regional Geography enrich the program. Go on field trips to museums
and historical locations when appropriate.

Teaching Aims:

Many non-devotee schools study their national

history either in fourth or fifth grade. We prefer
that students continue to study geography. Now Science/Health
they will learn about the planet by regions that are
divided politically instead of according to climate.
For each region, students learn about the people;
customs, climate, and some history. Students can Multilevel Organization
know; after finishing this course, where the major
continents, countries and bodies of water are lo-
cated. The course also covers basic facts about Students use discovery, demonstrations, and field
using maps and globes, and a study of the earth as a trips to study their local environment, the balance of
whole. nature, influence of the weather, electricity and
magnets. Through discussion and projects, students
Teaching Method: continue to learn about nutrition, safety, hygiene,
and elementary first aid.
Teaching Method: Teaching Aims:

The simplest approach for multilevel is mastery Students study the atmosphere, earth motions, stars
learning. Each student works in a (mostly) self- and moon, energy and its sources, sound, weather
explanatory text as his own pace. Students who fall and climate, rocks and soil, how animals are useful
behind the teacher's minimal requirement of work to man, plants and animals of the desert and sea, life
can have homework assignments. It is necessary to cycle of animals, common birds, trees, and flowers,
have a science "centre," which can be as simple as a conservation of plants and animals, magnets and
cabinet and a table, where the students can find the electricity, and prominent men of modern science.
materials for their demonstrations/ experiments.
Teaching Method #1:

Considerations for Each If you use MCP's The Earth for your Social Studies
text, some of this material will be covered there. If
Grade, 3-5/Whole not, check your Social Studies textbook to see if it
covers the earth's motions and flora and fauna of
Classroom various regions. In addition, continue the same
program from first grade of a weekly 45 minute class
using a third grade science textbook. Continue
doing experiments and real-life observation. If you
Grade 3 live on or near a farm, for example, it will be very
easy and natural to learn how animals serve
man. Continue studying the skies.

Subject: Health & Safety Materials Used:

Teaching Aims: Third Grade textbook: Christian Light, Aims or

Modern Curriculum Press are recommended (Please
Students should learn the correct names and simple see First Grade for more details.) Stock your library
functions of various parts of the body; simple first with simple, purely factual science books for free
aid; how to balance their time with different kinds reading. Harper and Row have a nice selection, as
of service (mental, physical); prevention and control does Troll Publishers. Spice publishes Probe for
of disease; care of eyes and ears; health in relation to supplementary activities.
food, shelter, and clothing; and safety in the
community. Supplies for experiments/demonstrations.

Teaching Method:

See if your Science Series covers most of this

material. If not, continue health class with the same
Grade 4
format as First Grade.
Subject: Health & Safety
Materials Used:

A Beka's Health, Safety and Manners, Book 3 if not Teaching Aims:

already covered, third grade science text (Christian
Light, Aims, or MCP recommended). For Students learn about the body and its functions, care
supplementary materials, Betty Luken's (available and proper use of the body (in Kåñëa’s service!),
from Sycamore Tree) felt human body is excellent. personal and mental hygiene (always think of
Nasco carries many books and materials to help in Kåñëa), principles of digestion, and good nutrition.
this course.
Teaching Method:

Subject: Science Much of this material can be covered in classes on

science, Bhagavad-gétä, and Bhägavatam. We don't
recommend using a health textbook at this level average and above-average students, from Spice are
because all we've seen are extremely polluting. If good for supplementary activities.
you find that some area is not covered sufficiently in
another class, set aside time during science time and Supplies for experiments/demonstrations.
cover the material. You probably won't need more
than four such classes during the year.
Grade 5
Materials Used:

(Other than what is used in the classes listed above)

Films on the organs of the body, Betty Luken's felts Subject: Health & Safety
of the human body (from Sycamore Tree). Prevent
from Spice has some good ideas. Teaching Aims:

Students learn elementary first aid, Community

Subject: Science health resources, about water supply and

Teaching Aims:
Second Language
Students study their local environment, learn
measuring systems, the balance of nature,
classification systems, structure of plants, influence
of weather, causes of seasons, solar system and the Multilevel Organization
universe, oceans, climate, rocks and minerals, plants
and seeds, insects, air and water pollution, "great
scientists," and attempts to live in space.
Subject: Sanskrit
Teaching Method:
Teaching Aims:
Some of this is covered in Bhägavatam and Gétä Recognition of all Sanskrit letters, vowel
classes. In addition, use a fourth grade science text abbreviation, and consonant conjuncts. Students
for one or two 45 minute classes a week. If you should be able to transliterate the Devanägaré. They
have one class, homework will be essential, also learn vowel and consonant sandhi, simple noun
although perhaps not every week. Keep your and verb endings, and develop a simple vocabulary.
program practical, based on common-sense and real They should be able to recognize various types of
life experience. If you carefully study the goals at words.
this level, you'll see that many of them can be
achieved "naturally" if children live in the country Teaching Method:
or on a farm. Continue to study the skies using
almanacs and ephemerides for reference. By using the self-instructional cassette course one
eliminates the need for an experienced teacher. The
Be careful about your textbook, as none will teacher can learn with the students, going a little
substantially conform to the Vedic version. Skip ahead of them. The only difficult memorization is
objectionable sections, or explain that the Vedas the vocabulary.
have a different point of view. If you are competent,
you can explain borderline material from a Kåñëa Materials Used:
conscious perspective.
Complete course of Sanskrit by Cassette, Part One,
Material Used: from the American Sanskrit Institute or Agrähya's
Beginner Course, complete. (Teachers who are
Christian Light (has corresponding experiments and inexperienced with Sanskrit will find Agrähya's
equipment), Modem Curriculum Press or Aims. course difficult.)
Probe for a below-average class, and Inquire for or
Subject: English as a Second Teaching Method: Computers

Language If the school has computers, use one of the

programs listed below at least 30 minutes a week
Teaching Aims: per child. If you don't have enough computers and
you want to have all the children practice at once,
Students should be able to understand and speak use regular typewriters also and have the students
English, reading and writing no more than one year take turns on the computer. Encourage the students
below the ability of a native born English speaker at to practice during their free time or when they finish
their grade level. their lessons. Make sure students sit straight with
feet flat on the floor and that they don't look at the
Teaching Method: keyboard. The best way to insure that they don't
look at the keyboard is to cover the keycaps with
If we are teaching English to a student who has tape or Liquid Paper. Then put a keyboard chart on
moved to an English speaking country, it is best to the wall in front of the student.
use phonics rather than linguistics which depends
on prior knowledge of spoken English. With Materials Used:
phonics the student can learn to speak and read
simultaneously. By immersing the student in a total Mavis Beacon Teaches Typing (very good), Typing
English environment, he will learn quickly. Because Tutor, or a similar program.
such a student cannot at first read English at grade
level, courses that demand such proficiency, such as Teaching Method: Typewriter
Science and Geography, can be deferred. Instead,
the student should have extra English classes in all Use regular typewriters and any good standard typing
areas - spelling, grammar, reading, etc. textbook.

When English is taught in a country where it is not

the native language, the fastest method is to Subject: Art
artificially immerse the student in English at least
while in school. All courses are taught in English, at Teaching Aims:
least for two years, and then English and the native
language are taught side by side. Students should be able to draw three-dimensional
shapes realistically. They can also be introduced to
Materials Used: techniques that help them to "see" accurately.

Any good phonics program, especially if it includes Teaching Method:

audio cassettes and songs.
Once a week, have a formal drawing class. The
specific lessons covered will depend on the learning
Enrichment speed of the particular class. You may want to
incorporate drawing techniques from several
"schools of thought". For example, Bob Jones'
Drawing Textbook has lesson plans that include
gesture and contour drawing. For the perspective
Multilevel Organization lessons, use McIntyre's program. By having some
variety, students with different kinds of ability feel
encouraged.
Subject: Typing
Materials Used:
Teaching Aims:
McIntyre's Drawing Textbook. Read the in-
Students should be able to locate all keys by touch, troduction, draw the work yourself with the class,
aiming for 45 words a minute. and follow the directions given there to the teacher.
Drawing with Children, by Mona Brooks, gives
excellent guidance for the drawing and art teacher.
 Ideally, the teacher can use the same software to
teach word processing that he personally uses for his
Considerations for Each own writing. However, students can learn how to
use any program that is also widely used in ISKCON
Grade, 3-5/Whole and the business world. In some cases, this may
necessitate the teacher learning another program as
Classroom well.

The time to learn how to use a word-processor can,

at first, be the same time allotted for typing.
Grade 5 Students can also work on the computer when they
finish a lesson or have other free time, as well.
Initially, there is no harm in spending some of
composition time learning word-processing. Once
Subject: Word Processing the software is understood well enough to use (one
to three weeks at the most), the student can have
access to a computer in order to write his various
Teaching Aims: assignments. Don't expect mastery of the software,
or demand anything close to it, before the student is
Students become familiar with a word processing allowed to actually use it for his work. Rather,
program and produce at least some of their written require that certain written work, or a certain
assignments using it. number of assignments, be done on the computer so
that the students can practice. Of course, once they
Teaching Method: see the advantages, it may be difficult to have them
write anything by hand. The decision about how
Note: Students can start this course as soon as they much will be done on computer will be determined
can type 45 words per minute, regardless of grade by general school policy about computer and
level. Please see the typing sections in Grades 2 and handwriting proficiency and by how much access
3. If a student enters school at a higher grade level each student has to a computer.
without previous typing instruction, that can be
given first. To ensure that pre-writing and proof-reading are
still taking place, have the students print out one or
All word processing software comes with more of their rough drafts in addition to their
documentation which can be used by both teacher finished draft. Of course, teachers can be going over
and student. Many programs have tutorials which rough drafts with students to help them plan
are worked through on the computer. The essential improvements.
element is time to use the computer and become
familiar with the program. In order for students to Materials Used:
begin using word-processing for their composition
work, only the most rudimentary functions of the A computer, printer, word processing program such
word-processing program need be learned. Even the as Word Perfect, Microsoft Word, or WordStar and
basics are enough to greatly ease their writing and written documentation and/or tutorial.
revising process.
Chapter 13

Course Overview: Level Three

(grades 6-8, ages 11-14)
Hayagréva: At what age should they be taught to
Drops of Nectar cook?
Prabhupäda: After twelve years.
Hayagréva: After twelve. And you think they can be
Hayagréva: All right. Arithmetic should be taught? taught typing, for instance? A skill like typing.. and
how to use typewriter?
Prabhupäda: Arithmetic? Yes. That is necessary.
Prabhupäda: Does it require all? Well, just this
Hayagréva: What about any history? World history
knowledge is required.
or American history or American literature or
Kértanänanda: Whatever is practical.
English literature?
Hayagréva: And the only other... Oh, how old
Prabhupäda: American history. That's all. They are
should they be before deity worship, they do deity
Americans. They should learn American history.
worship?
Don't bother much.
Prabhupäda: Just after ten years.
Hayagréva: Any Indian history?
Hayagréva: After ten years? Then they can do deity
Prabhupäda: Indian history, that... Bhägavata is all
worship?
right.
Prabhupäda: Yes.
Hayagréva: Çrémad-Bhägavatam?
Hayagréva: That's Rädhä-Kåñëa deity worship.
Prabhupäda: That Kurukñetra battle. That's all.
Prabhupäda: Any deity. Or worship Rädhä-Kåñëa.
And there are many other stories in the Bhägavatam.
Hayagréva: Well, the boys are keeping deities now,
They are all historical.
aren't they?
Hayagréva: What about literatures? When they get
Kértanänanda: Yes.
older, of course. This would be for when they are
Hayagréva: He said after ten.
older.
Prabhupäda: No, they are keeping as plaything
Prabhupäda: Literature, we have got so many.
now, not they are regularly worshiping.
Bhagavad-gétä, Çrémad-Bhägavatam.
Kértanänanda: He means in the temple they can
Hayagréva: Any English literature, American litera-
officiate, do äraté and things...
ture, English literature?
Prabhupäda: Yes.
Prabhupäda: Yes. Any... Some of the English
(Discussion, Boston, December 24, 1969)
literature, recognized .
Hayagréva: Any of the sciences at all?
Prabhupäda: I don't think we require any science. Please accept my blessings. I beg to acknowledge
What do you think? receipt of your letter from Dallas School dated
Hayagréva: Biology? December 26, 1972, along with examples of the
Kértanänanda: No. children's classwork. Thank you very much for
Hayagréva: Geology, zoology, astronomy. allowing me to see the nice progress being made by
Prabhupäda: Biology, you can teach them the our future preachers. I think everything is going on
evolution of the species from Padma-Puräëa, there nicely, and the children are learning in the
8,400,000's, one after another. Yes. proper line. So far geography and history are
Hayagréva: What about astronomy? Anything like concerned, you may teach geography as it is, there is
that? No. Okay. Any animal husbandry they can no harm to getting knowledge about our material
learn out there. Animal husbandry they will learn... earth planet, even up to learning all of the countries
Prabhupäda: That they will learn practically, cow and places, names, landscape, production, natural
keeping. resources, climates, oceans, deserts, everything
should be there. Kåñëa consciousness devotees shall Students have an in-depth study of Bhagavad-gétä
not be known as fools. All of you nice boys and philosophy in the Bhakti-çästré course.
girls have had that kind of education, and you are
preaching now Kåñëa consciousness in its pure
form, so there is no hindrance for learning such Teaching Method:
things, just as you have also learned them as child.
So teach them in this way, exactly as you have also The methods for Level Two instruction for çloka
been taught geography, history and other things. So memorization, mantra recital during assembly, and
far history is concerned, we shall not teach the his- festival observance can be applied here. Students
tory as Darwin has given, but there is no harm to should complete the basic Sanskrit course if they've
learn what is the history of your country, just like not done so already. A special teacher may be
Washington was the first president, and after him needed for those who wish to advance further. The
came so-and-so, like that. If the modern historians major addition here is the Bhakti-çästré course.
have altered the story of history to fit their own view Some schools will want to start this course in sixth
of things, that can be avoided, anything like opinion grade, others in seventh. Most sixth grade students
and speculation, but the bare facts as much as we and all seventh grade students will be able to benefit
know them may be learned by the young children, from it. This is of necessity a discussion class, and
there is no harm. (Letter to Dinatarini Dasi, January all students must work together. Obviously,
4, 1973) because you are teaching three grade levels and
students enroll at various times, not all students will
start at the beginning. The simple solution is to
cover the Bhagavad-gétä over and over again. Those
Students should expect approximately 45 minutes students who didn't start at the beginning take the
to an hour and an half of independent or home course again with the next group until they arrive at
work each day. the place where they started.

It is wise to ask the students to prepare for class by

reading an assigned number of verses (the amount
you can cover in a class which is usually about 2-6)
Kåñëa consciousness and taking notes on the purports. The students can
refer to the Bhakti-çästré study guide and take their
own notes. In class the students and teacher can
recite the Sanskrit, word-for-word, and English
Multilevel Organization translation, and then discuss the purports. The
study guide has many class suggestions as well. Of
course, the teacher should be well-versed in
Teaching Aims: Vaiñëava philosophy, having studied Prabhupäda's
books in depth. In a home school where the parents
Above average students can go through the entire are new devotees, they can certainly take advantage
Bhagavad-gétä, memorizing all verses, Sanskrit and of the class to learn philosophy along with their
English or average students can continue with just child!
key verses.
If there is a separate teacher for Level Three
Recitation of Çré Éçiopaniñad, Upadeçämåta, and students, there is no need of multilevel-con-
Brahma Saàitä is continued. siderations for this and other group discussion
classes. If the teacher has students in other levels,
Students study Sanskrit verb conjugations; noun they can work on independent projects during level
bases and endings, plus pronouns, adjectives, and three discussion classes. Some suggestions are:
adverbs. For students who've a1ready completed learning typing on the computer, computer
the level two course, Sanskrit is now optional. mathematics drill, logic workbooks, geography
Students who've studied English as a second puzzles and games, and writing the final draft of
language can now start studying the Sanskrit compositions that they've proofread and corrected
alphabet. in previous classes.
 Bhagavad-gétä As It Is, Bhakti-çästré Study Guide and
Considerations for Each examinations.
Grade, 6-8/Whole
Subject: Bhägavatam
Classroom
Teaching Aims:

Grade 6 Students analyse in depth the verses covered in the

temple's classes during the year, and relate such
understanding to other areas of the curriculum.
Subject: Bhagavad-gétä çlokas
Teaching Method:

Teaching Aims: Students sit quietly and attentively during class.

Students may write notes which are reviewed by the
Students can memorise the Sanskrit and English of teacher. Instead of, or in addition to this, the
Chapters 1-6. Or, they can continue to cover the teacher can call on two or three students a day to
"key" verses with the younger students. repeat something they heard in class. Wherever
possible, the teacher can mention points made in
Teaching Method: Bhägavatam class during other classes. Students
should feel encouraged to do the same.
Students learn, on their own, 4-5 verses a week. Or,
one verse a week may be learned by reading it as a Continue the program of reading or listening to
group several times daily, perhaps at the start of tapes during prasädam, after japa, or at other
each class. The students can be tested at the end of appropriate times. Students should also have special
the week. readings on festival days, followed by a relevant
assignment in the fields of art, composition, drama,
Subject: Bhakti-çästré music, or a combination of these.

Teaching Aims:
Grade 7
Students analyse every verse and purport of
Bhagavad-gétä, Chapters 1-6 (may only cover 4 or 5
chapters)
Subject: Bhagavad-gétä çlokas

Teaching Method: Teaching Aims:

Three times a week, 3-5 verses are discussed. A Chapters 7-12, Sanskrit and English
student chants the Sanskrit, another chants the
English. Students may read the purport silently and Subject: Bhakti-çästré
then take notes. Or, the students may take turns
reading the purport out loud. Or the teacher can
Teaching Aims:
read all or part of the purport out loud. After
covering the purport, the class discusses the major
Students should complete Chapters 7-12 if they
points with reference to the study guide. Students
started in Sixth Grade.
can also prepare questions from independent work
before class. Teachers must be very well-versed in
Vaiñëava understanding and have firm faith in the
philosophy. They must be able to help the students
Grade 8
arrive at their own realization s, rather than trying
to "shove it down their throats". Subject: Bhagavad-gétä çlokas
Materials Used: Teaching Aims:
Chapters 13-18, Sanskrit and English
Teaching Method:
Teaching Method:
The Individualized spelling program explained in
Students learn at least four çlokas a week, English level two can be continued. Students who finish the
and Sanskrit, as independent study. Some time is eighth grade book before the end of this level can
allotted each day for students to recite their çlokas to work on: subjects with which they have difficulty
the teacher for credit. and need extra time; subjects they especially enjoy;
extra-curricular work (such as writing a computer
Subject: Bhägavatam program to index the library books, or helping in
the garden) or they may progress to the high school
vocabulary books, which are also Individualized.
Teaching Method:
Two multilevel/Individualized approaches - concept
Students continue with the program of taking notes
and mastery learning - can be used to teach
during class and discussing the class afterward.
grammar and composition. Harcourt, Brace, and
They also will have completed, in reading class, an
Jovanowich's Grammar Series 2200, 2600, and 3200-
introductory study of the entire Bhägavatam. (This
- is the ideal Individualized mastery learning
is explained in the English Section.) Continue
(programmed) texts. OI Easy Grammar and Daily
additional readings of Prabhupäda's books aloud
Grams could be used individually or as a group.
during free time, prasädam, or bed time. Tape play-
Individualized composition instruction is possible
ing may be substituted. Continue doing special
with Writing Strands. Christian Light's texts for this
projects on festival days.
level cover grammar, composition, and reading
analysis. Teachers who want a concept approach can
use Writing Rainbow for these grades. We give
specific ideas by grade level.
English
How to choose between the two approaches? Some
teachers find mastery learning much easier to teach,
and others vastly prefer concept learning. We
Multilevel Organization should note that some teachers, find the mastery
learning approach, with students doing individual
Teaching Aims: work in their own texts, to be easy because they
don't need to do much lesson preparation and can
Reading comprehension expands gradually into a spend their time helping with specific problems.
deeper analysis. Students continue to read the They would find the planning and organization of
stories from Prabhupäda's books in addition to unit or concept learning to be overwhelming. Other
selected Western classics. teachers are overwhelmed by having to teach so
many ideas at once. With mastery learning, one
Students understand the basic parts of speech and student is
sentence construction, integrating theory with studying sixth grade proof-reading, another is
practice. They write poetry, opinion papers, plays, writing sentences with homophones, another is
essays, and reports. The phonetic study of spelling answering comprehension questions for a story on a
is continued. All students are expected to write Seventh Grade level, and yet another is learning the
with clarity, unity, purpose, sentence and word difference between adjectives and adverbs. Such
variety, good spelling and handwriting. teachers find unit or concept teaching much easier
because they can concentrate on one topic for the
Students tackle long-term assignments such as whole group. They enjoy planning the lesson so
research papers, short stories, and autobiographies. that each student is individually challenged.
Oral presentations requiring research and
Organization are further practiced and refined. Some new topics need to be taught as a group. For
Debate is introduced toward the end of this level. example, the Seventh and Eighth Grade students
should write major and minor research papers. It is
Students continue to use the computer's word wise to set aside some English time for this purpose,
processing capabilities. while the Sixth Grade students either continue with
their individual work, or have a simplified research Subject: Reading
paper. Please see Seventh and Eighth Grade
grammar in the "whole classroom" section.
Teaching Aims:
Students are trained in the process of gaining an in-
In Level Three, the students continue with their
depth knowledge of meaning, character analysis,
independent reading assignments in Prabhupäda's
theme, plot, imagery, and style of Vaiñëava literature
books. For oral reading class, you need three
and some non-devotee authors. The students are
separate groups, unless you have many students
taught to review and summarize the reading
working above or below grade level, in which case
selections, and then utilize the literary techniques in
you may have two groups. Although we
their own compositions.
recommend reading groups that follow the sequence
of oral readers suggested in the curriculum, this is
Teaching Method:
not a hard and fast rule. Some teachers will find
that, with two or three reading groups, they cannot
A major change in the reading program occurs at
give the classes proper time and energy. The stu-
this level for all but very poor readers who are on a
dents end up simply reading out loud while the
remedial program. Comprehension expands
teacher helps the other students who are doing
gradually into a deeper analysis that continues
independent work. In such a situation, it may be
through high school. At the same time, composition
better to have one intensive reading class with the
and reading can become integrated, so that what the
whole level, where in-depth analysis and discussion
student writes is based on what he learns from
take place. The reading selections should not be
reading rather than having a separate composition
below the highest grade level in the group, in
class.
general, but some lower level selections must also be
used to encourage students on those levels. Please
Following the same general format as in Fourth and
see the "Whole Classroom" section for specific read-
Fifth Grade, reading for Sixth Grade students who
ing suggestions for these grade levels.
are functioning at or near grade level should consist
of at least one oral and one independent class per
Speaking can be done once a week, as a group.
week. Some students will be able to handle two
(Instructions are under Grade Six speaking.)
independent reading assignments a week.
Students can have at least one week to prepare a
speech, usually on a topic of their choice. They can
Prabhupäda's books can be read independently or
sometimes speak on a verse of their choice from
orally, but mundane works should be read and
Prabhupäda's books . At the end of the year, the
discussed as a group with the teacher. For
eighth grade students can have a debate. Allow one
independent study, students are assigned Çrémad-
to two weeks of research, practice, and preparation.
Bhägavatam selection consisting of the verses of a
Instructions for debate are in the eighth chapter of
story. Extensive prayers and/or philosophy are
Critical Thinking Skills, book one. The level four
skipped; purports are optional, but students should
logic teacher might wish to teach this class, perhaps
be advised that it will be easier to understand the
along with his students, rather than having the level
theme of the section by referring to the purports.
three teacher make a special arrangement.
(These selections are in Appendix C, continuing
from wherever the students left off in Fifth Grade.
New students should start at the same place as the
class or suitable reading group.) Students then
Considerations for Each write a brief summary, and a statement of the
theme, or "conclusion". This report should have a
Grade, 6-8/Whole rough and final copy, being graded on reading
comprehension, composition, grammar, spelling,
Classroom and handwriting. Students should have between
two to seven days to complete each assignment.
Each assignment requires at least 45 minutes of
homework or individual study time.
Grade 6
In the oral class, students take turns reading aloud
from Prabhupäda's books, Back to Godhead, or
McGuffey's Fourth Reader. The teacher then
discusses the meaning of unfamiliar worlds, the make you feel inclined toward a particular
motives of individual characters and how the character? Use a similar method to describe
various characters interact, as well as interesting someone. Students, can write stories with a surprise
literary devices such as alliteration, personification, ending if that's what they studied. Other
or metaphor. The teacher should ask questions that possibilities include using the piece itself but from
encourage the students to think and analyse the another angle. For example, writing an interview
material. When analysing non-devotee material, try with one of the characters, changing prose into
to get the students to examine issues such as the poetry, or poetry into a drama.
author's view of God, whether conflict arises due to Because this course introduces many elements of
lack of application of varëäçrama, and whether the reading analysis and composition for the first time,
selection makes you feel good about being a expect most students to just begin to grasp the ideas
devotee. If you refer to Chapter 8, "Influence you are teaching.
Outside the Classroom", you will find guidelines
about how to analyse non-devotee reading matter in
terms of Kåñëa consciousness. Materials Used:

When analysing a transcendental reading selection, Çrémad-Bhägavatam, and McGuffey's Fourth Reader.
try to get students to discover what relevance the Before teaching this class, teachers should complete
theme has to their own lives. Conditioned souls are English 3200, one of the books recommended for
naturally self-centred and çästra comes alive when composition teachers, and have read Çrémad-
the reader tries to understand its application to his Bhägavatam and McGuffey's Fourth Reader. In
own happiness. Unless one reads for this kind of addition, teachers should study Classroom Questions:
realization , transcendental subject matters can What Kinds? or Super Think in order to know the
appear theoretical and irrelevant. The greatest techniques of asking question which help students
favour a teacher can do for a student is to inspire think. Teachers should do some regular writing of
him to read Çréla Prabhupäda's books with a attitude their own while teaching. Obviously, teachers who
of wanting to improve himself and solve life's do not have a solid understanding of composition,
problems. If students can learn that the answers to literature, and Çréla Prabhupäda's books are going to
all their personal difficulties can be found in sädhu, have a difficult time teaching this or more advanced
çästra and guru, then their education is a success. levels.

Students are then assigned a composition, to be Subject: Handwriting

completed by the next oral reading class, that
utilises some of the points covered. It is helpful to
give students some choice in the area of their Teaching Aims:
writing. Such an oral reading class requires at least
45 minutes of class time and 1-2 hours of Students at this level should correct any remaining
homework or individual study time per week. defects in their penmanship.

In determining composition assignments, look for Teaching Method:

an element of the reading selection you are
covering. Are you reading a poem with very Teachers should insist on neat, correct handwriting
organized structure? Students can write a similar on all written assignments. Students can be given
poem. Does the piece have very vivid descriptive specific copying assignments concentrating on the
techniques? Students can then write one or more letters or letter combinations with which they are
descriptive paragraphs. What does the author do to having difficulty,
 Forms of Essay, Report, and Narrative
for:
1. planning a speech
2. composition
3. analysis of reading material

(1) Essay (Opinion)

Topic
1. Introduction—question, story, unusual fact
2. Body—divide topic into three areas
A.
B.
C.
3. Conclusion—summary and main idea

(2) Report (Facts)

most important
who, what
when, where

how, why
details

least important

(3) Narrative (Story)

crisis:
turning point, decision

rising action: falling action:

problem develops result of decision

introduction:
meet characters, denouement:
describe setting conclusion

Figure 13.1

if any. Teachers can study their own penmanship

skills and improve their own areas of trouble. Teaching Method:

Materials Used: These skills are covered in the grammar,

composition and reading classes. Teachers can also
Creative Writing, A Beka, Advanced Cursive. enhance students' listening skills by requiring
written notes and/or an oral "report" of the daily
Subject: Listening Bhägavatam class at the temple. See Grade 4 for
more information.
Teaching Aims:
Materials Used:
Students should be able to take useful and accurate
Same as reading, grammar and composition.
notes and messages.
 sections of the speech), he lists them again and
Subject: Speaking gives a conclusion pointing out some
relationship between these points, calling for
specific action, or in some way "tying up" his
Teaching Aims:
ideas. The entire speech should take about
Students at the end of Sixth Grade should be able to
seven minutes.
speak for 5 minutes on a given topic with clarity,
Organization , poise, and confidence.
The outline, which is in "essay form" is the most
common type of speech. Additionally, students may
Teaching Method:
also give oral presentations which are reports or
stories.
Once or twice a week students should be called on
to make an oral presentation for their English or
The form of report is an inverted pyramid, , rather
social studies class. Some presentations should be
than an outline. First, the student tells the most
given with up to a week's preparation, whereas
important information about who, what, where, and
others may require only ten, minutes of preparatory
when. Then he gradually gives details, including
time. Teachers should be confident about their own
perhaps how and why, in order from most to least
speaking ability. To do this, teachers can tape-
important.
record themselves and speak in front of a mirror
both before attempting to teach speaking, and peri-
The form of a story is a hill. On the "ground" is the
odically throughout the course. Oral presentations
introduction, where the student briefly describes the
may be included in the grammar and composition
setting and characters. This leads to the upward
course, but it is helpful if students can have more
slope of the hill, the rising action, where a conflict is
experience than this.
developed. The peak of the hill, the crises (or
climax) is the turning point of the story. A decision
At this level, you may be able to simply follow the
is made or the problem(s) presented in the rising ac-
instructions in your English text (if it includes
tion is resolved. The downward slope of the hill,
speaking instruction) or set aside some English
the falling action, we learn the result of the decision
classes (perhaps two or three in a row and then one
made at the climax. The final return to the
every two months) to teach speaking. Have your
"ground" the conclusion (denouement) gives the
students consciously relax, particularly their hands.
listener a sense of satisfaction and a sense of
Teach them that a pause is better than an "umm".
"ending".
Do not let them read a speech (they already practice
oral reading in reading and social studies classes)
Students can practice speaking in essay, report or
but rather take notes before speaking to organise
story form, although the main focus of speaking
their thoughts. At this point we are more interested
classes should be the essay/outline.
in technique than content, so there is no need for
difficult topics requiring research.
Figure 13-1 graphically shows the forms of the
essay, report, and narrative.
The best notes for speaking is the outline:
Materials Used:
1. In the introduction: the student states his topic
and divides it into three areas such as: past,
Evaluating Classroom Speaking, Block and Block,
present and future; who we are, who is God, and
ERIC.
what is our relationship; karma, vikarma, and
akarma; desert animals, desert plants, desert
people; or duties in the varëas, duties in the Subject: Grammar
äçramas, and duties of the soul.
2. After this brief introduction which may include Teaching Aims:
a very brief story or example to get our
attention, the student spends about two minutes Students should understand the basic parts of
speaking about each area of his topic in the speech and sentence construction, integrating
order in which he named them in the theory with practice. Poetry, opinion papers, plays,
introduction. essays, reports, oral presentations, and research
3. After speaking on the last area (there should be skills are studied.
smooth transitions between each of these
Teaching Method: classroom. 2200 is completely self-instructional and
Writing Strands is designed for home schooling.
Teachers can follow the textbook, giving help when
a student has difficulty. Some additional work with Materials Used:
writing poetry should be given if it is not included
in the reading class. All written work, whether for English 2200, (2600, or 3200), HBJ, and Writing
English, Social Studies, or Science, needs to be Strands, National Writing Institute, or Writing
scrutinized for proper grammar and interesting Rainbow, CSI or Christian Light English 601-610 or
content. The English classes, including reading and Easy Grammar, Isha.
spelling, cover 900 hours of instruction a year.
Classes on grammar and composition should Supplementary books: MCP's Facts and Details F and
therefore be held three days a week in a school that Getting the Main Idea F as well as research work (see
has 225 days of instruction. Fifth Grade).

There are several ways of organizing gram-

mar/composition instruction. One is to have Subject: Composition
separate instruction. for grammar, using what was
learned when writing compositions. Another way is
Teaching Aims:
to alternate between grammar and composition.
Another is to base most of the composition work on
The student should write with clarity, unity,
grammar exercises. Yet another is not to teach
purpose (theme), sentence and word variety, good
grammar as such at all, but to have grammatical
grammar, spelling, punctuation, and handwriting.
knowledge come "naturally" in composition class.
Students should feel comfortable with a variety of
genre such as plays, essays, and reports.
One of the best combined grammar/composition
textbooks is Writing Rainbow. The teacher's book is
Teaching Method:
full of many excellent ideas (perhaps more than you
can do), resources, and exciting assignments. In
Composition is taught within reading, grammar, and
fact, this series is so good, it would be hard to find
social studies. Additional written assignments can
enough superlatives to praise it adequately. It is
be given in these and other subjects if particular
meant for a whole classroom. Multilevel teachers
circumstances warrant it.
could use it with a concept approach if they
prepared beforehand. Unfortunately, it would be
Materials Used:
very difficult to use this text with an Individualized
organization . Teachers who want a combined
Writing Strands, if the grammar and composition
program for an Individualized or multilevel
work is separate, or for additional ideas.
classroom can use Christian Light English, although
the bias is quite Christian (Mennonite).
Subject: Spelling
Probably one of the best texts for separate grammar
instruction is HBJ's 2200 (2600 and 3200 also). Teaching Aims:
Students then need another book or program for Students should be able to spell the words they
composition. We suggest Writing Strands. Students desire to use in their compositions as well as a list of
can have two classes a week for 2200 and two other words considered standard for their grade level.
classes for Writing Strands, or work on 2200 for the
first ten minutes of each class, and then spend the Teaching Method:
remainder on composition. The teacher's guide for
2200 has clear and detailed instructions for using Follow the textbook, administering a test once a
the book(s) in various classroom organization s, week. Check for spelling errors in all written work.
placing students in the correct book of the series Follow the same. classroom format described from
and evaluating their work. This separate grammar Third Grade.
and composition program can be used in any
classroom organization . The specific books we Materials Used:
suggest here (2200 and Writing Strands) are Any standard textbook with teacher's edition.
particularly excellent for an Individualized Modern Curriculum Press and Rod and Staff are
excellent. Advanced students may use Spelling more mature. Certainly some textbook assignments
Demons by Weston Walch and then progress to High are creative and can be used, but supplement them
School vocabulary. with special classes on public speaking. If the
teacher has great qualms about public speaking,
even after following the ideas for the teacher
Grade 7 throughout the curriculum, it would be wise to ask
a confident, organized , and effective speaker in the
temple community to give three or four special
Subject: Reading classes that will get the group started.

Teaching Method: Individual students who get a firm grasp on the

format and structure of a speech, can begin
When the student completes the story selections to focus on the content. Otherwise, keep the
from the Çrémad-Bhägavatam, he should follow the emphasis on the external presentation and flow and
same format for Çréla Prabhupäda Lélämåta, except relationship of ideas.
that a chapter a week is read in entirety. Some very
long chapters can be broken up into two
assignments. If not started in Sixth Grade, students
study McGuffey's Fifth Reader by the method of oral Subject: Spelling
reading, discussion, and a related composition
assignment. Teaching Aims:

Materials Used: Students should be able to spell the words they wish
to use.
Çrémad-Bhägavatam, Çréla Prabhupäda Lélämåta,
McGuffey's Fifth Reader. Teaching Method:

Continue using a spelling text or program for 10

Subject: Listening minutes daily or one 20 minute and one 45 minute
class. Students can do any spelling work not
Teaching Aims: finished during these times as a home or
independent assignment.
Students should be able to take useful, accurate
notes and messages, and be able to think of Materials Used:
appropriate, thoughtful responses to classroom
questions. A Seventh Grade spelling textbook. Modern
Curriculum Press or Rod and Staff are excellent.
Subject: Speaking Advanced students can use Weston Walch's Spelling
Demons or progress to the high school vocabulary
Teaching Aims: course.

Students should be able to speak for ten minutes on Subject: Grammar

a given topic with clarity, organization, poise, and
confidence. Teaching Aims:

Teaching Method: All parts of speech and all varieties of sentence

structure are studied, outlines are used, English
Please see grade six for detailed instructions on mechanics and punctuation are reviewed
teaching speaking. Examine your textbook to see particularly in respect to written conversation,
how much practice the students have with oral students learn to watch for contradictions in the
presentations. For example, Basic Verbal Skills for person, number, and gender of nouns and pronouns
the Middle School has oral presentations in each unit in their writing, refine their dictionary skills and
but they are often very short and without much extend their research and reference skills.
structure. Students who've been in a speaking class
for many years should be able to handle something Teaching Method:
 or simplifying sentence construction. After those
In Seventh Grade we begin to give students the two weeks, check to make sure the rough draft is
responsibility for writing a long-term project completed. Do not suggest any more improve-
involving many grammar and composition skills. At ments. Spend one or two classes teaching ref-
this level; as with speaking, we are more concerned erencing, how to write a bibliography, and the form
with format than content. We want students to you want the finished paper to take. Give students
learn how to write a research paper - the format of one week to write the finished paper. Grade them,
source and note cards; procedure for note taking; on this first paper, primarily for an understanding of
layout of outline; structure of paper, introduction, the form, rather than content, grammar, spelling,
body and conclusion, footnoting; inserting quotes composition abilities, and punctuation. It's nice not
within the rhythm and flow of the paper, to mark any corrections or grade on their finished
bibliography, and general appearance. How well the papers, because they will want to keep them for
student develops and supports his ideas should be reference. At this point students need praise and
examined and improved, but in this first experience encouragement for a difficult assignment.
it is not the central issue.
After the research paper is completed, you may have
Spend one or two days a week for two weeks students start a journal which they should keep for
teaching from a text or workbook about research two months. Give them five minutes daily of class
papers, instead of a regular English lesson. These time to do this. Check to see that they write
classes deal with choosing a topic, how to write something, but do not read it without theft
bibliography and note cards, and a general permission. At the end of two months, tell the
introduction to research papers. Give students a student to take home the notebook, encouraging
minimum number of bibliography and note cards him to continue. During these same two months (or
they must accumulate before they start their outline. perhaps three if you have a year-round schedule),
They should get about 30% more than they'll use in the student can write a short story and a book
the final paper. Give a deadline of three-four weeks report. At the same time he starts his journal, ask
to write these cards, checking them every two or the student to choose a book of at least 100 pages.
three days. (Otherwise some students will leave You may require that the book be Kåñëa conscious.
them to the last minute and not be able to do them.) (Life with the Perfect Master or books of that nature.)
During this time, students must have access to a Give the student three days to let you know what he
library and instruction on how to use it. After the is reading. Tell him you expect the book to be
cards are finished, devote an English class to helping finished in four to six weeks, depending on the
students sort their note cards into general school year. During that time, spend one English
categories. These are then sorted into sub- class teaching the elements of a short story.
categories. Some students will have to change their Students will already be somewhat familiar with the
topic or find other cards. At this time or the next terms and definitions from reading and composition
day, explain, using the research paper workbook, class. Explain that a story has an introduction, usu-
how to write an outline based on the categories they ally giving the reader an impression of the setting,
discovered when sorting their cards. Give the characters, and perhaps a hint of the plot. Show
students one or two days to complete their outlines how the plot develops around this introduction,
and fill out any more cards that they discovered they rising action, crisis, falling action, and conclusion.
needed. Then spend one or two classes, again Explain that first the author has to decide on a
referring to the workbook, teaching how to use the theme and his point of view in regard to the idea he
outline to write the rough draft. Each section of the wishes to express. The most important lesson the
outline should correspond to a paragraph or group student should glean from this exercise is the form
of paragraphs. In the rough draft, references should of the story and the ability to "show" rather than
be indicated in parenthesis after the quote. Give the "tell". In other words, he must have the reader
students about one to two weeks to complete the conclude, by Mr. Jones' conversations and actions,
rough draft. Check it frequently, helping students to that he is "a bad man". The author must not tell us
stick to their outline, have a flow of ideas without that. The theme, as well, should not be explicitly
the quotes and references causing awkward stated. Avoid students trying to write a novel in two
interruptions, have-; smooth transitions between pages by "summarizing" a long plot. Each
paragraphs, and use proper grammar and paragraph should, generally, cover only five-fifteen
punctuation. Give some ideas in regards to minutes of time. Make the events and people come
improving composition by combining, eliminating; alive! If the student grasps the general form and
makes a start toward this "immediacy", consider it a used in Eighth Grade. If a student needs remedial
job well done. Students should have at least two work in Seventh Grade, have him work in a sixth
weeks to complete their story, turning in a rough grade book this year, and use this textbook as a one-
and finished draft. year program in eighth grade.) Correct the lessons,
or at least look them over if there are many stu-
Once the story is finished and the book read, set dents. Spend five minutes correcting the previous
aside a class for teaching how to write a book report. lesson (assigned for home or independent work) in
This will be easy after writing the story! Students a group if it is a large class. Any students who have
now have to explain, in summary, the plot of the great difficulty should spend another day on that
book. They then briefly describe the characters and lesson, while the, rest may go on to read the next
setting. They put the theme into their own words lesson and start on it. You will probably have two
and decide what the author's overall tone was. or three groups, according to ability. As the book is
(They just studied all that when they wrote their fairly self-explanatory, you will only have to spend
story.) Students then describe the author's style, tell class time teaching new material on occasion, or to
about the author's qualifications when appropriate, the slower students. Assign the work started each
and give their opinion as to whether the book was day for the next class.
interesting and for what sort of people. Students
should have a week to write a rough draft. Review Another textbook for a combined program is
it, and then give another week to turn in the Christian Light English 701-710. This is fairly self-
finished copy. During the next two months, have instructional and is meant for Individualized work,
the students write another book report on the same although it can be used in any organization .
principle. Students should complete a light unit about every
three weeks.
During all of this time, regular grammar classes are
proceeding, one or two 45 minute classes a week. If If you want to use separate texts/programs for
your English text includes instructions on the grammar and composition, the 2200 book is an
special assignments mentioned above, there is no excellent choice for grammar. If students completed
need to teach them separately. On the other hand, this book in Sixth Grade, Easy Grammar from Isha
you may also need separate instruction for letter is quite good. The latter was written by a Christian
writing, invitations, and announcements if those are for public schools. It is incremental and can be used
not part of the regular text. in any classroom organization . Either of these
books can be used for ten minutes of each English
The main grammar text can be part of a combined class, with the balance of time spent in composition
grammar/composition program or separate. For a work. Or, one or two English classes a week can be
combined program, Writing Rainbow is superior. set aside for grammar study.
This book is meant for a whole classroom. It can be
adapted for multilevel, by using a concept approach, Materials Used:
but would be difficult to teach in an Individualized
classroom with many students. It is published' by a Writing Rainbow or Basic Verbal Skills for the Middle
Christian company, but is very easily used by School, corresponding workbook and teacher's, keys
devotees. (All keys from Longman must be ordered in writing
on a school letterhead.), or Christian Light English
Another good choice is Basic Verbal Skills for the 701-710
Middle School. Longman/ISP is a secular publisher
that caters to top non-government schools. The text For a separate grammar book; HBJ's 2200 (or 2600
is academically challenging with little objectionable or 3200) with teacher's guide and tests, or Easy
bias. Although written for a whole classroom Grammar by Isha.
organization ; it can easily be used in a multilevel or
Individualized classroom because the lessons are Supplementary materials: a workbook to' teach
very self-explanatory. It is ideal for students of about research papers such as Basic Education
average or above average abilities. Many lessons English 81, Writing a Research Paper, by Longman,
require two days. Have students do a textbook Fundamentals of the Research Paper, by Kenneth
lesson one day, the corresponding workbook Publishing, or Lee Canter's research guide.
assignment the, next. Plan for this book to be used
over two years. (It can be covered in. one year if
Teachers can refer to the recommendations for book, a chapter a week, with some chapters broken
composition teachers in grade four. In addition, up into two or three assignments.
they may find To Write, Write, Writing, from
Longman, to be very helpful. In class, as per the directions for Grade Six, students
should read McCuffey's Fifth Reader. If that is
Subject: Composition completed before the end of the year, spend class
time reading and discussing Kåñëa conscious articles
from BTG and other publications or other Kåñëa
Teaching Aims:
conscious books. Continue giving a composition
assignment based on the reading.
Students learn how to write descriptions, reports,
letters, take notes and outline, and improve sentence
Materials Used:
structure and paragraph unity.
Çréla Prabhupäda Lélämåta, Kåñëa book, McGuffey's
Teaching Method:
Fifth Reader, books for composition teachers listed
under fourth grade composition.
If grammar is taught as a separate program, you also
need a composition text. Writing Strands is very
good, although it needs to be supplemented with Subject: Speaking
some poetry and drama. It is meant for home
schools and is ideal for any classroom structure. Teaching Aims:
For a more conventional text that is designed for a
whole classroom, Scholastic's Composition I is Students should be able to speak for fifteen minutes
acceptable. It is reasonably academically with poise, clarity, organization , and a smooth flow
challenging, with some objectionable material. of ideas. They now move from a focus on form to
Writing Rainbow could also be used, skipping the emphasis on content that is interesting, informative,
grammar chapters. accurate, and in keeping with Vaiñëava philosophy.

Students can work on composition during the Teaching Method:

majority of each English class, or for two classes a
week. It is very important to emphasize proof- In the last third of the year, or more specifically in
reading and rewriting for all composition work. the last four-six weeks of school, set aside one
Composition is also taught in parts of the reading, English class a week for three weeks to teach
social studies and science classes. speaking. Of course, continue having a regular
speaking program as part of the grammar class.
Materials Used: Your English textbook probably has oral
presentations as part of the lessons, and you can also
Writing Strands, N W I or Composition I, Scholastic, be supplementing according to the directions for
or the combined grammar/composition texts listed Sixth Grade. These special end of the year classes,
under "grammar". Of these, Writing Rainbow is however, have a slightly different focus. We assume
superior in the area of composition. that the student has mastered the basic form of a
speech. If not, he should wait for this instruction
until the high school level.
Grade 8
We start by helping the student choose a topic much
like he found one for a minor research paper. He
Subject: Reading should then take notes in much the same manner
and arrange them by categories in the same way. An
Teaching Method: outline is then written according to the notes. (See
Grade Seven grammar for details on research). The
Follow the same format as in grade six. For major difference is that the outline is the final
independent study, below-average students should product. It should not be a sentence outline use
finish the Bhägavatam selections and start on Çréla brief notes. The various sections should refer to
Prabhupäda Lélämåta. Most average to above average different cards or groups of cards. This project
students will complete Lélämåta. If they finish should be much, much shorter than a research
before the end of the year, they can begin Kåñëa paper - students should complete the research and
note-taking in 45 minutes. When the student is students previously completed 2600 or 3200) but is
speaking, he brings up his cards, but not his outline good as supplementary material throughout the
- that should be memorised. At the appropriate year, or as an end-of-the-year review. The sentences
times he reads the card, glancing at the audience to to diagram are taken from the Bible, but are fine for
maintain eye contact. This work is done in the devotees.
three class periods referred to above, with students
presenting their speeches on one or two special days For a combined grammar/composition program,
at the end of the school year. Perhaps students can students who started Basic Verbal Skills for the
give their speeches before the class and then later Middle School as a two-year text will finish it this
speak at an open house to which parents and year. It can also be used as a one-year text in Eighth
supporters are invited. If you find this program Grade. It can be used in any classroom structure,
impossible because of time restrictions or student but may be too academically rigorous for a below-
inability, a substitute is to have the student make an average student to use independently. The other
oral presentation out of the same note cards he used choices for a combined program are CSI's Writing
for a previous written report. Rainbow and Christian Light's English. Please see
Seventh Grade for details on these three texts.
Materials Used:
Students may need their texts supplemented with
Index cards, access to a library, see grade six. the following assignments, detailed instructions for
which are described under Seventh Grade. During
Subject: Grammar the first third of the year, students write a book
report. Give more attention to content, although
many students will still struggle to understand the
Teaching Aims:
form. Students also need some special class time to
Students complete their study of all grammatical
write poetry and a persuasive essay (three
forms. They improve their research skills, do
paragraphs) if not included in their text. During the
advanced dictionary work, extend their vocabulary,
time they are reading the book for the report,
study biographies. (See Reading), learn to write
students can work on a brief autobiography. Since
poetry and short stories, write simple business
they are reading Prabhupäda's biography in reading
letters, and improve their writing skills.
class, they'll be familiar with the concept.
Teaching Method:
During the second third of the year, students write a
minor research paper (the paper itself no more than
For a separate grammar program; 2200 (or 2600 or
two double-spaced pages with at least two sources
3200) continues to be a superior program that can
and five quotes), a book report, and a short story.
be used in any classroom Organization . Complete
Start to work more on content in these assignments,
instructions for placement and teaching are given in
although many students will still struggle just to
the teacher's manual. Alternately, you may use Daily
comprehend the form.
Grams, Isha. This program is meant to be
transferred to transparencies for use with the
During the last third of the year, students write a
overhead projector, or the lessons can be written on
major research paper as described in Seventh Grade.
the board. Once the students understand the format,
Expect better composition skills now that they've
they should be able to work fairly independently;
become a bit comfortable with the form. They will
making this suitable for any classroom structure.
need the same special classes and help, however that
Also, this program can be used for seventh or eighth
they required in Seventh Grade. During this time
grade, or both, making it ideal for a multilevel
students can also write a brief biography of someone
classroom. Daily Grams is meant to be used for the
they know well. They can write or tape an interview
first ten minutes of each English class, with the rest
for this purpose. They will also work on, after the
of class time devoted to composition. 2200 can also
major research paper is completed, a 15 minute
be used in that way, or as a separate class.
speech with reference cards. (See Speaking.) If the
text doesn't include instructions on business letters,
For teachers who wish to teach grammar with a
one should be written during a special class. Make
more visual method, Exploring Truths through
it a real business letter for a genuine purpose. It
Diagraming from A Beka, reviews all grammar forms
would be nice to write it with a word processor.
and sentence structures. It probably would not be
suitable as the only grammar program (unless the
You will want to continue the Seventh Grade same area. Or you may remove the odd answers
spelling program, using an Eighth Grade spelling from the back of the student's book, correct all
text. If students are going quickly through the problems, and insist that students find the correct
spelling books, a common occurrence, you may answers to the problems they missed. You do not
cover half a lesson per week or start them in the then need to test at all.
high school book - Vocabulary for College, Book A.
The problem with a multilevel or individualized
Materials Used: classroom is finding the time to correct all the
papers! In a large class, students may correct their
HBJ's 2200 (or 2600, or 3200) with teacher's own work, as long they use a different color and
explanation and tests, or Daily Grams, Isha, for a type of pen than they use normally, and sit away
separate grammar program. from their regular desk.

For combined grammar/composition: Basic Verbal Teachers who wish to use a more visual or
Skills for the Middle School (Longman) with kinesthetic teaching method may want to use the
workbook and teacher's keys (keys must be ordered upper levels of Mortensen with manipulatives. This
in writing on school letterhead), or Writing Rainbow, needs some supplementing in drill, and a
CSI, or Christian Light English 801-810. combination of Mortensen and Saxon is very
helpful. Mortensen is basically self-instructional
Supplementary materials: workbook for research once the student understands the process for the
paper (see Grade 7), ideas for poetry "Flair”, The particular assignment. Students may work together
Rhyming Dictionary, and various resources at a mathematics center, each at their own pace.
mentioned in Writing Rainbow, Exploring Truths Unfortunately, at this writing there is a teacher's
through Diagraming, A Beka. It would be helpful for guide but no answer keys for Mortensen's higher
the teacher to read To Write, Write, Writing, levels. (Hopefully answer keys will be available by
Longman in order to understand short stories and the time you read this.) Mortensen has excellent
essays. training classes and videos that are valuable even for
the teacher who wishes to use manipulatives to
MCP or Weston Walch's Spelling Demons, or supplement another text.
Vocabulary for College, Book A.
Whatever text or method you use, the more
Individualized the classroom for mathematics, the
Mathematics more the teacher can help students by walking
around the classroom and working one-on-one.
Multilevel grammar and spelling can be taught from
behind the teacher's desk but it is typical for
students to work many mathematics problems
incorrectly before they realize it, or for them to have
Multilevel Organization difficulty with new ideas. When we work with each
student, we may show them how to cipher the
problem on paper, on the board, or with
The incremental approach continues to make manipulatives.
mathematics a satisfying experience for our
students. Students master all basic operations and
begin to study the principles of algebra. Advanced
students start an algebra I course in this level. Considerations for Each
Teaching Method:
Grade, 6-8/Whole
With an incremental textbook, most students will be
able to work independently, as the majority of work
Classroom
on any given day is review. With the Saxon books,
you may keep the odd answers in the student book,
correct only the even answers, and give a test every Grade 6
week. Students do not need to correct their
mistakes unless they keep having difficulty with the
Subject: Arithmetic Saxon has free instructional videos. Mortensen has
excellent inexpensive instructional videos for each
level, as well as local one-day (per level) workshops
Teaching Aims:
for teachers and students.
Students work on strengthening basic skills of
arithmetic. Fractions and decimals are emphasized.
Time, money, geometry, customary and metric Grade 7
measurements are covered. Students study
arithmetic in business and home such as interest,
investment, taxes, and insurance. Subject: Arithmetic
Teaching Method: Teaching Aims:

With Saxon, the publisher recommends that, in a Students work on strengthening basic arithmetic
whole classroom organization, the odd answers are skills. They study numeration, properties of
left in the book. Students start a lesson in school, nonnegative integers, rational numbers and
working the most difficult questions first and using fractions, percent, finite; infinite, and empty sets,
the best students as, helpers. The lesson is finished measurement, areas and volumes of geometric
as independent work, and the students check the forms, basic geometric concepts, ratio and
odd answers. During the next class, the teacher proportion, elementary business practices, reading
writes the answers to the even-numbered problems and constructing graphs, development and use of
on the board. He then explains any problems with formulas, and the metric system.
which most of the class had difficulty. Then he
spends no more than ten minutes, teaching the next Materials Used:
lesson. The rest of the class is spent working the
most difficult problems. Class lessons are not Saxon's 76 for average students; advanced students
graded. A test is given once a week, for which the may use Algebra 1/2. Math 87 is for advanced
students receive a grade. students who don't want to start any algebra yet, or
for students who need remedial work.
For teaching Mortensen to a whole classroom, Mortensen's level three can be used at this grade.
particularly if there are many students, it would be Many teachers will want to combine Saxon and
worthwhile to purchase a magnetic board with their Mortensen. With Mortensen, you'll need Cuisinaire
magnetic manipulatives. The teacher can then show rods, base ten blocks, Mortensen's fraction kit and
the class how to work the day's assignment from the very basic operations kit.
front of the room. All students then work at a
mathematics centre, where manipulatives are Instructional videos are available from Saxon (free)
available. Students complete most work in class, and Mortensen (reasonable). Mortensen has local
and only work independently if they do not need one-day workshops for teachers who wish to learn
manipulatives in a particular area. how to teach with manipulatives.

Materials Used:
Grade 8
Saxon (Math 76 for average to above average
students; Math 65 for average to below average
students), and/or Mortensen level two or three, with Subject: Mathematics
manipulatives (Cuisinaire rods, base ten blocks,
Mortensen's fraction kit and very basic operations Teaching Aims:
kit (for the thousand strips). Saxon is a complete
program although many students will benefit from Students maintain their skills in fundamental
work, with Mortensen and manipulatives in areas of operations, apply knowledge of percent, knowing
difficulty; Mortensen covers most areas, but need the use of fractions and decimals, learning simple
supplementing with some drill and extra word formulas and equations, study insurance, banking,
problems. and taxes, scale drawings, metric and non-metric
geometry, polynomials, powers and roots, equalities
and inequalities, graphing an equation, factoring
and products, sets and simple sentences, Students study American history through a unique
numeration systems, probability statistics, non- Kåñëa conscious perspective, using a manuscript
metric geometry, and knowledge of computers. written by ISKCON devotees. This work, centering
around class discussion, is supplemented with field
Note: The above aims will be achieved by the trips, research, and films.
average/below average student. Above average
students will achieve the aims of what is often The study of logic continues to give students the
taught in Ninth Grade. foundation that will prepare them for analytical
thinking. The study includes sequences,
Teaching Method: classifications, the denotation and connotation of
words, deductive reasoning, and flowcharting.
Saxon may be used according to the program
outlined in their teacher's edition and instructional Teaching Method:
videos. See Sixth Grade. Before starting a pre-
algebra program, or in place of it, you may use The Sixth Grade students should work with level
Mortensen's algebra series, level one to four. This two for their basic geography study. During this
will cover all of eighth grade algebra, and most of time, the Seventh and Eighth Grade students have a
first year high school algebra, as well. A student national history class. This is of necessity a group
who completes at least level one and two of discussion class. The course lasts for two years.
Mortensen should have an easy time with almost (Students who start in eighth grade therefore start in
any algebra textbook. the middle, unless you have only eighth grade
students, who would then go through the course
more quickly.) If there is no separate teacher for
Materials Used: level three, and the available teacher has difficulty
Saxon's Algebra 1/2 is recommended for setting aside one or two classes a week for this
average/below average, Saxon's Algebra 1 for above group discussion, it may be practical to have a part-
average. Math 87 is for average students who don't time teacher who simply teaches Seventh and Eighth
wish to study algebra now. Grade history. He could also teach Bhakti-çästré ,
the other group discussion course for this level. The
Mortensen level three can be used as the main Kåñëa conscious manuscript for American history is
program, with some supplementing in drill and exciting to teach, and many devotees, especially
word problems, or as a supplement to a more someone who enjoys preaching and philosophy,
conventional text. would relish teaching it. In other countries, a part-
time teacher could dedicate himself to writing Kåñëa
For pre-algebra with manipulatives, Mortensen's conscious guidelines for a karmé text. Many
algebra levels one to four is ideal. manipulatives devotees who are not overwhelmed with full-time
needed with Mortensen are Cuisinaire rods, base ten teaching responsibilities would like such a
blocks, Mortensen's fraction kit and very basic challenge. The American history course is described
operations kit (for thousand strips). in the "Whole Classroom" section of Seventh Grade.

We should note that very, very small schools and

home schools can be flexible with the grade
Social Studies groupings. For example, suppose a school or home
has some children under nine years of age. There
are only two older students when the school opens -
a sixth and seventh grader. If the sixth grade
student studies geography and the seventh grade
Multilevel Organization student studies history, the teacher/parent has a
great burden. It is certainly permissible to have
both students start national history together so the
Teaching Aims: older student will finish before high school. The
younger student would then study geography in
Students continue their practical geography skills, eighth grade. This is just given as an example, to
such as map and chart reading. show that a teacher/parent with special
circumstances such as these may consider that a
discussion class is better with more. students Follow the textbook, paying close attention to the
participating, even if the "grade levels" are not suggestions in the teacher's edition. Every class
precisely what is "recommended". These levels are should include a discussion that relates the material
somewhat arbitrary, and, except in phonics and with Kåñëa consciousness. Give the students any
mathematics, it is not necessary to always study relevant writing assignments mentioned in the
things in a particular order. teacher's edition, adding work in poetry and drama
Students continue working in their logic and map where applicable. Teachers should read over the
skills books independently. Students who finish book before starting the course, study one or more
their logic books before the end of this level may of the books recommended for composition
either study logic with the level four students or teachers, be well-versed in Vaiñëava philosophy, and
spend time with other subjects. We suggest the be current in world events. This class should be
latter or supplementary logic books. The map skill held once or twice a week with homework. Also
series we recommend has books through grade six. continue having 20 minutes a week for map skills in
Yet, these books are difficult; and it is wise to start a a special workbook.
new student who had no. previous instruction in
practical map reading at one level below his general If the book is completed before the end of the year,
ability. refer to the instructions in Grade Four.

Therefore a number of Seventh and Eighth Grade Materials Used:

students will still have map skill work. In addition,
students should practice map skills and logic in real Homelands of the World, MCP, with workbook and
situations. Geography and history classes can also teacher's edition, or Steck Vaughn's
be supplemented by films, field trips (to museums World Geography and You, most recent edition.
or places where historical events took place), letter Also use Scholastic's Success with Maps, book F.
writing to devotees in foreign countries, and extra
reading. Subject: Logic
Teaching Aims:

Considerations for Each Students increase their ability to reason, make

deductions, and present their arguments clearly.
Grade, 6-8/Whole
Teaching Method:
Classroom
Follow the book, giving help where needed. Don't
rush a student who is struggling. Even with a whole
Grade 6 classroom organization, it is suggested that all
students progress at their own pace. However,
lesson plans are provided by the publisher for all
students to work together. Logic should be taught
Subject: Social Studies-World once or twice a week as part of the social studies
Geography program. Teachers should work at least some of the
more difficult problems themselves.

Teaching Aims: Materials Used:

Students study the world region by region, with Building Thinking Skills, Book 3 verbal and Book 3
reference to how various cultures utilize their figural.
resources. Students learn to see the problems and
solutions of various people through the eyes of
çästra. Grade 7
Teaching Method:
Subject: Social Studies—National In the ISKCON text, there is presently no teacher's
manual, but at the end of each chapter are questions
History and answers. In the answer section are suggestions
for the teacher about further discussion and
Teaching Aims: activities. Plan to use this book (or any other
(Many non-devotee schools teach the history of the course) for two years. During class, students read
Western world, meaning Europe, in Seventh Grade). (silently or taking turns out loud) one or two
Students study from the time of earliest recorded chapters. Have a brief discussion of difficult points,
history according to the materialists until the referring to the answer page, and assign questions 1-
present. For America, this begins with a look at 9. Students begin working in class, turning in this
Europe of the Middle Ages and the early explorers. assignment in a week. (Have one 45 minute class
Names, dates, events, and places are integrated into per week). At the next class, correct and grade
a total view of man's desires and destiny. Much questions 1-9. Some questions will evoke further
composition skills are included. discussion. Then, spend about ten minutes
discussing question ten, using references to
Teaching Method: Prabhupäda's books when possible. Students may
begin question 10 in class, finishing it as a home or
This is an extremely difficult and sensitive subject independent assignment for the next week's class.
for devotees to teach. Keep in mind that the In this way, each chapter takes two weeks. Or, each
materialists are propagating their philosophy, week the students do question 10 from the previous
lifestyle, and culture through literature, view of chapter and 1-9 from the present chapter. You may
history and man's destiny, and the role of science in sometimes enrich your classes with the
that destiny. Therefore, literature, history, and supplemental activities mentioned above. After
science are the playgrounds of mäyä. For literature finishing the unit, set aside one class for review.
we can stick to Prabhupäda's books and carefully Give the test the next week.
chosen selections. In science we gingerly stick to
facts and observation. But what of history, so Outside America, use the cautions mentioned above
colored by human viewpoint and desires? in choosing and using a textbook . Try to use as
Prabhupäda said that our children could learn the many "original" documents and materials as
"bare facts". However, no one can learn all the possible such as the actual text of an important
facts, and which facts are presented, how much time proclamation, the letters of a major ruler, or
is given to each, and how each fits in the total significant political writings of a particular period.
picture gives the students an overall view of the All national history classes can follow the question
causes and results of events. It is therefore 10 format of the ISKCON manuscript. Question 10
impossible to teach history without simultaneously relates the study in question to immediate Kåñëa
teaching philosophy, unless the students just conscious concerns. For example, when we study
memorized tables of dates! In fact, such a table, the invention of the telegraph, we ask students to
called a time line, is very useful as an aid to write a story or essay describing how they would
understanding, but the basic dilemma remains. preach without telephones and other
communications devices. What would be the
At this writing, a manuscript is available to teach advantages and disadvantages? When studying a
American history. It has to be supplemented with war, students can write a poem comparing mundane
field trips, library books (the manuscript has no war with the great battles fought by Kåñëa and
pictures or maps), and films. It has flaws and Rämacandra. When studying their nation's political
problems. However, it is much, much easier than system, students write what post they would be
trying to use a non-devotee text and injecting Kåñëa interested in occupying and how they would be able
consciousness. If you decide to use a standard to affect their country, in spiritual terms, from that
textbook, contact America's Future for free reviews position.
of the most factual and unbiased material. Study
your text thoroughly, and decide in advance how Materials Used:
you will present each phase of American history.
You will probably find the ISKCON manuscript Please write to America's Future for textbook
helpful as a teacher's resource of ideas. reviews. If you use the ISKCON American History
manuscript, you need units 1-9, Chapter questions
and answers, and unit tests. You will also need
blank map forms and access to library books and Subject: Logic
films.

Please refer to the section regarding choosing The program started in Sixth or Seventh Grade
textbooks in Chapter 6. continues until the end of this year.

Grade 7 Science/Health
Subject: Logic Multilevel Organization
Teaching Aims:
Teaching Aims:
Students study figural similarities, sequences,
classifications, and analogies. The students study Primarily relying on practical demonstrations,
verbal antonyms and synonyms, as well as the observation, and field trips, this study includes
denotation and connotation of words. Verbal astronomy, ecology, classification of plants and
sequences such as: writing and following direction, animals, electricity, air pressure, and effects of
deductive reasoning, flowcharting, definitions of weather and climate.
time intervals, and schedules are also studied. The
course includes selecting verbal classes, explaining Through group discussion and projects, students
exceptions to a class or set, and diagramming class study nutrition, cleanliness, accident prevention,
arguments. Verbal analogies are covered in depth. and personal and public safety.

Teaching Method: Teaching Method:

Most students will start this program in Sixth Grade, We suggest a mastery learning or self-instructional
but all should be at this level in Seventh. Have one textbook for science classes. All students can work
or two 20-45 minute classes a week. Students can at their own pace, and correct their own work,
all do the same material with the teacher following except for tests. Students need a science "center"
the detailed lesson plans provided by the publisher. where materials are available for the experiments or
Or, students can work at their own pace, with the demonstrations that coordinate with their course.
teacher noting mistakes that the student must
understand and correct before he can progress. Use The teacher needs to answer difficult questions and
the figural book first. help with experiments. While it is certainly an
advantage to have a level three teacher who is well-
Materials Used: versed in higher science, any teacher can become
qualified by working through the student texts.
Critical Thinking Press and Software's Building
Thinking Skills, Figural and Verbal, book 3 with Most level three students need two or three science
lesson plans that include an answer key. Teachers classes a week, with some work done independently.
should work at least the more difficult problems It is important to remember that some experiments
before giving them to the class. take several days to complete. The teacher needs to
help the students plan so that several classes are not
spent simply waiting for the results of the
Grade 8 demonstration. This planning can be done either by
starting the demonstration well in advance of when
it is needed to answer questions in the text, or by
Subject: Social Studies— National going ahead in the text, and then returning to the
History section with the experiment when it is completed.

The program started in Seventh Grade lasts for two It is important that students at this level have some
years. preliminary knowledge of the harmful effects of
intoxication, illicit sex, meat-eating and gambling.
Have books available in the classroom library, and
be knowledgeable enough to bring facts to the
students' attention during relevant discussions. Teaching Method:

Additionally, depending upon the local situation, Continue to follow the science textbook. (Some of
students may need more intensive instruction than these items are also discussed in social studies,
this. You may assign outside reading and then ask Bhägavatam, and Bhakti-sastré.) Keep your science
students to make a report to the class. practical, emphasizing hands-on experiments and
common sense observation.

Materials Used:
Considerations for Each Christian Light science or Modern Curriculum Press
Grade, 6-8/Whole Supplies for experiments; and demonstrations.
Classroom Christian Light has an elementary core kit that
coordinates with their program.

Grade 6 Grade 7

Subject: Health & Safety Subject: Health & Safety

Teaching Aims: Teaching Aims:
Students learn the cure and prevention of common
Students learn good health habits, grooming and
diseases, facts on intoxication, how we get our food posture, effects of intoxication, personal and public
supply, the workings of the heart, safety and first
safety,, accident prevention, circulation and
aid, personal appearance, and health maintenance. respiration, functions of the body, germ theory,
antibiotics, toxins and antitoxins, and
Teaching Method: immunization.
Most of this will be covered in science, social
studies, Bhägavatam, and Bhakti-sastré classes. If Teaching Method:
you see that an area is being neglected in your
textbooks, devote some of your class time in these
These subjects are probably covered in your science
subjects to a special study. program. Any that are not should have one to three
classes during the year devoted to them. Make use
Materials Used: of films, library books, and experts on health and
See Appendix F. first aid in your community. Do not use standard
health textbooks, particularly for the students, as
Subject: Science they are very contaminated at this grade level.

Teaching Aims: Materials Used:

Students learn about helpful and harmful insects, Science textbook, First Aid Manual, films, library
how people "improve" plants and animals, book, Betty Luken's felt human body. See Appendix
classification of living things, food for growth and F.
energy, microbes, algae and fungi, energy and
simple machines, climate and weather, motors and Subject: Science
engines, electricity and its uses, astronomy, geology,
sound, light and heat, atom and nuclear energy, Teaching Aims:
inventions and discoveries, space travel, ecology and
recycling.
Students learn about the scientific method , of
induction, classification, the cell, life cycle of See Appendix F.
insects, anatomy and physiology, genetics, rocks
and soil, minerals, air pressure, atmosphere, the
energy crisis, alternative energy sources, Subject: Science
conservation, properties and uses of water, effects of
weather and climate, ecology and environment, and
Teaching Aims:
"great scientists".
Students learn that scientists arrive at conclusions
Teaching Method
by deduction, become familiar with scientific
:
nomenclature and scientific measurement, learn
Follow a Seventh Grade science textbook and
water and its uses, magnetism and electricity, the
teacher's guide. Continue making science practical
composition of the earth (avoid speculation), the
by including nature walks, field trips and
movements of the earth, weathering and erosion, the
experiments. Some research and composition work
ocean and atmosphere, weather, the universe (at
can be included. Many science issues at this level
least read the Fifth Canto even if we can't under-
deal with scarcity of resources and the proper use of
stand all of it), space and space travel (real and
the material energy. It would be wise to have a
absurd), conservation, contribution of scientists
science teacher who is well-versed in Prabhupäda's
(you can have fun with this one!), astronomy, heat,
views on these issues. Because these are distinct
light, machines, the atom (see Second Canto),
from controversies over the solar system or
chemical changes, wave energy, mechanical energy,
evolutionary theory, they don't require detailed
electrical energy, nuclear energy, ecology and
scientific knowledge. However, someone with
environment, and recycling of resources.
college level work in science will be much better
prepared to teach this grade. If that is not possible,
Teaching Method:
have such a person available as a consultant.
Use an Eighth Grade science textbook and teacher's
Materials Used:
edition. Keep your study of science real, practical,
and based on common sense. Students should not
Christian Light's 701-710 with teacher's key and
study any theoretical, textbook knowledge that
core experiment unit or Modern Curriculum Press
cannot be shown by a simple "experiment" or
Seventh Grade textbook with, teacher's edition.
demonstration, or which has no utilization.
Inquire from Spice is useful for enrichment activities.
Why not get the students involved in a local
Materials Used:
conservation, energy, or pollution issue, as well?
Christian Light's Science 801-810 with teacher's key
and corresponding core unit of experiments or
Grade 8 MCP's Eighth Grade science with teacher's edition.
Supplement with almanacs and ephemerides.
Subject: Health & Safety Supplies for experiments or demonstrations.

Teaching Aims:

Students' learn sanitation,' mental hygiene (always Second Language

think of Kåñëa), first aid, grooming, types and
functions of food (explained in the Bhagavad-gétä),
the body's utilization of food, functions of the body,
community sanitation and health.
Multilevel Organization
Teaching Method:
These areas are included in Science, Social Studies,
and Bhakti-çästré .
Subject: Sanskrit
Teaching Aims:
Materials Used:
If students haven't completed the level two course, For students in a non-English speaking country who
they should do so now. Advanced work beyond that are learning English, it is wise to have the whole
level is optional. For those students who are ready class work on conversation and writing. Reading
and interested, the aims are: Complete groups can be formed just as they are in the lower
understanding of all verb conjunctions, all noun grades.
bases and endings, plus pronouns, adjectives and
adverbs. Study irregular nouns and verbs and the For a non-English speaking student who transfers to
various types of compounds. a school in an English speaking country, you may
immerse him as much as possible in English. He
Teaching Method: can listen to audio cassette programs until he has
some proficiency in speaking, and then have an
The students study more noun types, pronouns, Individualized program for reading and writing.
adjectives and adverbs. In addition, students work Such a student cannot, of course, study other
on developing an increased vocabulary. Since the subjects such as science and social studies until he
self-instructional course for this level of study is at can read at that grade level. If possible, he can have
most a one year course, an experienced Sanskrit books in his native language in these subjects until
teacher (could be an older student who has already he can function with the regular students. Many
gone through the course) is practically required for publishers have Spanish versions of textbooks that
students who wish to advance further. are identical to the English book (for example:
Saxon Math). In this way even a teacher who is
Materials Used: unfamiliar with Spanish can teach the student.
Sanskrit by Cassette, Part Two, from the American
Sanskrit Institute covers about one year of Unfortunately, few publishers have the same facility
instruction. For more advanced studies, use A for languages other than Spanish. For students who
Sanskrit Manual, Part I and II, by R. Antoine, speak other languages, the teacher may want to use
available from the Vedanta Society of Southern a manipulative based mathematics program where
California. instruction is more visual and kinesthetic than
verbal.
or
Materials Used:
Subject: English as a Second
Language Professor Phonics has a simple to use and very
inexpensive reading program for older students and
Teaching Aims: adults. This is just the instruction, without reading
books. RISP has a more complete (and slightly
Students should be able to speak, read and write at more expensive) phonics program, for older
least as well as a native speaker who is one grade students and adults.
level below them.
Audio Forum has an English course on cassette
Teaching Method: tape.

Students who are studying English for the first time

in level three will benefit from the same type of Enrichment
audio tape program that the English speaking
students use to study French, Spanish, etc. Phonics
is preferred over linguistics for reading, as the latter
depends on knowledge of spoken English. Multilevel Organization
It is generally possible to use the same type of
phonics program that is employed in the early Teaching Aims:
grades, but to move through it faster. But, many
books for beginning readers will not appeal to this Students learn to draw complex real objects, using
age student. It is wise therefore to use books that three-dimensional techniques of foreshortening,
are especially designed for the older learner. overlapping, shading, and size. Advanced students
may draw people and/or explore other art forms
 prefer to either study an area of personal interest or
Interested and qualified students study Computer to work in a subject in which they have difficulty.
programming, programs for layout, design, and
accounting. Materials Used:

Subject: Drawing McIntyre's Drawing Textbook and Drawing with

Children, Mona Brooks
Teaching Method:

The two multilevel approaches - concept and Subject: Art

mastery are appropriate here. In either case, one
class a week is sufficient, as long as some drawing Teaching Aims:
(and other creative work, such as painting, collages,
etc.) is included elsewhere in the curriculum. (For students who've completed the basic drawing
course.) They may go on to work with charcoal,
For the concept approach, all the students draw the pen and ink, and paint. The advanced students will
same object(s). It is often useful to have a real also study an introduction to design and shapes, line
object to copy. There are several books that give variation and shading, interiors and nature scenes,
overall guidelines for teachers in this regard. texture, color and its principle, figures, heads and
cartoons, the flannel board, lettering, and bulletin
For mastery learning, each student has his own board decoration.
textbook where he progresses at his own pace,
gradually drawing more and more complex figures. Teaching Method:
These students, who have mastered the basic shapes,
up to lesson twenty in the Drawing Textbook, can When a student has finished McIntyre's course,
study at their own pace. Students who are new to becoming expert at portraying three dimensional
the school should start at the beginning, but will go shapes, he is ready for more advanced work. Follow
faster than the younger students. This program is the textbook.
rewarding for the students, but more taxing for the
teacher, who needs to draw several different objects Materials Used:
on the board during the same class! Still, this can
be done, especially if the teacher has worked though Basic Education's Beginning Art, 73-84 plus related
the book. It becomes easier as the teacher repeats supplies. Teachers should be able to do Mclntyre's
the course over several years. Some teachers prefer work, and do these more advanced lessons along
to have the entire class work on drawing at once. with the student. An art background is certainly
Others may want to divide the class into groups helpful but not necessary. A local artist should be
according to ability and level in the text, so they can available for consultation if the teacher has any
concentrate on, either simple or more complex doubts about his qualifications.
shapes according to the group. In this level, if the
teacher decides to teach in this way, the students McIntyre has several short books beyond the
who are drawing can generally work on their own, "textbook" level that you may want to use first.
and the teacher can have, for example, a reading
class with the other students. Subject: Computer Programming
Some students, especially if they started the drawing
Teaching Aims:
program at a young age, will be finished with the
basic course before the end of this level. Such a
Students should learn how to program in BASIC-at
student has several options. He can go on to more
least know the fundamentals. Students learn
advanced work, maybe at a high school level, for
functions, subroutines, arrays, low and high
which he should get high school credit. He might
resolution graphics, etc.
work on his own in level three or join a level four
art class. Or the student might, want to explore
Teaching Method:
other art forms during class time, such as painting
or collage. Students who have finished the course
and don't want to go on to other art work may
Do one lesson per week, 45 minutes per week.
Follow the instructions in the book. Someone not BASIC Programming, books 1,2, and 3 for the Apple
familiar with programming could teach this course computer.
after completing the lessons themselves.
This is an optional course for interested students Or get books for whatever computer system the
only. school or community uses.

Materials Used:
Chapter 14

Course Overview: Level Four

(Grades 9-12, ages 14-18)
 go means cow, and... So we should not remain
Drops of Nectar that. The human life is meant for above this.
Athäto brahma-jijìasä. This human life is for
inquiring about the soul. (Prabhupäda's
Human intellect is developed for advancement Lectures, Çrémad-Bhägavatam, December 23,
of learning in art, science, philosophy, physics, 1974)
chemistry, psychology, economics, politics,
etc. By culture of such knowledge the human Yogeçvara:...some group doctors? Some por-
society can attain perfection of life. This tion of the devotees medical knowledge?
perfection of life culminates in the realization Prabhupäda: There is no harm, but when
of the Supreme Being, Viñëu. The çruti medical men are available by paying
therefore directs that those who are actually something, why should you waste your time?
advanced in learning should aspire for the There are so many things we purchase, you
service of Lord Viñëu. (Çrémad-Bhägavatam, pay for them. Not that we have to learn
1.5.22, purport) everything. So many things we have to do.
Does it mean that you have to learn
Prabhupäda: This I want. You are nicely edu- everything?
cated. Now by dint of your education, you Hari-sauri: There's lots of doctors, but there's
prove that background is Kåñëa, that's all. no brähmaëas, devotees.
Then your education will be perfect. Prabhupäda: Yes. So the principle is, don't
Otherwise you are one of these fools and waste time. If one has already learned medical
rascals, that's all. The particular type of science, all right, bring him to some service.
education, mathematics, chemistry, physics, But not that our men have to go to the medical
what you have learned after working so hard, college to learn medical science. That is not
now you should by your educational—de- the point. (Room Conversation, Paris, July 31,
partmental education—you prove that the 1976)
background is Kåñëa. Then your education is
perfect. (Room Conversation, Atlanta, March Some of our girls may be trained in colleges
2, 1975) and take teacher exams, and their husbands
also. As you develop our program there I shall
So we human being, if I study all the science, give you more hints. (Letter to Satsvarüpa,
physics, chemistry, psychology, and other November 25, 1971)
material science, soil expert... Soil expert
means studying the earth, that's all. Prabhupäda: Teaching should be done by the
sannyasis. Just like in missionary school, the
There are so many. So in spite of all these fathers teach.
things, if we remain in the darkness of my Hådayänanda: How would it be different than
spiritual identity, then I am no better than the gurukula?
cats and dogs. This is conclusion. So this so- Prabhupäda: Eh?
called advancement of material science means Hådayänanda: How would it differ from
that we are kept in the darkness of spiritual gurukula?
knowledge. We are still in the platform of Prabhupäda: Gurukula is only for the small
animal concept of life. Therefore çästra says, children. Preliminary, primary. And when the
yasyätma-buddhiù kuëape tridätuke sva-dhéù children are grown up, they should be sent to
kalaträdäñu bhauma ijya-dhéù, yat-tértha- the varëäçrama school or college for further
buddhiù salile na karhicij janeçv abhijïesu sa developed training. (Morning Walk,
eva go-kharaù. Go-kharaù. Gokharaù. Go Vrndavana, March 14, 1974)
means cow, and kharaù means ass. So in spite
of all our educational advancement, if we All the çlokas of Cäëakya Paëòita are very
remain in the darkness of bodily concept of useful for daily affairs. (Prabhupäda's
life, then we are no better than go-kharaù. Go,
Lectures, Çrémad-Bhägavatam, November 24, All students read Çrémad-Bhägavatam, Kåñëa
1976) book, and Caitanya Caritämåta as part of their
*** English studies.
Students can expect approximately one to Students may continue to study Sanskrit as
three hours of independent or home work their foreign language.
each day.
Teaching Method:
To graduate from high school a minimum of
18 credits is required. One unit of credit is The assembly where the students chant
defined as being equivalent to at least 150 mantras and chapters of Bhagavad-gétä con-
hours per year of that subject. tinues as it has from level one. With five days
of school per week, one day can be set aside
After the course title, the semester this offered for chanting verses from Bhägavatam and
is indicated, followed by the number of Caitanya Caritämåta. There are several
academic credits, then grades for which the publications that list Prabhupäda's most
course is open, and prerequisites, if any. "R" quoted verses, and the teacher can choose a
indicates a required course; "E" an elective. number of important ones that the students
can recite (Sanskrit or Bengali and English) in
Minimum Credits Required in Subject Areas twenty minutes or less. Please see Level One
Language Arts 4 credits and Two for more detailed instruction.
Bhakti-çästré 1 credit
Mathematics 2 credits The students should finish the Bhagavad-gétä
Science 2 credits portion of the Bhakti-çästré course by the end
U.S. Government 1 credit of level three or by the end of the first year of
Social Studies 2 credits level four. Whenever this is completed, the
Physical Education/Health 1 credit students should study the verses and purports
Elective 5 credits of the mantras they have chanted in assembly
class all these years. The students should
study 3-6 verses and purports before class,
taking notes. These are then recited in class
Kåñëa Consciousness and discussed. Photocopies of notes for this
course are available from the international
board of education. There is also a guidebook
from Atmatattva with instructions. After
Multilevel Organization finishing Çré Éçiopaniñad, Upadeçämåta, and
Brahma-Saàhhitä, the students study the
Nectar of Devotion. Students should study one
Teaching Aims: chapter a week, reading and taking notes
before class. Then the class discusses the
Students continue to recite Çré Éçiopaniñad, chapter. At the end of the Bhakti-çästré course,
Upadeçämåta, and Brahma-Saàhhitä. They the students can take the standard ISKCON
memorise selected Bhägavatam and Caitanya exam if available.
Caritämåta verses as well.
Bhakti-çästré students who are finished with Teaching Bhakti-çästré in a multilevel class-
Bhagavad-gétä study Nectar of Devotion, Çré room (it should not be taught on an
Éçiopaniñad, Upadeçämåta and Brahma- Individualized basis) is difficult. Discussion
Saàhhitä. Advanced students may begin the classes are better when there are more than a
Bhakti-vaibhäva study of Çrémad-Bhägavatam. few students, and they take almost all the
teacher's energy. Students who are not in the
group have to work on projects where they are
almost
self-sufficient, such as writing the final draft of study hall time to complete his independent
proofread work, doing research when the topic assignments. Teaching modem foreign
is established and the form and technique of languages in a multilevel class can be done
their work is already known, or taking a com- with audio tapes and is discussed under "For-
puter tutorial in some subject. Level four eign Language".
classes often demand much discussion and
teacher involvement, with fewer opportunities By the end of Level Three, students will have
for students to simply do workbook activities completed the story selections from Caitanya
while others are in discussion classes. Caritämåta and Çrémad-Bhägavatam. They will
have read the entire Lélämåta and perhaps
To teach Bhakti-çästré in a multilevel class, we Kåñëa book. This has been part of their
should first consider that students do not have English program. Now they advance to a more
to progress in the Bhakti-çästré course in a through, mature reading of Caitanya
particular order, although Bhagavad-gétä Caritämåta and Çrémad-Bhägavatam. Although
should be finished first if possible. As in Level their work will technically be classified under
Three, all students can work together. reading, composition, and so on, for the
Students that start in the middle should take purpose of their credit, we do not include it
the course from the beginning with the next with our description of the English courses.
group until they reach the point where they This is because students can choose a
started. In this way, the teacher only needs particular English course, such as poetry,
one group, and does not have to worry about which would not include the above reading.
what the other students will do when one We therefore require this reading, regardless of
group has Bhakti-çästré. If there are many what English courses the student takes.
Level Four, students, or one teacher for both
Level Three and Four, it might be wise to have This reading is completely individualized, as
a part time teacher who simply teaches one or the student works on his own. Previously, in
more Bhakti-çästré classes. Most temples have Levels Two and Three, the students read the
several devotees who are qualified in this area, verses of a story, or a chapter, and wrote a
although they may not be able to teach simple summary of the plot and theme. Here
English, science, or mathematics. the work is somewhat more complex. We
start with Kåñëa book, then Caitanya
Students who wish to study Sanskrit as their Caritämåta, and then Çrémad-Bhägavatam.
foreign language really need a competent This is in order of reading complexity. Some
teacher. If there are colleges in your area that devotees may feel that the order should be that
offer Sanskrit, one of the professors might be of spiritual complexity. We should remember
willing to come and teach. If you already have that this is not a philosophy course. We are
a teacher for the younger students, see if he is not going to study these books in depth as we
willing to teach an advanced program. It is a do in Bhakti-çästré. An advanced student may
fortunate school that can have a qualified San- indeed start the Bhakti-vaibhava course in
skrit instructor three or more times a week. Çrémad-Bhägavatam, but generally that is an
Unless you have such a situation, the student adult study. We simply want all our students
would have to be very motivated to do much to have a general knowledge of Prabhupäda's
independent work. There are several books books, having read them thoroughly at least
from the Vedanta Society that claim to be self- once. Along with the survey they had of these
instructional on a high school level. These books in elementary school, they will then
provide excellent reinforcement for personal have a good basic understanding of Kåñëa
instruction. Help the student who is serious consciousness.
about Sanskrit. It may mean having a class
before the Sunday feast with a local Indian Students can read two chapters a week, on
college professor, who comes to the temple their own. They should read verses and pur-
anyway at that time. The student will need ports. Students should take notes, which the
teacher briefly checks. Unlike the Bhakti- interested in simply decorating a special
çästré course, where students take several composition and taking it home.
sentences of notes for each verse, there can be
brief notes for each group of verses (grouped
by theme). For example: "verses 5-15 describe
the glories of Nityänanda". In addition, stu-
dents should note any specific point in the
Course-by-Course
verses or purports of that section that seems
particularly interesting. Students' notes on an
Description for
average Caitanya Caritämåta chapter will be Appropriate Grades, 9-
about one page, handwritten. The students
decide individually how they will group the 12
verses, and by what theme. There is likely to
be some variation between students and be-
tween students and teacher. Students then Bhakti-çästré I
write a very brief essay on one of three topics: Full year, 1, 9-12, R
the general theme of the chapter, or a compi-
lation of the verse themes (not a plot sum- Students who have not taken the level three
mary); how the writer could apply a specific course in Bhakti-çästré must take the' final
point in the chapter to his own devotional exam in Bhagavad-gétä philosophy and demon-
service; or expanded realization of the writer strate memorization of at least the key verses,
about one point in the chapter. This essay Sanskrit and English. Upon completion of
should have a proofread rough draft and these Gita requirements, the rest of the course
finished copy. The teacher can grade these for is covered in classroom discussion. Students
spelling, handwriting, grammar, and must pass the ISKCON exam, and memorise
composition. This, reading is not the jumping the entire Sanskrit and English of Sri Iso-
off point for class philosophical discussion, panisad and Nectar of Instruction.
although the teacher would want to discuss
with the students any points on which they Textbooks: Bhagavad-gétä, As It Is, Nectar of
seem to have difficulty, and to answer Devotion, Çré Éçiopaniñad, Nectar of Instruction.
philosophical questions that arise from their Study guides are also used.
reading.
Special readings for all Vaiñëava festivals Bhakti-vaibhäva I & II
should continue. For major holidays, students Full Year, 1 (each), 10-12, Bhakti-çästré, E
can either have special class assignments, or
help the adults in the community. At this age, Using the same format as Bhakti-çästré, this
students can have wonderful long-range pro- course offers an in depth study of Çrémad-
jects for the major festivals. For example, stu- Bhägavatam. Some work from English 3 and 4
dents can prepare a schedule of events on the can be applied to this course. Students
computer or in art class, that is then copied memorize some Sanskrit and English verses,
and distributed to guests. They can practice a particularly from the First Canto, Chapter 2,
musical performance or drama. They can and the Fifth Canto, Chapter five. A passing
write a collection of poems or essays about the grade on the ISKCON exam is required.
festival's theme. They can design games and
puzzles for the younger students about the Textbook: Çrémad-Bhägavatam study guides
personality or event. The main difference are also used.
between these and younger students is the
need to have one's work count as a useful
activity within the "real" world of adults. English
Therefore these students are generally not
 Many students don't need specific spelling
Multilevel Organization instruction now, but should study words with
which they have difficulty in their work. They
Teaching Aims: should be encouraged to use words in their
rough draft that they don't know how to spell,
Students become knowledgeable about all of and then check the spelling for the finished
Çréla Prabhupäda's major works and some draft. There are several good texts for the
mundane classics. Their reading vocabulary older student that teach general spelling, and
should enable them to comprehend high these can be used for students with problems.
school level material. They can analyze read- For most students, spelling instruction is re-
ing material for plot, character qualities and placed by vocabulary study. Harcourt, Brace,
motivation, theme, writing quality, and moral and Jovanowich's texts, Vocabulary for College,
tone. Students should be able to write clear books A-D are designed for completely inde-
English that uses proper grammar and punc- pendent study. Students may have one
tuation. They should be able to write various English class a week set aside for this (if the
types of essays, reports, and narratives, includ- Level Four teacher has younger students,
ing poetry and drama. They should know the vocabulary and spelling classes can be
proper form of a friendly and business letter. combined) or may have the assignments for
They should be able to research a topic and independent work, only taking the tests in
present a report that is in proper form with class.
outline, footnotes, and bibliography. Students
should be able to give a brief public talk on The grammar texts we suggest are completely
most topics extemporaneously, and a lengthy Individualized. Some students will have
public talk with a 1/2 hour of preparation finished the series by the end of Level Three
time. They should be able to spell most words and have little need for separate grammar
they wish to write, and be able to find the instruction. You may set aside part of some
proper spelling of words which they do not English classes for grammar work, or, if you
know. Students should be familiar with the divide your students into groups, have one
library and catalogue, as well as various group work on grammar while the rest works
reference works, such as an almanac, on composition, and then reverse. The most
thesaurus, and encyclopedia. important "grammar" instruction takes place
in the proofreading and correction of the stu-
After the first year, students can elect to dents' written work, both by the student and
undertake an intensive study of poetry or the teacher. Teachers who want a self-
drama. After the second year, they may study instructional, Individualized composition and
journalism or speech/debate. These classes literature course will have to use a Christian
can be taken instead of or in addition to the mastery learning text, such as Christian Light,
basic English courses. Alpha Omega, or Basic Education. The
Scholastic Composition Books 3-6 are intended
Teaching Method: for a whole classroom structure, with many
assignments that require several students'
Teaching general English in an Individualized cooperation. The students could do much of
classroom is not very difficult on this level, as the work at their own pace using these books
there are few step-by-step instructions that on their own, with some help from the
must be following in sequential order. Stu- teacher.
dents in all grades can write poetry, a research
paper, or have a debate. The problem is find- Unfortunately, most high school English
ing texts and teaching materials that support books tend to be no more than repetitions of
this structure. elementary work. Excellent texts, on the other
hand, can often be found in used-book stores
which are near a college or university. This is
a particularly good idea if a school has only a others to having each student speak, or may
few advanced Level Four students. Some of combine speaking and instruction in the same
the books we suggest for English courses are class. Along with regular short speeches (5-7
actually college texts. minutes), all students should give at least
three half-hour lectures a year, particularly in
Many teachers will prefer concept learning. the, last three years of Level Four. Keeping the
All the students can write persuasive essays, outline structure, the students can give a talk
and then they can all write research papers. on a verse of their choice from Prabhupäda's
Each will work at his own level. It is wise to books, much like a Bhägavatam class or
have a two or three year revolving program, so Sunday lecture. Indeed, these older students
that the students don't feel they have the same should lecture in the temple if they are
assignments every year. For whole-book read- competent and the local administration is in
ing assignments, teachers need a list of several agreement. Debate is included in the first year
books from which each student can choose. logic course and is studied by all students at
that time. Students who are having a special
What about students who wish to concentrate study program in poetry or drama may read
on a particular area of English, such as poetry, their works or give a dramatic performance in
drama, or journalism? In a multilevel lieu of the regular speaking assignment, if they
classroom, such students need a good working wish.
understanding of basic reading, grammar and
composition, and be highly motivated to pro-
duce results in a fairly unstructured environ-
ment. These students should work out a
Course-by-Course
"learning contract" with the teacher. They
agree to study certain books, direct sources
Description for
and/or textbooks and produce a minimum Appropriate Grades, 9–
number of works in their area. They could
write a poetry book, containing various types 12
of poems (ballad, blank verse, sonnet), and
write analysis of others' poetry. Drama stu-
dents could write plays, organise a perform- English I
ance, and analyze Vaiñëava drama. Students. Full Year, 1, 9-12, Eng. 8, R
who study journalism, would, referring to a This course reviews all the grammatical forms,
standard text, produce a newsletter for the integrating them with frequent composition.
school or temple. These, of course, are ex- Oral presentations, focusing on organization ,
amples. The teacher should see what the stu- poise, pronunciation, and clarity, are an
dent wants to do, and let him develop his important part of the classroom experience.
interests. The students analyze some classical literature,
and begin an in-depth study of Vaiñëava
Speaking continues to be very important for all writing. They expand their reference and
students. The teacher may have a once weekly report-writing skills. Evaluation of spelling in
speaking class, especially if he also have Level the student's composition may indicate that
Three students, or may dedicate two or three some remedial work is needed, and vocabulary
weeks, at different times or at one time, to is increased through a study of word forms
public speaking. The system is basically the and usage. In addition:
same as that described in the classroom pro-  First trimester: book report, letters,
gram, Grade Six. Students organise their topic minor research paper
around an outline of introduction, body with  Second trimester: book report, notes and
three areas, and conclusion. Depending on the minutes, 112 hour speech
number of students, teachers may want to  Third trimester: book report, major re-
dedicate some classes to instruction, and search paper
 Full Year (each), 1 (ea.), 11-12, Eng. I & E
Textbooks: 2200, 2600, or 3200, HBJ; Vocabu-
lary for College A or B, HBJ; McGuffey's 5-6; These courses continue the work studied in
Kåñëa book; Caitanya Caritämåta; Scholastic's English I and 2. The students also analyze and
Composition 3. In place of HBJ's books, you write plays, mass communication, propaganda
may use Isha's Daily Grams. If you want a techniques, advertising, stories, editorials,
combined grammar and composition text, you journalistic writing, and poetry. Critical and
can use Christian Light's 901-910 or evaluative reading is continued, as is vocabu-
Warriner's Grammar and Composition, third lary development, spelling, and reference and
course, from HBJ. With this book, the research skills. In addition (each year):
vocabulary and reading study must still be  First trimester: book report, research
separate. Some of the above texts will include paper
the research papers, etc. mentioned above.  Second trimester: book report, 1/2 hour
speech, resume
 Third trimester: book report, research
English II paper
Full Year, 1, 9-12, Eng. I, E 
Textbooks: 3200, HBJ, (grammar); A Rhetoric
The students are required to read a number of of Argument, Fahnestock and Secor, Random
major books by Vaiñëava authors, also House (composition) or Composition 5 and 6,
studying the scriptures and some mundane Scholastic; Vocabulary for College C and D,
classics. Because students’ progress at their HBJ; CASE Book, ISP (enrichment); Çrémad-
own pace in much of the grammar study, Bhägavatam. If you want a combined
advanced students may produce major works grammar and composition text, use Christian
of poetry, drama, narratives, essays, or reports. Light English 1101-1110 and 1201-1210 or
All students will study and write these Warriner's fifth and complete course, HBJ
different genres within the scope of grammar. Reference material for the teacher: To Write,
Vocabulary is increased by deliberate study of Write, Writing; Research and the Library;
forms and usage. Work in spelling is Writing a Research Paper.
determined by the student's errors in
composition. Research, library, and dictionary
skills are continued, and oral communication Journalism
is stressed through speechmaking, skits, Full Year, 1, 10-12, Eng. I and II, Computer
panels, and discussion. In addition: Literacy 8, E
 First trimester: book report, research
paper, poetry Journalism is a practical course which has as
 Second trimester: book report, 1/2 hour its objective the writing and publishing of a
speech, story, essay monthly journal that may contain news,
 Third trimester: book report, research creative writing, editorials, or a combination
paper, letters and directions depending on the interest of the. student. The
student will be expected to work on the com-
Textbooks: 2200, 2600, or 3200, HBJ, (gram- puter.
mar); Composition 4, Scholastic; Vocabulary for
College B or C, HBJ; Caitanya Caritämåta. If Textbooks: News Reporting and Writing, fourth
you want a combined grammar and composi- ed., The Missouri Group, St: Martin's Press
tion program, use Christian Light English with workbook and instructor's manual or
1001-1010 or Warriner's fourth course, HBJ. Interpretive Reporting, Macmillan or Press
Time, Prentice Hall.

English III and IV Poetry

Full Year, 1, 9—12, E[
Techniques for organising a speech, creating
Students analyze the poetry of the çätras, and the proper impression, pronunciation, ges-
the great Vaiñëava song writers. Some mun- tures, poise, and manner are all studied. For-
dane poetry, such as the works of Longfellow mal rules of debate and parliamentary
and Shakespeare, is also discussed. Students procedure are studied and practiced. Students
study and write various poetic forms such as stage debates on current topics from a spiritual
epics, sonnets, haiku, and free verse. Oral viewpoint, and deliver 1-3 speeches a week.
presentation is a focal point of this course. Some inter-school competition is part of this
Sanskrit I is helpful, though not required as a course.
prerequisite.
Textbook: Basic Public Speaking, Macmillan, or
Introduction to Debate, Macmillan, or Speech,
Drama BJU, or Argumentation and Debate (1976),
Full Year, 1, 9-12, E Wadsworth.
The drama of the goswämés is studied. ISK-
CON plays are analyzed and improved. Stu-
dents are required to write or revise a play,
possibly staging one major or two minor pro -
Mathematics
ductions.
Students continue to study mathematics with
In the first part of the course, students study
an incremental approach. We offer Algebra I;
Jagannätha Priya, listening to the play on tape
Algebra II; Advanced Mathematics; Calculus
while following in the book, then reading the
and Consumer Math.
second about the parts of Vedic drama. Stu-
dents write a plot outline and character sketch
for a play of their own (they may not actually
write the play) and then write sections of dial- Multilevel Organization
ogue or stage directions based on their outline
that correspond to the different categories and Teaching Method:
divisions of Vedic drama.
Then, students study Prabhupäda and analyze The textbook we recommend, Saxon, is per-
it according to the Vedic principles, described fectly suited to an Individualized program.
in Jagannätha Priya. Then they read Macbeth The books are almost self-instructional, and
by Shakespeare and analyze it for how it differs students need little help. There are
from the Vedic model and how is it similar. instructions from the publisher, in writing and
Students may also see a production of Macbeth. on video, on how to use these texts in a whole
Finally, students write `a Kåñëa conscious classroom. For a multilevel structure, the
drama, using what they've learned. They take same program could be followed. That is,
part in a dramatic production based on their students correct their own odd numbered
play or the play of another devotee. answers from the back of the book, and then
the even numbered answers are written on the
Textbook: All About Theatre, ISP; Jagannätha board. The teacher would have to write the
Priya and Prabhupäda, Tamäla Kåñëa Gos- answers from three books. Problems that
wämé. many of the students got wrong are worked on
the board. Students then go on to the next
Public Speaking and Debate lesson, working the hardest problems in class,
and finishing the lesson as independent or
I and II home work. The better students act as tutors
Full Year, 1, 111-12, Logic I, E and a test is given after every five lessons.
 or if a student working at his own pace
This system is too cumbersome for an finishes a book before the end of the year, he
Individualized classroom. Here the teacher can skip the first month or so of lessons in the
would want to simply have the students work next book, as these are always simply review.
in the books at their own pace, but never
skipping a lesson or problem. There are two The consumer mathematics course, available
methods . The first is keep the odd numbered from Basic Education or Christian Light, is
answers in the students' books, correct only also a self-instructional course.
the even answers, and give a test every five
lessons. Students should have their chronic
mistakes explained and corrected, but they
need not correct all their mistakes on each
Course-by-Course
lesson. The second is to remove the odd
numbered answers from the back of the
Description for
students' books and dispense with the tests. Appropriate Grades, 9-
The teacher then corrects the students' work,
and each student must correct all their 12
mistakes before moving on to the next lesson.
With either method, students must finish at
least one lesson per day in the Algebra I and
Algebra II books; three lessons a week for
Basic Mathematics
Full Year, 1, 9, R (if not completed previously)
Advanced Mathematics and Calculus, whether
they finish in class or during independent
Students review the basic operations of arith-
work time.
metic, with emphasis on fractions, decimals,
basic geometric concepts, customary and
It is nice to have manipulatives available to metric units of measurement, ratio and
supplement the basic instruction, helping proportion, and the development and use of
students with difficult concepts. formulas.
Mortensen Math has videos explaining how
to use their materials in this way. (Again, Textbook: Math 76 or Math 87, Saxon
we suggest that you use Cuisinaire rods and
base ten blocks which are almost identical
to the Mortensen materials but are much Pre-Algebra
less expensive.) Students who are having Full Year, 1, 9-10, R (if not completed
trouble with Algebra and Calculus might previously)
profit from working with Mortensen's
Algebra and Calculus books, at whatever Students will review many topics of Math 76,
level is most suited to them. Also Key with emphasis on quick and accurate
Curriculum Press, which publishes the computation skills required the study of
Miquon series for the primary grades, has Algebra I. Fractions, decimals, percents,
an excellent introductory algebra book. If graphing on a number line and in a coordinate
you get new students who are really plane, solving simple equations and
struggling with mathematics concepts at inequalities, learning area and volume
this level, you could use Mortensen Level formulas, and solving word problems are
Two and/or Three for remedial work, among the topics studied.
before putting them in a Saxon text.
Textbook: Algebra 1/2, Saxon. Mortensen
Math has some supplementary algebra books
It is easiest for the teacher to schedule all the
that really help demonstrate mathematics con-
students' mathematics classes at the same time.
cepts. You need Level One and possibly Levels
Mathematics class should be held three or four
Two and Three of algebra.
times a week. If you have school year round,
Instead of using their overpriced known are practiced for half the course and
manipulatives, you can use Cuisinaire rods three linear equations in three unknowns are
and base ten blocks. practiced for the rest of the course, with sys-
tems of nonlinear equations included for about
Mortensen often has one day workshops one-third of the course. The algebra problems
available for teachers and high school from chemistry are heavily emphasize d. Area
students, as well as instructional videos for and volume and unit conversion problems are
each level. studied throughout. Right triangle trigono-
metry is covered, and conversions from rec-
tangular to polar and polar to rectangular
Consumer Mathematics coordinates and addition of vectors are empha-
Full Year, 1, 9-12, Pre-Algebra, E sized. Also emphasized are similar triangles,
problems on the equation of a line, complex
Consumer mathematics introduces the high numbers, completing the square, and deriving
school student to many real-life problems that. and using the quadratic formula.
young adults encounter. The students. learn
about buying a car, budgeting, banking, in- Textbook: Algebra II, Saxon
vesting, keeping tax records, purchasing food,
clothing, and a home. It presents a positive
introduction to the free-enterprise system. Advanced Mathematics
Full Year, 1, 11-12, Algebra II, E
Textbook: Consumer Mathematics; A Beka or
Business Math 109-120, Basic Education or In this course the student continues to practice
Consumer Mathematics 901-910, CLE the skills of algebra and trigonometry and stu-
dies the proofs of geometry. Students work
about 3 logarithm problems daily,
Algebra I trigonometric identities for more than half of
Full Year, 1, 9-12, Pre-Algebra, E the course, infinite series for 4 or 5 months,
conic sections in great depth, matrices and
This course covers topics of 'a typical first determinants, echelon solutions, and the
course in algebra. Signed numbers are heavily proofs of geometry in paragraph form. Similar
emphasized, as are integer exponents and polygons with emphasis on scale factor are
scientific notation. Systems of two linear equa- 'studied first, and then the student studies
tion in two unknowns are practiced for a long congruent polygons as a subset of the set of
time before coin problems are introduced. similar polygons. Much emphasis is placed on
Graphs and equations of linear functions are abstract word ` problems.
heavily emphasize d. Word problems are in
almost every lessen, with strong emphasis on Textbook: Advanced Mathematics, Saxon
identifying word problems by type and
learning the procedures for each type.

Textbook: Algebra I, Saxon

Social Studies
Algebra II
Full Year, 1, 10-12, Algebra I, E

This course is designed to complete the auto- Multilevel Organization

mation of the fundamental skills of algebra.
Uniform motion, boat in the river, and chemi- Teaching Aims:
cal mixture problems are solved frequently.
Systems of two linear equations in two , un-
All students are required to study U.S taught on a rotating basis. The order of
Government/Cäëakya Paëòita. Students learn courses is not important, nor does it have
the meaning of the sections and amendments any significance. The only problem here is
of the Constitution; community, state, and with a student who enters school in the
national governments; economics and taxa- middle of Level Four and who needs a
tion; and rights and responsibilities of citizen- specific course to graduate. He could
ship. Students then memorise and discuss work independently while the other
Cäëakya Paëòita’s Néti-çästra and Artha- students follow the group course.
çästra.  Third, is to have a part-time teacher teach
to a specific group of students.
All students have one year of advanced logic,
enabling them to make clear and mature deci- Whatever method you choose, make sure that
sions. The course includes counter-examples; the students supplement their classroom
"or" and "and" sentences; double negatives; instruction. Films and extra reading are
necessary and sufficient conditions; circum- important. Better yet are field trips to
stantial evidence; circular reasoning, propa- museums, the state or national capital, places
ganda techniques, and an introduction to where historical events took place, or to see
debate. Discussion is based on real-life ex- other cultures will have to be engaged in
amples. independent work.

Students may choose any two of the following For example, the ninth grade students who are
courses: American history (modern), world studying logic can delay foreign language
history, world geography, or economics. A instruction until the second year of high
course in the history of modern religion and school, and have theft logic class while the
philosophy is being developed. older students are working on French or Hindi
from audio tapes and self-instructional book-
Teaching Method: lets. If the teacher also has Level Three stu-
dents, they can work in their logic books
during this time.

It is not possible to teach history, geography ,

government or economics individually unless
we are willing to give the student a Christian Course-by-Course
mastery learning program and let him work
through it without much Kåñëa conscious in-
Description for
tervention from the teacher. This may not be
acceptable because history classes are one of
Appropriate Grades, 9-
the major vehicles for a society to teach its 12
philosophy and world-view to its children. It is
one of the strongholds of Maya in education.
Logic I
There are three other possible choices: Full Year, 1, 9-12, R
 The first choice, is to find texts that are as
unbiased as possible (we suggest some in Logic is intended to enable the student to
our classroom section) and have the make clear and mature decisions in every
students use them independently without aspect of the modern world. This course,
class discussion or much teacher based on class discussions that often include
assistance. much of the adult community, thoroughly in-
 Second, is to teach the students as a group, vestigates counter-examples, "or" sentences,
regardless of grade level. Perhaps the "and" sentences, double negatives, necessary
teacher would have three years of courses and sufficient conditions, "if-then" sentences,
"only if" sentences, allegories and literary ref- Foresman, or United States History for High
erences, denotation and connotation, circum- Schools (1977), Laidlaw Videos which can be
stantial evidence, implications and inferences, used in addition to or instead of textbooks:
circular reasoning, propaganda techniques, The American Adventure series covers from the
advertising and schemes, arguments and value early explorers through the Civil War;
judgments, looking at two sides of an issue, America's Century covers events in the
anticipating arguments for the other side, and twentieth century; The Divided Union is about
an introduction to debating. Upon the Civil War; War and Peace in the Nuclear
completion, the student will gain discernment Age covers post WW2; Eyes on the Prize is
in reading and listening, and clarity in about the civil rights movement of black
speaking and writing. Americans, especially in the 1950's and 60's;
The Second Century shows the second two
Textbook: Critical Thinking, books 1 and 2, hundred years of America's history, especially
and teacher's edition, Critical Thinking Press the rise of big business.
and Software.
History of Modern Religion
U.S. Government and Philosophy
Full Year, 1, 9-10, R
Full Year, 1, 10-12, E
The first two trimesters of this course cover
This unique course covers the history of the
the origins of American democracy,
world during Kali-yuga, or the last 5,000 years,
community, state, and national government,
from the perspective of ideology. Students
political parties and elections, conservation
study the cultural and historical background
and resource management, elementary
of the major currents of world thought as well
economics,, labor and management, taxation,
as current ideology and practice. Included are
the Constitution, and the rights and
Catholicism, Judaism, Islam,. Buddhism,
responsibilities of good citizenship. Different
Protestant Christianity, and the major
forms of government are compared with
philosophers such as Plato. This course: is
varëäçrama dharma. In the last trimester,
highly recommended.
students memorize and study the political
ethics of Cäëakya Paëòita.
Textbooks Caitanya Caritämåta, Dialectic
Textbook: Çré Cäëakya Niti-çästra; The best
Spiritualism, Food for the Spirit, East-West
text is Civics, Citizens and Society by McGraw
Dialogue
Hill. Other possibilities are: American Way - An
Books for teacher reference: An Introduction to
Introduction to U.S. Government and Politics
Jesus of Nazareth, ISP, A History of the Jews,
(1977), Heath, or Essentials of American
Harper and Row, Mohammed and the World of
Government (1974), Barron's, or Our Living
Islam, Longman or Christianity, Judaism, and
Government (1967); Scott, Foresman
Islam, Harper and Row.

American History
Full Year, 1, 10-11, R World History
Full Year, 1, 10-12, E
This is an in-depth course covering the time of
the early explorers to the present from the
This course primarily examines the history of
viewpoint of Kåñëa conscious philosophy. The
kali-yuga, or the last 5,000 years, focusing on
primary focus is, on events, personalities, and
the development of Western civilization.
philosophies after World War II.
World History covers the early Greeks and
Textbook: The Longman History of The United
Romans, the Middle Ages, Renaissance,
States, Longman, or The American Experience,
American and French Revolutions, the In-
ISP, or American Dream (1977), Scott,
dustrial Revolution, World Wars I and II, and
modern history. The history of the material
world as explained by the Vedas will be Science/Health
studied and compared with the view of
modern historians.

Textbook: People and Civilizations: A World. Multilevel Organization

History (1977), Ginn, or World History (1960),
Macmillan, or A World History, Longman. Teaching Aims:
Satyaräja Däsa and Sadäpüta Däsa have some
books and materials that would be very helpful All students study the ill effects of intoxica-
in this course. tion, illicit sex, meat-eating, and gambling.
Through reading, discussion, and practical ac-
Video series to supplement this course: World tivities, students learn how to maintain good
At War (WW2), Time-Life; The Western Tradi- health.
tion; The Day the Universe Changed.
All students study the faults of the evolu-
tionary idea from both a scientific and theo-
logical viewpoint
World Geography Two years of general science are offered,
Full Year, 1, 9–12, E including chemical and atomic energy; mag-
netism and electricity; distance, force and
Following an overview of the earth - its re- work; photosynthesis; volume, mass, and den-
sources and its technology - this concise yet sity; geology; astronomy; and oceanography.
comprehensive course covers America and the Emphasis continues on observation, demon-
world region by region. stration, and field trips.
Textbook: World Geography, Silver Burdett or Students may study chemistry, physics, bi-
The World in Change, Longman, or World Geo- ology, or electronics instead of or in addition
graphy (1971), Ginn. You may want a more to general science.
current text, considering recent political
changes. Teaching Method:

Most of the multilevel/Individualized sug-

Economics gestions for level one apply here to the general
Full Year, 1, 10-12, E science, chemistry, and physics courses. Bi-
ology is also available from Christian Light,
This course provides practical instruction and although we haven't listed it here. These
application of the basic rules governing price science texts are meant for individual learning,
stability, banking and finance, laws of supply with little teacher intervention. It is necessary
and demand, personal budgeting and to have an area, or "science centre" with mate-
planning, and loans and interest. rials needed to demonstrate the principles, or
in other words, to perform experiments. Stu-
Textbook: Economics–Social Studies 133–144, dents need two or three science classes a week,
Basic Education, or Economics: Its Nature and with some independent or home work.
Importance (1976), Barron's, or Economics:
Principles and Policy from a Christian Perspec- Students may work in groups or on their own.
tive (1977), Mott Media A large advantage to a multilevel rather than
Individualized organization for science is that
it is much easier to have students who are in
the same grade do the same experiments at the
same time.
 play, or assist the older devotees, should
At this writing, we do not have an electronics include applicable instruction for the students'
text, although the course is listed here. health and safety.
Students who are interested in electronics
could work out an independent study program Of all the health topics mentioned above it is
with a "learning contract," perhaps using especially important with this age group to
various advanced electronic kits. discuss the spiritual, physical, and mental
benefits of following the four regulative
principals. Most teachers find that relevant
All Level Four students need some class time points are brought up by the students during
to understand the fallacies of evolutionary social studies and Bhakti-çästré classes, or are
"theory". This can be counted, for credit pur- germane to a topic under discussion and
poses, as a one-year science class, titled, "The therefore easily, introduced by the teacher at
Vedas and Modem Science". Although there is an, appropriate time. The teacher should be
not yet a comprehensive text or teacher's guide familiar enough with Kåñëa conscious
for this course, the Bhaktivedanta Institute is philosophy to explain these points clearly.
gradually producing materials for secondary Information about the specific effects of
education. At this writing, they have video intoxicants on one's health is available from
tapes and several books. These can be government agencies or the Seventh Day
combined with some ISKCON books and Adventists. The Seventh Day Adventists also
Christian anti-evolution material. In have good material about the harmful effects
Appendix B we give the sources and class of eating meat, fish and eggs. Their literature
notes for this course, based on reading and about sex assumes that all sexual behavior
discussion. While the first year (and new) within marriage is acceptable, but it may still
students are studying about evolution, the have some value as a teacher reference. There
older students can be working independently are also ISKCON publications that specifically
or in groups with mastery learning textbooks deal with meat-eating, such as The Higher
in other science courses. Taste and Food for the Spirit.

Some teachers will prefer to have first year The multilevel considerations for health topics
students take a regular science course and use are simple - teach to the group. For example,
the anti-evolution material for a weekly special suppose that during an English class where
class. The course can be taught to first-year each student is working on his own, one
and new students only, or the school can be student's questions lead to the harm of gam-
arranged so that all level four students take the bling. When the teacher and the student dis-
course together. cuss this point, some of the other students
may stop their work and become involved in
It is important to continue to have some group questions and answers. This is very good.
health instruction. Some teachers find that Don't feel guilty about the students' lessons
pertinent instructions about hygiene, safety, being. incomplete, and by all means excuse
and the regulative principles are a natural part them from, part of their regular assignment.
of other classes, and therefore have no special The cautions here are, first, not to purposely
class at this level. If such instruction is not initiate such discussions when they neither
taking place, the teacher needs to plan a group occur naturally. nor are part of a regular class,
instruction once a week or twice a month. especially if done frequently. The students do
Materials are available free or cheaply from need to study their regular lessons. Second,
government agencies, and many publishers some students, when they see that you will
have books that the teacher can use as a suspend a class to discuss these issues, will
reference (see Appendix F). Whether health frequently bring them up just to get out of
instruction is formal or informal, all adults their school-work obligations. The teacher
who interact with the students when they eat, must be sensitive and not allow a student to
waste the class time in this way. When health properties of matter, acids, bases, and salts,
classes are planned by the teacher, students in nutrition, kinetic, potential, heat, chemical,
this level should work as a group. There is no and atomic energy, magnetism and electricity,
harm in a student hearing the same points on distance, force, and work, simple machines,
these issues- for several years. photosynthesis and natural cycles. Field trips,
lab work and films are an essential part of the
There are a few important points for the health practical course.
teacher, of this age student, no matter what
the classroom organization. These are Textbook: Science 801-810, CLE. As part of
discussed in the overview by subject area this course or whatever course is taken during
health section. the first year of high school, a once or twice
weekly class in evolution is essential. Please
see the separate list of books required, along
Course-by-Course with a general lesson plan in Appendix B.

Description for General Science II

Full Year, 1, 9-11, E
Appropriate Grades, 9—
12 General Science II looks at the glory of Kåñëa's
creation without neglecting to glorify the crea-
tor. It is practical, based on lab work and
field trips. The course includes, in more
Physical Education/Health detail, the work in biology, physics, chemistry,
Full Year, 1, 9-10, R geology, and ecology studied in General
Science I.
This course covers the practice of good health
habits, good grooming and posture, the effects Textbook: General Science 901—910, CLE
of intoxication, illicit sex, meat-eating, and
gambling, personal and public safety, accident Chemistry
prevent, and the functions of the body. Full Year, 1, 10-12, General Science I & Al-
Humane and non-violent treatment of animals gebra I, E
and all living beings is also covered. Students
keep fit through exercise and sports. With a devotional perspective, students study
matter and energy, atomic structure, periodic
Textbooks: These topics are often covered in law, bonding and chemical composition,
the science curriculum. The local branch of chemical equations, Charles' law and Boyles'
the Seventh Day Adventist Church can direct law, gases, liquids, solids, and solutions, acids,
you to their publications about the health bases and salts, carbon, oxidation, metals and
aspects of the four sinful activities. See metalloids, nitrogen and sulfur, halogens and
Appendix F for a list of some suggestions. radioactivity. Lab work is essential.

Textbook: Chemistry, Science 1101-1110, CLE

General Science I or A Beka's video course.
Full Year, 1, 9-10, E
Physics
This course offers a definition and brief history Full Year, 1, 11-12, General Science I, Algebra
of science and the scientific method, I & II, E
discussing limitations of science and
technology. With a theistic viewpoint, Physics covers the scientific method and nota-
subjects studied include general and chemical tion, problem solving and measurement, prop-
erties of matter, electricity and magnetism, Full Year, 11-12, General Science I and Al-
kinematics, dynamics, wave motion and gebra II, E
sound, light and optics, electrostatics and
circuits, electrical application, and atomic Electronics covers reading and writing a sche-
physics. All areas are viewed from a devotional matic diagram, wiring "kits", and finally
viewpoint, and lab work is essential. wiring electrical devices. The theory of
electricity and electronics is also studied. This
Textbook: Physics, Science 1201-1210, CLE or course is for advanced students.
A Beka's video course.

The Vedas and Modern Science Foreign Language

Full Year, 1, 10-12, General Science I, E

This unique course examines the prevailing

scientific doctrines from the angle of the Vedic
version of life, creation, and the universe.
Multilevel Organization
Classroom discussion and research make this a
course that will greatly enhance the knowledge Students may continue their study of Sanskrit.
and understanding of a devotee of Kåñëa in the
modern world. A wide range of foreign language study is
available through self-study courses that use
Textbooks: Life Comes from Life, Darwin's audio tapes. Students can learn to understand,
Secret Identity, Origins: Evolution or Creation, speak, read and write languages from French
Creation Science Research, also, contact the. and Spanish to Urdu and Chinese.
Bhaktivedanta Institute for new publications
Teaching Method:
Teacher reference: Mechanistic and Non-- Can you teach several students different for-
Mechanistic Science, Darwin's Enigma, Vedic eign languages at different levels at once? Of
Cosmography and Astronomy. course not. Even if you could find part-time
teachers, you would need a different teacher
Video: Human Evolution, Bhaktivedanta In- for different levels for each language who
stitute; some videos from, Master Books. See would be willing to teach separate classes.
Appendix F for a complete list of resources. The ideal multilevel solution is audio tapes
that are coordinated with self-instructional
The Human Body and The booklets. There are many excellent, highly
reputable sources for such tapes. These
Ayurveda courses tend to be expensive and would
Full Year, 1, 11-12, General Science I, E
therefore be purchased only when a student is
serious. Less expensive, introductory taped
A practical course, the student learns anatomy
courses are available for students to see if they
from the Vedic perspective. He studies bodily
are interested in the language, and to give
types, how to maintain health, herbs and
them initial confidence.
therapies for various diseases, nutrition, and
philosophy of healing.
If there are local devotees or life members who
speak the language the student is studying,
Textbook: Ayurveda Navayauvana, and An In-
arrange for conversation opportunities. After
troduction to the Human Body ISP. This course
the student has mastered some basic
does not yet have a teaching outline.
proficiency, he can study some of the culture
of a country where the language is spoken.
Electronics I The students can also research what
Prabhupäda did in that country, and read the Sanskrit III
Back to Godhead and ISKCON World Review
Full Year, 1, 11—12, E
articles about the devotees there. Students can
be encouraged to establish a devotee pen-pal
This is for students who've completed the
in their country of study, writing in the foreign
basic and intermediate courses. Please contact
language.
Gopéparäëadhana Däsa in Hillsborough, N.C.
for suggested outlines and materials.
You can have all your students study language
at the same time, three classes a week.
Depending on the number of students and the.
diversity of the languages studied, this-may Spanish I
mean a lot of tape recorders and headphones! Full Year, 1, 10-12, E
You may want to have some students study
foreign language while one group has a discus- This introduction to Spanish, both spoken and
sion class (Bhakti-çästré, Social Studies) and written, gives an introduction to various verb
then reverse forms, gender of nouns, questions, infinitives,
negation, noun plurals, indefinite articles, con-
tractions, possession, direct-object pronouns,
personal pronouns, commands, adjectives of
colour and number, irregular verbs,
Course-by-Course demonstrative adjectives and pronouns,
Description for numbers, time, imperfect tense, weather
expressions, reflexives, interrogative, and
Appropriate Grade, 9–12 negative commands.

Textbook: Spanish 97-108, Basic Education, or

Spanish, CLE
Sanskrit I
Full Year, 1; 9-12, E
Spanish I-A
This is the basic course that is taught in Level Full Year, 1, 10-12, E
One and Two. Students who've not already
learned this should cover this now. This course is primarily intended to give the
student good control over the spoken lan-
Textbook: Sanskrit by Cassette, first course, or guage. It can be taken independently of
Agrahya's course. Spanish I, or to augment that course. Upon
finishing this course, the student will be able
to understand and make himself understood
Sanskrit II anywhere in the Spanish-speaking world.
Full Year, 1, 10-12, E
Textbook: Programmatic Spanish Volume I,
This is the intermediate course that is de- Audio Forum
scribed in level three for students who have
completed the basic course.

Textbook: Sanskrit by Cassette, second course, Spanish II

and A Sanskrit Manual, part I and part II. Full Year, 1, 11-12, Spanish I or I-A, E

An intermediate course that increases the stu-

dent's vocabulary and provides progressively
more advanced exercises, drill and practice in French II
complex sentence structures.
Full Year, 1, 10-12, French I or I-A, E
Textbook: Programmatic Spanish Volume II,
This intermediate course continues the pri-
Audio Forum
marily oral emphasis of French 2, with more
reading and writing of French. It provides ad-
ditional vocabulary and practice.
Spanish III
Full Year, 1, 12, Spanish II, E Textbook: Bask French Advanced Level Part A,
Audio Forum
An advanced course that focuses on oral lan-
guage.
French III
Textbook: Basic Spanish Advanced Level Parts A
Full Year, 1, 11-12, French II, E
& B, Audio Forum
This is the advanced course.

Textbook: Basic French Advanced Level-part B,

French I Audio Forum
Full Year, 1, 9—10, E

A traditional course, this is an introduction to Hindi I

the oral and written language. Among the top-
Full Year, 1, 9-12, E
ics covered are: alphabet, noun gender and
number, indicative present, questions, parti-
This course is an introduction to spoken and
tive, time, negative and interrogative forms,
written Hindi in the Dihlavi dialect. Much of
demonstrative adjectives and pronouns, con-
the material appears in an English-like tran-
junctions and prepositions, interjections, and a
scription. so that reading and writing skills are
study of sentences.
more easily acquired.
Textbook: French 97-108, Basic Education
Textbook: Spoken Urdu, Vol. I and II, Audio
Forum. A short introductory, course is availa-
French I-A ble from Educational Services Corporation.
Full Year, 1, 9—10, E (NOTE: This is just a small sample of available
language courses. English as a second
This alternative to French I offers the beginner language can also be purchased from Audio
a primarily oral approach to the language. The Forum.)
first half of the course gives the student a vo-
cabulary of about 1500 words and practice in
using the simpler parts of the language. The
student then increases his vocabulary and
gains instruction on the more complex
Other Electives
sentence structures and phrases. The student
also studies some French culture and language
usage.
Multilevel Organization
Textbook: Basic French Parts A & B, Audio
Forum
Teaching Aims:
Four courses in computers teach students how
to use hardware and software. Students gain
proficiency in data processing, spreadsheets, 3. Some electives have no course book of
programming, layout and design or hardware which we are aware. The student
repair, according to their interests. would be learning informally or
working as an apprentice. These
Practical courses in cooking, sewing, wood- courses include Vedic cuisine, sewing,
working, carpentry, and auto mechanics are computer technology, rituals of the
available. Courses in deity worship, at home brähmaëa, and agriculture. It is
and in the temple, are under development. sometimes difficult to make
apprenticeships work in the Western
Students may study advanced drawing or countries, where we have few cultural
painting. experiences to guide us. The
classroom teacher or parent has to
Students may choose from a range of business work closely with the supervising
courses: general business, accounting, adult to make sure the student and
bookkeeping, typing, and shorthand. adult are satisfied.

Students who are interested in subjects that In an apprenticeship, first the supervising
are not listed here can be encouraged to design adult can write a course description with the
their own course of study, using a learning student. Then he can list the specific
contract. Such students can work with adults activities, time involved, and methods of
outside of the school, if necessary. These evaluation. The supervising adult needs to
courses can include sculpture, music, give a regular report to the classroom teacher
gardening, or astrology. or parent. He will probably need some
remuneration as the student is going to take
Teaching Method: some time and energy away from his service.
The school/parent can arrange to pay for the
Basically, there are three approaches to these time, and/or part of the student's learning will
electives: provide help with the adult's service. Many
times a traditional apprentice will do menial
1. One is to use self-instructional courses tasks in exchange for his education. Such a
for example, accounting. This does program would have to be fully understood by
not preclude having a teacher's the student so that he will do his chores with
guidance. Often the "teacher" will be satisfaction.
an adult outside the classroom who is
expert in the area. Especially for some All adults who work with students need to be
courses, such as general business and screened to prevent child abuse. It is also
bookkeeping, a teacher's help can wise, in addition to the usual precautions,
make a big difference, even if the never to have a student work with an adult in
"teacher" is just an occasional an isolated place. The work area should
consultant. ideally be one where other people, adults and
students, are regularly present.
2. For other courses, such as
woodworking, a competent teacher is
absolutely necessary. If at all possible,
the student should get real experience
Course-by-Course
with practical work, alongside his
adult guide. Having the course book
Description for
allows an adult who has practical Appropriate Grade, 9—
knowledge bur little teaching expertise
to help an interested student. 12
Practical Arts First and possibly second initiation are pre-
ferred for this course. The student learns the
procedures and mantras for the different
Computer Literacy I aspects of deity worship. This is a practical
Full Year, 1, 9-12, E course where the student masters the art of
waking, bathing, and dressing the deity, as
This course includes typing or "keyboarding" well as offering food and äraté
for those students who are new to the com-
puter. The focus is on word processing and Textbooks: Çrémad-Bhägavatam , Caitanya
elementary BASIC programming. This is not Caritämåta, Arcanä Padhiti, Nectar of Devotion
recommended for students who took
computer literacy in Level Three.
Rituals of the Brähmaëa II
Computer Literacy II Full Year, 1, 10-12, Rituals of the Brähmaëa I,
Full Year, 1, 9-12, Computer Literacy I or Sanskrit I, E
equivalent, E
Second initiation is required for this course,
Students learn how to use commercial spread- and individual student qualification must be
sheet programs. Working on an IBM, they carefully considered. Rituals of the Brähmaëa
also learn advanced BASIC programming. shows how Vedic culture provides a frame-
work for bhakti. The process of fire sacrifice is
mastered in this class. The history of fire
Computer Literacy III yajïa is also studied. The student learns how
Full Year, 1, 10-12, Computer Literacy II, E to perform the sixteen ceremonies such as
name-giving, hair-cutting, marriage, and
Students work out an Individualized program funerals, including the Sanskrit mantras. A
with the instructor according to their abilities introductory study of astrology is included.
and interests. Some options include: Using a
spreadsheet, word processing, and other pre- Textbook: Bhagavad-gétä, Çrémad-Bhägavatam,
pared programs in a real-life situation, writing Caitanya Caritämåta, Hari-bhakti-viläsa
and using advanced BASIC programs for prac-
tical applications, or learning other
programming languages such as Pascal or C. Vedic Cuisine
Semester, 1/2, 9-10, E

Computer Technology This is a practical course, bringing the student

Full Year, 1, 9—12, E into the kitchen in addition to his study of
nutrition, food storage, growing and prepara-
Students learn how to assemble and repair tion of herbs and spices, and the art of serving
small home and business computers. and eating. Students demonstrate expertise in
preparing several complete meals.
Note: Many publishers now make textbooks
available for teaching how to use computers. Textbook: Lord Krishna's Cuisine, Yamuna
Many local devotees may be available to teach Devi
these courses, with or without a textbook.
Sewing I
Semester, 1/2, 9-11, E
Rituals of the Brähmaëa I A basic introduction, this course covers hand
Full Year, 1, 9—12, E and machine sewing, using a pattern, and
simple embroidery.
Sewing II the course, done in several hours of lab work a
week.
Full Year, 1, 9-12, E
Textbook: Small Engines, CLE
Assuming some sewing background, the stu-
dent works with advanced hand and machine
work, advanced embroidery, knitting, and cro-
cheting. Pattern design is introduced.
Fine Arts
Woodworking
Full Year, 1, 9-10, E Art 1
Full Year, 1, 9-11, E
This course develops a thorough under-
standing of fundamentals of woodworking. The student is introduced to the pencil, pen,
Step-by-step directions for using hand tools, ink, and paints. Art I also covers a study of the
power equipment, and wood finishes are in- principles of design, point of view, perspec-
cluded. Safety precautions for proper use of tives, light and shade, textures, form and
tools, equipment, and materials are high- mood, hues, values, intensities and
lighted. At the end of the course, students proportions of colour, drawing still and
design and build a project. moving figures, drawing clothes, draperies,
and proper framing, landscapes and building,
Textbook: Woodworking, CLE lettering, and layouts and spacing.

Textbook: Basic Art 97-108, Basic Education,

Carpentry or Art, CLE
Full Year, 1, 10--11, E

Carpentry covers safety and accident preven- Brush Art

tion, building materials, construction lumber, Semester, 1/2, 10—11, Art I, E
hand and power tools, insulation, hardware,
fasteners and adhesives, and concrete and Continuing from Art I, brush art is a study of
forms building. The use of newer materials composition, lines, painting, converting
such as metals and vinyls is covered. shapes into forms, light, obtaining depth,
Insulation for extra energy savings is bristle theory, stamp movement, painting with
emphasized. a permanent flare and contour brushes,
applying sunlight colour, and the final touch.
Textbook: Carpentry, CLE
Textbook: Brush Art 109-114, Basic Education

Small Engines
Full Year, 1, 10-11, E Music of the East
Full Year, 1, 9-12, E
Small engines includes four-stroke and two-
stroke cycle engines, diesel and rotary valve Students study the history of music in India.
engines, general engine and specialized serv- Music of the East covers how the scale, rägas,
ice, and troubleshooting, maintenance, and and instruments combine to form the various
tune-up. The heavily illustrated text teaches components of different musical moods. Stu-
job skills and technical know-how. It also dents learn at least one Eastern instrument
teaches how to use service manuals. Twenty- such as mådaìga, harmonium, or tampura.
eight actual job assignments are a basic part of
Western Music dustries, careers in business, production,
labour; federal control, banking and finance,
Full Year, 1, 9-12, E
and international business.
Using computers (and possibly synthesizers),
Textbook: General Business 97-108, Basic Ed-
students study the history of Western music.
ucation
Students learn how to write and read musical
notation, and learn a Western instrument.

Textbook: Music. An Appreciation, McGraw

Hill (has accompanying records or cassettes) Accounting
Full Year, 1, 10-12, Consumer Mathematics, E

This course is designed to acquaint the student

Business with the nature, scope, vocabulary and
techniques of accounting. Intended to provide
a firm foundation upon which to build, the
Agriculture I course includes the balance sheet, accounts,
journals, ledgers, periodicity, accounting for
Full Year, 10-12, E
sales and purchases, elements of a manual
system, assets, cash, inventories, liabilities,
This is a practical course focusing on
taxes, partnerships and corporations. This
gardening and farming. Students research the
course is for above-average students. The
components of agriculture such as soil
spreadsheet on the computer is also studied.
composition, fertility of land, timing of
planting, erosion and its prevention, varieties
Textbook: Accounting 121-132, Basic
of plants - open seeded and hybrid, seed
Education
saving and simple cross breeding, prevention
and cure of pest problems, and organic
farming practices. Students will plan, manage,
and harvest the gurukula garden or similar Bookkeeping
project. Full Year, 1, 10-12, Consumer Mathematics or
Algebra I, E

Cow Protection This course trains the student in basic

accounting. He learns to keep books for a sole
Full Year, 10-12, E
proprietorship, a partnership, and a
corporation. He learns to use journals and
Students study and practically apply knowl-
ledgers to keep accurate records of most
edge of cow maintenance and protection.
business activities including sales and
They learn about gestation and milking cycles,
purchases whether by cash or credit. Business
health and hygiene of cows, milking, milk
simulations provide extra practice that will be
storage and preparation, breeding, and train-
of special interest to the student who wants
ing of oxen.
bookkeeping knowledge primarily for his own
use at home or on a farm and does not expect
to keep books for another business.
General Business
Full Year, 1, 9-12, E Textbook: Bookkeeping I, CLE

This study is planned to introduce the student

to the world of business: markets, consumer
studies, advertising, corporations and in-
Typing I
Full Year, 1, 9-11, E
This course is designed to acquaint the student
who are interested in secretarial work, or who
didn't study typing in Level Three. Typing I
enables a student to acquire typing skills
necessary for both personal and business
typing. It covers basic techniques for
keyboard operation and skill building,
arranging and centring copy, manuscripts,
personal and business letters, outlines and
reports. Much opportunity is given for
practice in straight copy typing, rough drafts,
and statistical typing.

Textbook: Typewriting I, CLE or Typing 97108,

Basic Education

Shorthand
Full Year, 1, 9-11,E

This course is designed to acquaint the student

with the spelling and techniques of shorthand,
basic brief forms, transcribing, and dictation.

Textbook: Shorthand 109-116, Basic Education

Part Five
Appendix A
Suppliers: America and Worldwide

A Beka Book Plublications

For: reading, phonics, handwriting supplies

Achievement Basics
For: business and economics courses

Pearson PLC (Addison-Wesley Publishing)

For: manipulative based math and Longman/ISP publications

Association of Christian Schools International (ACSI)

For: teacher workshops, books for school administration

Alpha Omega Publications

For: home school or multi-level

American Guidance Service

American Map Corp.

American Sanskrit Institute

For: alphabet intro, course, Sanskrit parts I and II

American School
For accredited high school correspondence course

America’s Future
For: reviews of American social studies texts

Ampersand Press
For: science games

The Ark
For: games and story books

Audio Forum
For: foreign language courses - self instructional

Audio Memory
For: geography and grammar songs

Ball, Stick, Bird Publications, Inc.

For: reading program for learning disabled and retarded students

Basic Education
For: self-instructional home school or multi-level mastery learning program, 1-12, supplementary textbooks, source for
California Achievement Test and I.Q. tests.

Bhaktivedanta Book Trust

For: ISKCON books and audio, “ISKCON Education Journal,” gurukula resource catalog

Bhaktivedanta Institute
For: material relating science and the Vedas:; anti-evolution teaching material

Bob Jones University press

For: supplementary reading materials, italic handwriting

Burt 447Harrison
For: math manipulatives, science equipment

CBN Publishing
For: sing, Spell, Read and Write phonics program, Winning phonics program for older ESL, and home GED program

Chinaberry Book Service

For: supplementary reading material (The McGuffey Readers and several other similar series are a set for grades 1-12),
home school correspondence course 1-12

Christian Light Publications (or Christian Light Education)

For Memmonite version of Alpha Omega’s mastery leaning program, science, supplementary reading and textbooks

Christian Schools international (CSI)

For: discounted textbooks from major publishers

Comp Care Publishers

For: anti-intoxication books

Creative publications
For: math manipulatives

Critical Thinking Press and Software

For: logic books (Elijah Company offers these at a discount)

Cornerstone Curriculum Project

For: Making Math Meaningful

Cuisenaire Company of America

For: math manipulatives

DIDAX
For: math manipulatives

Educational Development Corporation (EDA)

For: Usborne books-factual, instructive, inexpensive supplementary reading

Educational Services Corp.

For: short, intro, language courses including Hindi.

Educators Publishers Service, Inc.

For: let’s Read linguistic program, printing and cursive, materials and help for learning disabled students

Elijah Company
For: discounts on Critical Thinking Press logic books
Frontier Distributing Company
For: Aims (and Tops) science materials

Gablers, Mel
For: reviews of textbooks

GCT
For: materials for gifted students

God’s World Book Club

For: supplementary reading

Great Christian Books

For discounted textbooks from several companies (A Beka, Alpha Omega, Thoburn Press, and many more),
guidebooks for home school and teachers, supplementary reading

Harcourt Brace Jovanovich

For: upper level grammar and vocabulary (multi-level, self-instructional), elementary grammar

Harcourt Brace Jovanovich Psychological Corporation

For: achievement and placement tests

Hewitt Research Foundation

For: homeschool program K-12, textbooks, and teacher references

Home Education Magazine

For: useful articles for home schools and multi-level teachers

Home life
For: teacher reference books, educational upples, Big Books of Home Learning

Independent School press and Longman

For: grammar and composition-higher grades, ESL

Isha Enterprises
For: Easy Grammar and Daily Grams

ITV
For: Krishna Conscious video

Key Curriculum Press

For: Miquon Math

KONOS
For: unit study program K-8

Krishna Culture
For: Krishna conscious books and audio cassette, some especially for children

Krishna Institute
For: English translations of acarya’s books

Krishna Productions
For: audio cassette tapes of prabhupada’s books.

Library and Educational Services

For: library books

Macmillan Publishing Company

For: supplementary texts

Master Books
For: anti-evolution books and video

McGraw Hill
For: American Government texts

Mel and Norma Gabler

For: guidance on textbook selection, recommendation and reviews of textbooks

Midwest publications
For: logic

Modern Curriculum Press

For: supplementary English, science

Mortensen Math
For: manipulative-base math

NASCO
For: art supplies, science equipment, math manipulatives

National Writing Institute

For: Writing Strands, multi-level and home school composition texts 2-8

Oma Riggs, Inc.

For: instruction in the Spalding reading method, supplementary Spalding materials

Padma Productions
For: audio cassette tapes of Prabhupada’s books and mantras

Pecci Educational Publishers

For: discipline book, reading help

Prentice Hall
For: English as a second language materials (Side by Side)

Riggs Institute
For: supplementary Spalding material

RISP (Reading instruction Support Programs, Inc.)

For: phonics program for children and adults, supplementary phonics material

Rod and Stuff Publishers

For: spelling, supplementary reading

S and S Arts and Crafts

For: prizes and rewards, craft projects

Saint Martin’s Press

For: high school texts, especially journalism

Scholastic
For: success with Maps, various workbooks

Science Research Associates (SRA)

For: linguistic reading program (called: Basic Reading)

Scott-Foresman
For: D’Nealian handwriting

Shekinah Curriculum
For: various home school publications, teaching guides, supplementary reading, McIntyre’s art books

Spice Educational Services, Inc.

For: supplementary idea books for science, math, grammar, composition, music and more K-8

Steck Vaughn
For: elementary geography texts, GED course (don’t use their logic series, please)

Sycamore Tree
For: home school texts, McIntyre’s Art books, supplementary math felts, supplementary reading, and vegetarian version
of math Mouse games

The Teaching Home

For: help for home schools and teachers, listing of all U.S. and Canadian home school (and some private school)
conferences, legal news (Christian)

Ten Speed Press

For: Bear’s Guide to non-traditional College Degrees and Degrees by Mail

Thoburn Press
For: McGuffey readers, supplementary short-vowel readers

Thompson Book Depository

For: Saxon Math (orders by mail or fax only; phone for questions)

Vaisnava Scholarly Press

For: library and reference books

Vedic River
For: single source for most Krishna conscious books and tapes, textbooks from various publishers

Vedanta Society
For: Sanskrit-advanced

The Weaver Curriculum Series

For: unit study program (useful as a sample only)

J. Weston Walch
For: supplementary texts for higher grades in all subjects

Zephyr Press
For: unusual supplies and texts
Appendix B
Creation Instruction

And which of these opposing views of the world one

Sometimes it is obvious, as when our curiosity about chooses really does matter. Selfishness, greed, even
the animal at the zoo leads us to the encyclopedia. It gross criminal activity, is more easily justified when
is a bit cleverer, perhaps, in the nature film that one thinks that plants, animals, and human beings
equates "primitive" with "simple”. It plays hide and are simply bags of chemicals that display what we call
seek in the museum's mineral collection. And it is life only because of billions of chance mutations, or
the cloaked and disguised assumption that drives mistakes. There seems little harm in causing pain to
much immorality. It is the lie. Evolution. a bag of chemical mistakes. With such a view, morality
is only a device to achieve selfish ends, ready to be
The lie of evolution is difficult to hide from. It abandoned when no longer efficient. Naturally, such
surfaces in a gardening manual that tells us primitive a society is empty and hopeless. People then use
plants originally migrated from ocean to land. It is so their energy to discover an endless stream of escapes,
pervasive in science, geography, history, and literature from cocaine to the mass-induced hallucination of
textbooks that the reader, numbed by repetition, television.
hardly notices the constant propaganda.
Therefore, we need to teach the truth. The order and
Our children need help to remain awake to spiritual law of this world is everywhere. For young children,
life in this cloud of bewildering deception. First, we we give simple analogies. "See the white line in the
need to teach them the truth. Second, we need to middle of the street?" we show them. "That means
show them, clearly and specifically, how the there is a government. I may not see the mayor, or
evolutionists are lying. governor, or the president, but this line is proof that
they exist. In the same way, the circle of seasons, or
Does it really matter? Is it important for our children the intricate design of a humble plant, is proof of an
to know the origin of life and the universe? It may intelligent creator."
seem that they can grow to be responsible and moral
people despite their intellectual ideologies. Perhaps Evolutionists scoff at proving God by design. What of
they can know about spiritual life without bothering injustice and suffering, they ask? Did God design
to think about Darwin one way or the other. these? "Yes" we tell our children, "the prison and
court system are also proof that there are people
But can they? Evolution's first premise is that all controlling the government." By explaining karma
order, law, and life comes from random chance. But and reincarnation, the problems posed by the
spiritual life means connecting with the Supreme materialists become another indication of God.
Spirit, Kåñëa, who is a person directing the cosmos and
giving the seed of life. Evolution's second premise, a In such ways, whether informally as opportunities
result of the first, is that life is a complicated arise, or as part of a planned science and social
organization of matter that has somehow temporarily studies curriculum, the young child can see Kåñëa in
become an entity of desire and self-preservation. But His creation. Additionally, we also need to teach the
spiritual life begins when one understands that the difference between life and matter.
self, the essential living being, is irreducibly spirit,
always distinct from matter. The love of a cat for her kittens, the urge for survival
that sends the ant over what to him is a hundred miles
Evolution makes chance and matter into God; where for a grain of sugar - these are constant proofs that life
is God as the most beautiful person, calling us with is other than matter. The inability of a machine, even
love? Evolution makes life into an intricate machine; the computer that is assisting in writing this article,
where is love, relationships, knowledge, happiness, to become aware of its own existence, tells the child
and consciousness itself? that consciousness does not come into being no matter
how complex the combination of matter. Rather, just
as I, a conscious being, is operating this computer, so I Prabhupäda's books are brimming with evidence for
operate this body. My computer will never write this God and the soul. Study of these books, preferably
article by itself! on an in-depth, daily basis, will awaken the true
vision of the child. He will see that behind the veil of
Maya is the face of the Supreme.

The root of modern society’s problems is atheism which is supported by Darwin’s theory. Our students need to attack
evolution, the foundation, rather than just concentrate on the symptoms.

explosion in a printing shop resulting in a dictionary

Additionally, the impressionable and vulnerable child or the works of Shakespeare.
needs to be protected from the evolutionists'
propaganda machine. Most film and television Second, even if somehow the external body of a living
programs, many, textbooks, science museums, and being could be built from random material processes,
popular media in general are often the slaves of the it cannot work without the presence of the soul. An
evolutionists. Exposure to these, especially frequent airplane is built by intelligent people, not from a
exposure, may draw the blind of darkness over the tornado in a junk yard. But, however it is built, an
window of our child's knowledge. airplane needs a pilot. Otherwise, it can sit on the
runway for thousands of years without flying
But, how then to directly combat the lie? When the anywhere. The wonder and complexity of the
child matures in the realm of intellectual and machine, no matter how technologically advanced,
reasoning ability, we can systematically attack the still needs a living being to push the buttons. Addi-
premises of evolution, while continuing to study and tionally, we see that without a person, the airplane,
give evidence for the existence of Kåñëa and the soul. rather than flying, gradually rusts and falls apart. In
this way, we explain that the life symptoms exhibited
Our first argument is that the bodily machine of even from the plant to ant to man are an indication of the
the simplest life form cannot arise from a chance driver, the soul. And, as soon as this "driver" leaves,
combination of matter. We can compare this to an the body dies and decays.
 There are certainly many other useful resources, and I
When we argue against evolution in a systematic way, would be glad to hear of other suggestions. As Çréla
we also need to combat its secondary aspects. Prabhupäda told us, "The more we kick out Darwin,
Evolutionists claim that not only did life originally the more we advance in spiritual consciousness".
come from matter, but that all species have gradually (Life Comes from Life, p.48)
developed from this first life form. First, we explain
that this argument is necessary for the evolutionists.
Why? It is mathematically virtually impossible for Main texts, tapes and videos:
matter to combine by chance to produce one protein
needed for life, what to speak of an entire cell. If such
ISKCON:
a thing happened, as the evolutionists would have us
believe, they can push their credibility to the point of
Life Comes from Life, Çréla Prabhupäda, BBT
saying it happened once. And, in a very simple form
at that. No one would believe that giraffes appeared
Darwin's Secret Identity, David Webb,' available from
suddenly from a pond. If the evolutionists asserted
Kåñëa Culture
that each species developed independently and in its
present form from molecular chance collisions, they
Human Evolution video, Sadäpüta Däsa, available
would be a laughing stock. So, the idea of the
from B.I.
development of one species from another is concocted
to protect the original idea of life coming from matter.
"Origins" cassette tapes, Sadäpüta, available from
Kåñëa culture
The older child can be shown the deception of this in
several ways. First, those evolutionists need this
Non-ISKCON:
argument - it is not based on evidence but on personal
desire. We study how the evidence is lacking in the
Mysteries of the Unexplained, Reader's Digest, 1982
fossil record, how mutations are generally harmful
(often available through bookstores).
and do not change one species into another, how
This documents such diverse topics as bizarre
intermediate forms of organs would be non-func-
coincidence, unusual rain (frogs, nuts), inexplicable
tional and therefore hinder rather than enhance the
astronomical occurrences, UFO's, psychic ability,
survival of their owner. We can give specific examples
spontaneous human combustion, miracles, evidence
from the evolutionists' bag of so-called proofs and
for advanced ancient civilization (including a
show how they are irrelevant or distorted.
reference to the Vedic brahmästra weapon) and
monsters. Each section includes only well-
Finally, it is helpful to expose the child to mysteries
documented cases. The "official scientific"
that cannot be explained by the modern scientists.
explanation is offered, and then refuted.
Prabhupäda's books are full of references to advanced
ancient civilizations, mystic yogic power, fantastic
(The following are available from Master Books,
creatures that rival the dinosaurs, and other
Creation Resource, P.O. Box 1606, El Cajon, CA
challenges to the materialistic view of evolution.
92022, 1-800-999-3777)
Additionally, we can study scientifically well-
documented instances of psychic ability and out-of-
Origins: Creation or Evolution, Richard Bliss
body experiences that support the conclusion that the
This covers all topics simply and clearly and is the
mind is more than brain. While we don't rely on such
best general textbook. It contains some slight
empirical evidence in and of itself, nor do we put full
references to a young Earth. No sectarian religious
faith in what is sometimes sensationalism, a carefully
content.
chosen study of the most solid evidence can help the
child to know that many of the inexplicable
Origin of Life: Evolution/Creation, Richard Bliss and
occurrences which are described in the Vedas are still
Gary Parker
happening today.
This only covers whether or not the initial creation
of life could have arisen spontaneously from matter.
It would be difficult, for most of us, to teach this
It is very easy to understand. Slight reference to the
entirely from our personal understanding and
idea that life is simply a complex organization of
knowledge. Therefore, I suggest some books and
matter. No sectarian religious content.
video that will help to structure an organised
educational program, whether at home or school.
Understanding Genesis, Unit One: Creation: Facts and Origin of Life: Evolution/Creation,
Bias, Video, Ken Ham
This is excellent for all preachers. It shows how our by Bliss and Parker
assumptions affect what we see and takes away the
authority of the scientists. Excellent presentation
with slight sectarian references. First, explain that these authors do not recognise
the difference between the soul and the body.
Understanding Genesis, Unit Four: What's Wrong With Therefore, they can only discuss the creation of the
Evolution, Video, Gary Parker bodily machine, not how it is living. This can be
Shows that one species cannot evolve into another. compared to describing the manufacture of an
Very good presentation with slight sectarian automobile, not explaining that a driver is required
references. for its operation. This book presents many useful
arguments if this point is considered. Numbers in far
Back to Genesis: Is Life Just Chemistry? Video, left-hand column refer to suggested lessons.
Michael Girouard
Explains why life cannot originate by chance from 1. Introduction, p. 1&3
topics covered:
matter. Deals with the Stanly Miller experiment and
covers most aspects of initial creation. It is a very two models of creation
good presentation with slight sectarian references. argument by design
within—chance & circumstance
Darwin's Secret Identity, David Webb, Conch Press, outside—intelligent person
general discussion of purposes for
Sankt Eriks Grand 6 nb,S-752 20 Uppsala, Sweden
studying evolution
Other Useful Materials:
2. p. 3
The Illustrated Origins Answer Book, Paul Taylor
Discuss: It is more likely that nature
(Master Books)
would wear away soft rock, whereas a
This is comprehensive and easy to understand with
craftsman would have to carve hard
an extensive bibliography for further study. There
rock. Argument by design is incon-
are some sectarian references and a chapter on the
clusive except when the design has
age of the Earth that contains some material which
purpose.
is` not` in keeping with the Vedic version.
p. 4-7
Did Man Get Here by Creation or Evolution, Jehovah's
Can an airplane fly without a pilot?
Witnesses
Does structure alone mean life? Is
Remove the last four chapters.
there a difference in the structure of a
live body and a dead body?
Useful references for teachers:
3. These arguments debate whether the bodies
Mechanistic and Non-Mechanistic Science, Sadäpüta,
can form automatically but neglect to
BBT
consider that structure doesn't make life.
Darwin's Enigma, Luther Sunderland (Master Books)
pp. 9-10
About the fossil record. No objectionable material.
Understanding terms. Discuss:
Why do scientists want to prove
The Neck of the Giraffe, Francis Hitching, Meridian
evolution?
Pub
pp. 10-13
An evolutionist shows what’s wrong with the idea,
Evidence or conflicting theories?
and also dismisses literal Biblical creationism. T hen
he tries to grasp for straws.
4. Stage II
Trying to prove the possibility - Just because
something is possible doesn't mean it happened.
Notes for teaching a. produced molecules not cells
 b. very controlled situation -
Could it be duplicated without intelligent Darwin's Enigma, by
direction?
Sunderland2
It is possible to prove and disprove the theory These notes are divided by chapter. Students may
by Miller's experiment. Why? read sections out loud in school and for. homework.
Class discussion and student assignments should
5. Stage III accompany each section. The teacher should read
The complexity of simple elements of living the entire book before teaching the class.
bodies - The working of a simple muscle
movement is almost incomprehensible! Chapter 1

You may want students to research "enzymes" Why so much interest in the origin of life?
and "proteinoids". Expected proofs:
fossils
6. Stage IV life evolving on other planets
Discuss the membrane of a cell. creation of life in laboratory from DNA
History of book - The author explains his sources and
Stage V authority. Discuss why this is necessary in such a
Compare to finding ingredients for a food book.
preparation
Introduction Chapter 2

7. Stage VI 1. History of Darwin - We should examine the

Not only ingredients but how they work lives and habits of all authorities, especially
together when they give us knowledge about creation
Complexity of material body - compare to and other spiritual matters. Atheism always
machine exists. Does time make an idea correct?
Discuss virus-living or non-living?
Darwin tried to claim that his idea was
Summary original. Why? Would a devotee do that?
Talk about assumptions influencing what we Why?
see and the outcome of our experiments. What was Darwin's unique contribution?
(compilation of all previous ideas into one
8. Chapter 3 - looking at creation book)
Discuss how a popular book can greatly
Observing a master watchmaker change the world. (effect on religion-make
1. Time and chance alone is insufficient. impotent)
2. Natural processes work against life. a. spiritual book distribution
3. Organization of molecules is like that b. People often accept a book or film as
done by intelligent people. "automatically" authoritative.
Discuss this point.
Probability theory
Combination of one protein impos- Darwin's character
sible in amount of time a. inconsistent (mode of passion)
Chemical processes b. not studious or scholarly
Second law if thermodynamics - have
students give personal examples 2. What are the possible explanation for the
existence of life?
9. Remainder of book read - self-explanatory
2
Note: If you use the new Origins: Creation or
Evolution instead of Origins of Life:
Evolution/Creation, you may wish to use this book as
teacher reference only.
 gradual evolution sudden evolution consciousness different from these sectarian
panspermia religions?
God-directed evolution
God created sudden life Chapter 3
Discuss last paragraph on p. 24. Have
students draw charts. p. 41 - cheating propensity.
p. 42 - Would devotees accept this column? Why
3. Scientific method - compare to process of not? Do you think the author does? Which of his
learning spiritual knowledge through parampara. statements lead you to this conclusion? How can
a. observation evolution be proved by fossils when scientists date
b. idea (hypothesis) rocks by the fossils they contain?
c. testing, testing, testing
d. theory p. 43–53
e. testing, testing, testing Scientists cannot reach a conclusion. Bias affects
f. f law their interpretation.
This doesn't necessarily mean a "law" is true Complex life appears suddenly and fully formed in
but only that it hasn't yet been found false by "earliest" fossils.
known methods of testing. Possible research This doesn't necessarily mean that life first appeared
and discussion - Have established scientific at this time. The creation of fossils (under what
laws been found false? (many) conditions) will be discussed later. Here it states that
the only conclusions we can draw do not support
4. Can evolution be tested by the scientific evolution. We can't reasonably conclude what they
method? How? Have students give ideas. do support.
History cannot be tested but:
a. It can be proved false. p. 53–54—Origin of first living cell
b. Secondary assumptions can These experiments were discussed in more simple
be tested. terms in Origins.
tautology-circular reasoning
p. 54–57
p. 34–36 - How do we know the present Scientists base experiments on unproved (and
species are the best suited to survive? Be- unprovable) assumptions about Earth's original
cause they are here. Why are they here? atmosphere. Mention that even if reducing atmos-
Because they were best suited to survive. phere did exist, scientists only created amino acids.
Can students imagine other life
forms/adaptations/species which would be now, probability..p.58
equally or more suited to their environment These outrageous probability calculations are based
than the present ones? on a reducing atmosphere.

Although Kåñëa has made each body suitable How much more unlikely if Earth had the
for its environment, the material world is a atmosphere it has today? (bottom p.59) top of p. 61 -
place of suffering. explain "impertinent" experiments. Why does he use
this word?
"falsified" is defined as "rejected" Look it up and find synonyms.
inver-ver p. 62-63
p. 36-37-NOTHING can be absolutely proven scientists score "0"
by the scientific method. On what basis do fish to amph. scientists - "0"
we accept science? On the authority of amph. to reptile - they try to avoid the issue
people.
Chapter 4
Can we prove bhakti-yoga? Sadäpüta Däsa
gives many convincing arguments that we can. How? reptile to bird - discuss various points

p. 38–39 - Evolution is a "religion" in the reptile to mammal

sense of "a kind of faith". How is Kåñëa jaw and ear problem
no evidence
horse Fossils may almost always be formed only in cases of
fossils in wrong order (think back to the disasters and therefore record only brief "bits" of
column) history. Hardy-Weinberg - Populations tend to be
"first" horse - horse or other creature? stable rather than changing.
size no indication of evolution
Embryology
How evolutionists cheat theory is:
Why do they do this? 1. human embryos go through adult
Why do they think they can get away with it? forms in evolutionary scale
2. human embryos go through
giraffe - discuss embryonic forms in ev. scale
From the beginning Haeckel was known as a
primates cheater.
eyes- squirrels have side vision
Experts have no clues to human origins Why were these ideas circulated if they were
insects know by scientists to be based on lack of
few and confusing fossils evidence or falsified evidence? Why is this
still being taught?
p. 88–94
Scientists admit the lack of any definite transitional Homology
forms. similar structures in different species caused
by completely different genes. This proves
plants nothing as the cause will be interpreted by
evolutionists have little to say one's bias.

Chapter 5 Why wouldn't an intelligent creator use

similar structures for different bodies just as
hopeful monster and punctuated equilibria human do in the creation of machines?
Could the same evidence be used to support
creation? Names of species
unscientific and cheating
problems of sudden evolution
can't be proved Chapter 6
no mates
Discuss: "glorious cosmic accident" and "linking of
social implications thousands of improbable' events"
What is the relationship between punctuated
equilibria and Marxism? Marxism pro Wistar symposium
pounds sudden social change through (note that George Wald has since met
periodic revolutions until an ideal society is Sadäpüta and become interested in Kåñëa
achieved. consciousness.)

Fossils forming today? (Why is this question mathematics vs. biology

important?) 1. probability of creation of simplest
Two points: genes
1. evidence for world-wide flood: 2. circular argument of natural selection
discuss periodic destruction 3. p.131—any changes in blood needed
a. after Manu (sometimes) to go from one form to another are
b. after Brahma's day generally harmful
c. why isn't after Brahma's life 4. 10 million years is needed for each
relevant? (no more Earth) change
5. little discussion on no-life to life
2. fossils in general may not be a key to 6. p. 133–134 What is wrong with a
the past at all model that can "explain" contradictions?
 It is so general that is doesn't really say bell shaped curve for characteristics
anything. 2. no organism ever changed into another
3. everything to disorder unless
Contrast this with Kåñëa who can also include energy supplied
contradiction. energy conservation
Is "evolution" then God to the scientist? intelligence
4. fossil evidence lacks proof of common
p. 134–137-Random mutations ancestry
Random changes are almost always disastrous. 5. origin of life from matter
Need intelligence, planning and design 6. fossils not made uniformly over time
sickle cell anemia—good or bad mutation?
no adaptive mutations produced in fruit flies
after years of testing (note: because these
reproduce often the scientists could "speed
up" the "evolutionary" process)
Ideas for Class Structure
bottom p. 138–140 origin of life from matter Once a week class for a year of 47 weeks
How could creation of genetic code take We assume that, due to festivals and field trips, there will
place? not actually be 47 classes.
"Function and information had to evolve
together." What does this mean? What is the 1. class: Video, Understanding Genesis, Facts
practical implication? Does evolution allow and Bias, Ken Ham.
for this to happen? Why or why not? assign: Read Life Comes from Life.
Methodology in instruction
2. class: Discuss Life Comes from Life.
Should we give students "the facts" and let
assign: Persuasive essay based on book and
them decide?
video.
in what areas?
at what age?
3. class: Group reading and discussion of
beginning of Darwin's Secret Identity.
Who decides what facts? (You can't possibly
assign: Finish book.
know everything.)
Should undecided theories be presented as
4. class: Begin reading and discussing Origin
truth? How do we teach about unknowns?
of Life using the preceding notes, or use the
What do the devotees do?
newer
book, Origins: Creation or
Harvard Debate
Evolution.
p.143-144—Too much education is harmful
assign: Oral presentation based on discussion
for objectivity? Discuss. First Macbeth says
so far.
that fossils evidence for evolution is beyond
challenge and then states that the fossils only
5-12. class and assignments based on one of the
show abrupt appearance in modern form!! p.
Origins books. Assignments can be written or oral.
144—145
13. class: Video, Genesis: Is Life Just
p. 145—peppered moth—change of species or
Chemistry?, Girouard. No assignment.
within species?
14. class: Human Evolution video, parts I & II,
Conclusion
Bhaktivedant Institute.
assign: Two "Origins" cassette tapes, with
Discuss two points on top of p.147
notes.
Can science ever give us definite answers?
15-30. class: Read and discuss Darwin's Enigma
Why is this important? (It determines our philosophy
using the preceding notes
of life, our morals, our actions)
assign: Two tapes a week of the "Origins"
1. yes, there is change but not to new species
series, with notes
 some selections from Mysteries of the Un-
31. class: Video, Genesis: What's Wrong with explained and then leave the rest of class time
Evolution?, Parker. and independent time for the research paper.

32-47. Students write a small research paper based on

the course of study. During class time, read
Kick Out Darwin
by Urmila Devi Dasi

The Doctrine Of Evolution is difficult to "Yes," we tell our children, "just as the
hide from. It is so pervasive in textbooks of government—made up of people—has designed
science, geography, history, and literature that the prison and court system."
the reader, numbed by repetition, hardly
notices the constant drone. The problems posed by the materialists
become an indication of God when resolved by
Our children need help to remain awake to explanations of karma and reincarnation.
spiritual life amidst this sleepy cloud of
propaganda. We need to teach them the truth. In such ways, whether informally as
And we need to show them, clearly and opportunities arise or as part of a planned
specifically, how evolutionists are lying. curriculum of science and social studies, we can
teach young children to see Krsna in His
Does it really matter? Is it important for our creation.
children to know the origin of life and the
universe? Perhaps they can be clear about We also need to teach the difference
spiritual life without bothering to think about between life and matter.
Darwin one way or the other.
The love of a cat for her kittens, the urge for
But can they? In most standard modern survival that sends the ant over what to him is a
versions, evolution links tightly with the hundred miles for a grain of sugar—these are
outlook that all order, law, and life come about constant signs that life is other than matter. The
by chance. But spiritual life means connecting inability of a machine, even a computer, to
with the Supreme Spirit, Krsna, who is a person become aware of its own existence tells the
directing the cosmos and giving the seed of life. child that consciousness does not arise from a
complex combination of matter. Rather, just as
Also inherent in most of today's I, a conscious being, operate a computer, so I
evolutionary views is the notion that life is a operate this body. My computer will never write
complicated organization of matter. But this article by itself.
spiritual life begins when one understands that
the self, the essential living being, is irreducibly Srila Prabhupada's books brim with
spirit, always distinct from matter. evidence for God and the soul. Daily in-depth
study of his books will awaken children's true
Therefore, we need to teach the truth. The vision. They will see that behind the veil of
order and law of this world are everywhere. For maya is the face of the Supreme Lord.
young children, we give simple analogies. "See
the white line in the middle of the street?" We We need to protect our impressionable and
show them. "That means there is a government. vulnerable children from the evolutionists'
I may not see the mayor or the governor or the propaganda machine. Films, television
president, but this line is proof that they exist. programs, textbooks, and science museums
In the same way, the cycle of seasons and the often conform to evolutionary doctrine
intricate design of a plant are proofs of an unquestioningly. Exposure to these, especially
intelligent creator." frequent exposure, may draw the blind of
darkness over the window of our children's
Materialistic evolutionists scoff at proving knowledge.
God by design. What of injustice and suffering,
they ask? Did God design these?
 But how can we combat the evolutionists' generally harmful and do not change one
propaganda? When the child matures in the species into another, and that intermediate
realm of intellectual and reasoning ability, we forms of organs would be nonfunctional and
must systematically attack the unsound therefore hinder rather than enhance the
premises of evolution while giving evidence for survival of their owner. We can give specific
the existence of Krsna and the soul. examples from the evolutionists' bag of so-
called proofs and show how they are irrelevant
Our first argument is that the bodily or distorted.
machine of even the simplest life form cannot
arise from a chance combination of matter, any Finally, it's helpful to expose children to
more than an explosion in a printing shop mysteries scientists can't explain. We can study
could bring into existence a dictionary or the well-documented instances of psychic ability
works of Shakespeare. and out-of-body experiences that support the
conclusion that the mind is more than the
Second, even if somehow the external body brain. While we don't rely on such empirical
of a living being could spring forth from evidence or put full faith in what is sometimes
random material processes, the body cannot sensationalism, a carefully chosen study of the
work without the soul. An airplane is built by most solid evidence can help a child know that
intelligent people, not by a tornado in a junk many of the inexplicable occurrences described
yard. But however an airplane is built, it needs a in the Vedas are still happening today.
pilot. Otherwise, it can sit on the runway for
thousands of years without flying. Despite a For most of us, to refute evolutionist
machine's complex technology, it still needs a propaganda entirely from our own
living being to push the buttons. understanding and knowledge would be
difficult. So I suggest some books and videos
In this way, we can explain that the that can help structure an educational program,
symptoms exhibited by living beings—from the whether at home or at school. There are
plant to the ant to human beings—indicate the certainly many other useful resources, and I
presence of a "driver," the soul. And as soon as would be glad to hear of other suggestions. As
this driver leaves, the body dies and decays. Srila Prabhupada told us, "The more we kick
out Darwin, the more we advance in spiritual
Evolutionists say that life came originally consciousness."
from matter and that all species have gradually
developed from the first life form. Practically The following are books and videos I
speaking, that's what evolutionists must say. suggest for students at least thirteen years old.
Why? Because they'd never convince us that (Younger children may be able to grasp at least
advanced life forms arose from matter. We'd the basic ideas.) The materials not produced by
never believe that giraffes appeared suddenly ISKCON are quite valuable. They may not
from a pond. Evolutionists would be a laughing present a complete view of the soul and God,
stock if they asserted that each species but they do a good job of dismantling evolution
developed independently in its present form and establishing theism, at least in a general
from chance molecular collisions. way. Please keep in mind, of course, that they
may put forth some minor points with which
Yet how strong is the evidence for gradual we disagree.
evolution?At the chemical level, we can point
out that scientists have failed to show how ISKCON:
matter could by chance alone pull together even
one protein needed for life. Going further down Life Comes from Life, Srila Prabhupada
the supposed evolutionary line, we can show (Bhaktivedanta Book Trust, 3764 Watseka Ave.,
our children that crucial evidence for evolution Los Angeles, CA 90034).
is lacking in the fossil record, that mutations are
 Human Evolution, video, Sadaputa Dasa on the supposed authority of science. Some
(Bhaktivedanta Institute, P.O. Box 99584, San slight sectarian references.
Diego, CA 92169).
Origins: Creation or Evolution, Richard Bliss.
Darwin's Secret Identity, David Webb Simple and clear, this is the best general
(Available from Krishna Culture, P.O. Box textbook I know of. It contains some slight
12380, Philadelphia, PA 19119). references to a young Earth. No sectarian
religious content.
NON-ISKCON:
Origin of Life: Evolution/Creation, Richard
"Mysteries of the Unexplained," Reader's Bliss and Gary Parker. This only covers whether
Digest, 1982. Often available through or not life could have first arisen spontaneously
bookstores, it probes into such diverse topics as from matter. Easy to understand. Slightly nods
bizarre coincidence, unusual rain (frogs, nuts), to the idea that life is simply a complex
inexplicable astronomical occurences, UFOs, organization of matter. No sectarian religious
psychic ability, spontaneous human content.
combustion, miracles, monsters, and evidence
for advanced ancient civilizations (including a Understanding Genesis, Unit Four: What's
reference to the Vedic brahmastra weapon). Wrong With Evolution, video, Gary Parker.
Each section includes only well-documented Shows that one species cannot evolve into
cases. The official scientific explanation is another. Some slight sectarian references.
offered and then placed into doubt.
Back to Genesis: Is Life Just Chemistry?,
The following are available from Master video, Michael Girouard. Explains why life
Books, Creation Resource, P.O. Box 1606, El cannot originate by chance from matter. Deals
Cajon, CA 92022; (800) 999-3777: with Stanley Miller's experiment and various
aspects of initial creation. Some slight sectarian
Understanding Genesis, Unit One: Creation: references.
Facts and Bias, video, Ken Ham. This is
excellent for preachers. Showing how our
assumptions affect what we see, it throws doubt
Appendix C

Story Selections from Śrīla

Prabhupāda Books
Compiled by Buruijana dasa

List of Stories from the Śrī Caitanya-Caritāmṛta

Ādi-Līlā

Title Chapter Verses

1 Kṛṣṇadāsa Kavirāja Attains Vṛndāvana 5 156-204
2 Lord Caitanya Converts the Māyāvādīs 7 38-110
147-171
3 The Advent of Lord Caitanya 13 63-124
4 Lord Caitanya’s Childhood Pastimes 14 1-97
5 The Lord’s Pastimes Between the Ages of Five and Ten 15 1-34
6 Pastimes of the Lord Just Before His Youth 16 1-111
7 Pastimes of the Lord in His Youth 17 1-120
8 The Lord Defeats the Kazi 17 121-226
9 Lord Caitanya Takes Sannyasa 17 227-292

Madhya-Līlā

Title Chapter Verses

10 Summary of Lord Caitanya’s Pastimes After Taking Sannyasa Until 1 46-166
Ramakeli
11 Lord Caitanaya Delivers Rupa and Sanatana 1 167-227
12 The Lord Travels Throughout India and Returns to Jagannatha Puri 1 228-287
13 Lord Caitanya Takes Sannyasa and Takes Prasaka at the House of 3 1-107
Advaita Acarya
14 The Lord’s Pastimes at the House of Advaita Acarya 3 108-219
15 Madhavendra Puri Worships Gopala 4 10-109
16 Madhavendra Puri Brings Sandalwood 4 110-213
17 The Activities of Saksi Gopala 5 1-139
18 Lord Caitanya Enters Jagannatha Puri 5 140-161
19 Sarvabhauma Bhattacarya Meets Lord Caitanya 6 40-113
20 The Liberation of Sarvabhauma Bhattacarya 6 114-140
176-286
21 The Lord Desires to Go on Tour 7 1-90
22 The Lord Tours South India 8 91-155
23 The Lord’s Meeting with Ramananda Raya 8 1-68
260-313
24 Lord Caitanya Visits Ranga-ksetra 9 1-107
25 The Lord Converts Vyenkata Bhatta 9 108-165
 Title Chapter Verses
26 Lord Caitanya Travels to the Holy Places 9 166-258
278-302
27 The Lord Returns to Jagannatha Puri 9 303-365
28 The Devotees Come to Jagannatha Puri 10 1-101
29 The Vaisnavas Meet the Lord 10 102-190
30 Maharaja Prataparudra’s affection for the Lord 11 1-64
31 The Devotees from Bengal Visit Jagannatha Puri 11 65-185
32 The Beda-kirtana Pastimes 11 186-243
33 Lord Caitanya Favors Maharaja Prataparudra 12 1-69
34 The Cleaning of the Gundica Temple 12 70-152
35 The Lord’s Activities Before Rathayantra 12 153-222
36 The Lord’s Dancing at Rathayatra 13 1-333
162-209
37 Performance of the Vrndavana Pastimes 14 1-105
38 The Lord’s Pastimes with His Devotees 15 1-92
39 The Devotees Return to Bengal 15 93-185
40 Lord Caitanya Takes Prasada at the House of Sarvabhauma 15 186-302
Bhattacarya
41 The Lord’s Activities in Jagannatha Puri 16 1-86
42 The Lord Leaves Jagannatha Puri 16 87-201
43 The Lord Attempts to Go to Vrndavana 16 202-290
44 The Lord Leaves For Vrndavana 17 1-81
45 The Lord’s Activities in Benares 17 82-148
46 The Lord Reaches Mathura 17 149-234
47 The Lord Visits Vndavana and Sees Gopala 18 1-56
48 Krsna is Again in Vrndavana 18 57-127
49 Lord Caitanya Leaves Vrndavana 18 128-229
50 The Lord Meets Srila Rupa Gosvami 19 1-60
51 The Lord Meets Ballabha Bhattacarya 19 61-91
52 The Lord Instructs Srila Rupa Gosvami 19 92-140
235-257
53 The Lord Meets Sanatana Gosvami 20 1-61
54 The Lord Instructs Sanatana Gosvami 20 62-118
55 Lord Caitanya Tells the Story of Mrgani the Hunter 24 229-282
56 The Lord Distributes Love of God to the Mayavadis 25 60-101
154-185
57 The Lord Meets Subuddhi Raya and Returns to Jagannatha Puri 25 186-238
58 Summary of the Lord’s Madhya-lila Pastimes 25 239-283

Antya-Līlā

Title Chapter Verses

59 Rupa Gosvami’s Meeting the Lord 1 1-92
60 The Transcendental Writings of Srila Rupa Gosvami 1 93-133
61 The Glories of Nakula Brahmacari and Nrsimhananda Brahmacari 2 1-83
62 The Chastisement of Junior Haridasa 2 84-172
63 The Lord’s Dealings with Damodara Pandita 3 1-47
64 The Story of Haridasa Thakura and Ramacandra Khan 3 93-164
65 Further Pastimes of Srila Haridasa Thakura 3 165-272
 Title Chapter Verses
66 Sanatana Gosvami Meets Lord Caitanya 4 1-114
67 The Glories of Sanatana Gosvami 4 115-239
68 The Chipped Rice Festival 6 1-144
69 Raghunatha Attains Shelter 6 145-205
70 The Glories of Raghunatha Dasa Gosvami 6 206-329
71 The Story of Ramacandra Puri 8 1-103
72 The Lord Saves Gopinatha Pattanayaka 9 1-58
73 The Lord’s Mercy to the Family of Bhavananda Raya 9 59-153
74 Raghava’s Bag 10 1-80
75 The Lord Takes Prasada 10 81-162
76 The Passing Away of Haridasa Thakura 11 1-108
77 The Bengali Devotees in Jagannatha Puri 12 1-85
78 The Love of Jagadananda 12 86-155
79 Jagadananda Goes to Vrndavana 13 1-77
80 The Story of Raghunatha Bhatta Gosvami 13 78-139
81 The Lord’s Feelings of Separation, part 1 14 1-40
82 The Lord’s Feelings of Separation, part 2 14 54-123
83 Lord Caitanya’s Mercy to Kalidasa 16 1-64
84 The Lord’s Tastes Nectar 16 65-115
85 The Lord’s Bodily Changes 17 1-29
59-73
86 Rescuing Lord Caitanya From the Sea, part 1 18 1-87
86 Rescuing Lord Caitanya From the Sea, part 2 18 100-121

List of Stories from the Srimad-Bhagvatam

First Canto

Title Chapter Verses

1 Narada, The Son of a Maidservant 5 23-31
6 5-38
2 The Son of Drona Punished 7 13-58
3 The Disappearance of Lord Krsna 14 1-44
15 1-29
4 Maharaja Pariksit Cursed by a Brahmana Boy 18 25-41
19 1-12

Third Canto

Title Chapter Verses

5 The Appearance of Lord Varaha 13 15-33
6 The Kumaras Visit Vaikuntha 15 12-45
7 The Fall of Jaya and Vijaya 16 26-37
8 The Birth of Hiranyaksa 17 1-31
9 The Fight Between Lord Varaha and Hiranyaksa 18 1-28
10 The Killing of Hiranyaksa 19 1-31
 Title Chapter Verses
11 The Results of Material Life 30 1-34
12 Life in the Womb and Baby Life 31 20-42

Third Canto

Title Chapter Verses

13 Daksa Curses Lord Siva 2 1-35
14 Talks Between Lord Siva and Sati 3 1-25
15 Sati Quits Her Body 4 1-12
22-34
16 The Death of Daksa 5 1-26
17 Lord Brahma Satisfies Lord Siva 6 1-53
18 The Sacrifice Performed by Daksa 7 1-29
45-61
19 Dhruva Maharaja Leaves Home 8 6-62
20 Dhruva Maharaja Sees Lord Visnu 8 63-82
9 1-6
21 Dhruva Maharaja Returns Home 9 18-67
22 Dhruva Maharaja Fights with the Yaksas 10 1-30
23 Kurvera Talks with Dhruva Maharaja 11 1-13
12 1-9
24 Dhruva Maharaja Returns Back to Godhead 12 16-52
25 The Story of King Vena 13 24-49
14 1-34
26 The Birth of Maharaja Prthu 14 35-46
15 1-26
27 Maharaja Prthu Goes Back to Godhead 23 1-39

Fifth Canto

Title Chapter Verses

28 The Activities of King Bharata 7 1-14
29 Bharat Maharaja Goes to the Forest 8 1-31
30 Jada Bharata 9 1-20
31 Jada Bharata Meets King Rahugana 10 1-16
12 14-16
32 The Hellish Planets 26 1-39

Sixth Canto

Title Chapter Verses

33 The History of Ajamila 1 19-40
58-68
34 Ajamila Delivered by the Visnudutas 2 1-2
13-49
35 Indra Offends His Spiritual Master 7 1-40
36 Visvarupa Gives Indra the Shield of Narayana 8 1-10
35-42
 Title Chapter Verses
37 The Appearance of Vrtasura 9 1-24
46-55
38 The Battle Between the Demigods and Vrtrasura 10 1-33
39 The Transcendental Qualities of Vrtrasura 11 1-21
40 Vrtrasura’s Glorious Death 12 1-7
23-35
41 Lord Indra Chased by Sinful Reaction 13 1-23
42 King Citraketu’s Lamentation 14 1-61
15 1-5
43 Narada and Angira Instruct King Citraketu 15 9-24
16 1-4
12-21
26-34
44 Mother Parvati Curses Citraketu 17 1-18
37-41
45 Diti Vows to Kill King Indra 18 19-78

Seventh Canto

Title Chapter Verses

46 Hiranyakasipu, King of the Demons 2 1-37
50-61
47 Hiranyakasipu Plans to Become Immortal 3 1-27
35-38
48 Hiranyakasipu Terrorizes the Universe 4 1-46
49 Prahlada, the Saintly Son of Hiranyakasipu 5 1-57
50 How Prahlada Became Advanced 7 1-18
50-55
51 The Death of Hiranyakasipu 8 1-39
52 The Story of Tripurari 10 51-69

Eight Canto

Title Chapter Verses

53 The Elephant Gajendra’s Crisis 2 1-33
54 Gajendra Returns to the Spiritual World 3 1-2
29-33
4 1-26
55 The Truce Between the Demigods and the Demons 5 10-26
6 1-8
16-39
56 Lord Siva Saves the Universe 7 1-46
57 The Churning of the Milk Ocean 8 1-46
58 The Lord’s Incarnation as Mohini-murti 9 1-27
59 The Battle Between the Demigods and the Demons 10 1-57
60 King Indra Annihilates the Demons 11 1-48

61 Bali Maharaja Conquers the Heavenly Planets 15 1-36

 Title Chapter Verses
62 The Payo-vrata Process of Worship 16 1-28
57-62

63 The Lord Agrees to Become Aditi’s Son 17 1-23

64 Bali Maharaja Meets Lord Vamanadeva, The Dwarf Incarnation 18 1-32
65 The Lord Begs Charity from Bali Maharaja 19 1-34
66 Bali Maharaja Surrenders the Universe to Vamanadeva, is 20 1-34
Arrested by the Lord, and Then Surrenders His Life 21 1-34
22 1-5
28-36
67 Matsya, the Fish Incarnation 24 1-46

Ninth Canto

Title Chapter Verses

68 King Sudyamna Becomes a Woman 1 1-42

69 The Story of Prsadhra 2 1-14

70 The Marriage of Sukanya and Cyavana Muni, and the Story 3 1-36
of Nabhaga 4 1-12
71 Ambarisa Maharaja Offended by Durvasa Muni 4 13-71
72 Durvasa Muni’s Life Spared 5 1-4
12-28
73 The Descendents of Maharaja Ambarisa 6 1-55
74 The Descendents of Maharaja Mandhata 7 1-26
75 The Sons of Sagari Meet Lord Kapiladeva 8 1-30
76 The Ganges Comes to the Material World 9 1-15
77 The Stories of Saudasa and Khatvanga Maharaja 9 18-45
78 The Pastimes of Lord Ramacandra 10 1-55
79 Lord Ramacandra Rules the World 11 1-36
80 The Story of Maharaja Nimi 13 1-13
81 The Story of Budha 14 1-14
82 King Pururava Enchanted by Urvasi 14 15-47
83 Parasarama, The Lord’s Warrior Incarnation 15 1-41
84 Lord Parasurama Destroys the Ruling Class 16 1-27
85 King Yayati Regains His Youth 18 1-51
86 King Yayati Achievies Liberation 19 1-29
87 The Story of Maharaja Rantideva 21 1-18

Tenth Canto

Title Chapter Verses

88 The Advent of Lord Krsna 1 1-38
45-69
89 Lord Krsna Prepares to Appear 2 1-25
40-42
Ninth Canto

Title Chapter Verses

90 The Birth of Lord Krsna 3 1-13
32-53
91 The Cruelty of King Kamsa 4 1-18
23-46
92 The Meeting of Nanda Maharaja and Vasudeva 5 1-32
93 The Killing of Putana 6 1-44
94 The Killing of Trnavarta 7 1-37
95 Krsna Shows His Mother His Universal Form 8 1-52
96 Mother Yasoda Binds Krsna 9 1-23
97 Deliverance of the Yamala Arjuna Trees 10 1-43
98 The Childhood Pastimes of Krsna 11 1-59
99 The Killing of Aghasura 12 1-44
100 Brahma Steals the Boys and Cows 13 1-63

 Lists of stories from the remaining volumes of the Tenth, Eleventh and Twelfth Canto have not
been compiled at this time.
Appendix D

Assorted Articles
Jagadiša: Well these are not small boys. These are...
Conversation Between Šrila Prabhupãda: Oh, teachers.
Jagadiša: At least ten years, nine, ten years old.
Prabhupãda and Teachers Prabhupäda: Still...
Devotee: Nine years old to fourteen years old.
Vrndãvana, November 5, 1976
Prabhupãda: They should be engaged in chanting,
not sit down and japa. That will not be possible for
Jagadiša: First thing, I wanted to go over the daily them.
Jagadiša: The problem is that some of the boys are
schedule. According to the schedule, the boys get up
fourteen, fifteen, or thirteen. They should chant japa
between 3:30 and quarter to four.
because they are required to chant sixteen rounds a
Prabhupãda: Why so early?
day. Many of them are initia...
Jagadiša: Why 3:30 and quarter to four? That’s what
Prabhupãda: Sixteen rounds, it requires, utmost two
time we all get up.
hours, two and a half hours.
Prabhupäda: We are holding mañgala-ãrati at five.
Jagadiša: Well, two hours is on the schedule, two
So why 3:30?
hours and ten minutes. So they have two hours and
Jagadiša: Well, they do ¡apa before mañga la ãrati
five minutes ofjapa.
Prabhupãda: No, no. It will be too early for them.
Dhanurdhara: Some boys that are younger, they
They first of all...
make a vow to do less and then they can study.
Jagadiša: They’re accustomed to getting up at...
Jagadiša: Some of the younger boys chant six or
Prabhupãda: Eh?
eight rounds instead of sixteen. They chant that
Jagadiša: They’ve been getting up at that time for
much during that time and then they study. Then
years.
they attend the temple program, guru-paja and
Prabhupãda: If they are accustomed, that is all right.
Bhãgavatam class. And then after that, they go
But otherwise it is not needed, so early. When they
upstairs, wash their clothes and clean the ãšrama.
go to sleep?
That takes them about an hour, to wash their
Jagadiša: At 8:15.
clothes and sweep and cleanse the floor, cleanse the
Prabhupäda: 0h, then it is all right. That is all right.
shower room, wash their clothes...
At least they must have rest, six hours,
Prabhupãda: Now, when they chant the mantras?
complete.
Jagadiša: Brahma-samhùã?
Jagadiša: Oh, they get more than that.
Prabhupada: Or any...
Prabhupãda: Then it is...
Jagadiša: Any mantras. At... Right now they’re
Jagadiša: Then they get ready, bathed and dressed,
chanting from nine until 9:30 in the morning
by about 4:10. So they chant japa from 4:10 until
with Yašodãnandana Maharaja.
five o’clock under the supervision of their teacher.
Prabhupãda: Not in the, early in the morning?
Then ãrati, tulasi worship. And after tulasi worship
Yašodãnandana: In the early morning I take some of
they again have japa up until guru-püja, greeting the
the boys in the deity room between 5:30 and 6:00.
deities.
Prabhupãda: Deity means temple.
Prabhupda: Hm?
Jagadiša: Yes.
Jagadiša: From the time tulasi worship is over until
Prabhupãda: Deity? What do you mean, “the deity
the time of greeting the deities.
room”?
Prabhupãda: How long it is?
Yašodãnandana: Within the deity room, when they
Jagadiša: That’s an hour and fifteen minutes.
are bathing the deities, we are offering the prayers to
Altogether they have japa time amounting to...
the deities, the Brahma-samhitã and Išopanisad.
Prabhupãda: And who... They will... The small boys,
Prabhupda: Why? Why? deity room? Within the
they can devote so much time?
deity room there is no need of chanting. Who told Prabhupãda: Not needed. After prasãdam they
you this? There is no need. Eh? Within the deity should not take bathing at least for four hours.
room? You told? Pradyumna: They have a schedule where they have
Pradyumna: No. dãl, rice, and sabji, and capãti at 9:30 in the
Prabhupãda: Then? morning. Is that what they have in the afternoon?
Pradyumna: Sometimes you... I thought you said, Prabhupãda: Eh? So, when they first take bathing?
for installation or at other times when the deity is Jagadiša: Uh, when they rise, at around four o’clock.
being bathed, to chant Bra hma-samhitã prayers. Prabhupda: Oh, that’s nice. Then they take the
Prabhupãda: No. Within the deity room there is no prasadam at what time?
business. No business. Jagadiša: 9:30.
Jagadiša: When we hear the chanting, that’s where Prabhupãda: 9:30. So...
it’s coming from in the morning. Jagadiša: We can take prasãdam earlier.
Prabhupãda: Oh. They can chant outside, yes. The Prabhupda: No, no, why earlier? Earlier, any
deity bathing or whatever, dressing, may go on. You breakfast?
can chant not within the deity room. That you can Jagadiša: No.
do outside. Then when their reading, writing Prabhupäda: So why not? They are children. They
begins? must have some breakfast.
Jagadiša: That begins at 10:15, after prasõdam. They Jagadîša: They have three meals. One at... This is
take prasõdam at 9:30, and then at 10:15 their the way the temple program is scheduled. The
English class begins. temple eats at 9:30 in the morning, so the boys also
Jagadiša: Yes. Fifteen minutes after. get prasãdam at that time because everyone eats the
Prabhupãda: Hm. What begins? same...
Jagadiša: English class, that goes for one and a half Prabhupãda: But early in the morning they should
hours. Then there’s math class which goes for forty- have some, at least munch of sweetmeat, something
five minutes. like that.
Prabhupãda: Not continually. They should be given Bhagatji: Like chewra.
a recess ten minutes. Then again come to the class. Prabhupãda: Eh?
And a class should not be more than forty-five Bhagatji: Like chewra and curds, they can take.
minutes. One class should not be continued more After taking bath at one o’clock they shoul take little
than forty-five minutes, then ten minutes recess, prasadam.
then begin another class. Prabhupãda: Yes. Early in the morning, just after
Jagadiša: For the English program it is required, in mañgala-ãrati, they can take something. They must
order for them to have enough time to read and take something. They are taking bathing at what
write, then they would require an hour and half, so time?
they would have two classes. Jagadîša: In the morning?
Prabhupãda: In the meantime, one and a half? You Prabhupãda: Eh?
give ten minutes recess. Jagadiša: Ten to four.
Jagadiša: And during the recess what should they Prabhupãda: Eh?
do? Jagadiša: Four o’clock.
Prabhupda: Nothing. They’ll be free. Nothing todo. Prabhupãda: Four o’clock. So after mangala ãrati,
Recess means nothing to do. That is brain, I mean to the mangala-ãrati prasãdam should be given them, a
say, rest. All continually you cannot do that. That is little sweet.
not good. Utmost, forty minutes or forty-five Yašodãnandana: We hadn’t agreed on that.
minutes. Then give them ten minutes’ freedom. Jagadiša: Yes, the mañgala-ãrati sweets.
Then begin another. Not more than forty to forty- Prabhupãda: Mangala-ãrati sweets, they should be
five minutes at a time, reading, writing. distributed amongst the children, little sweets. Then
Jagadiša: After class, then, by 12:30 they bathe they can take 9:30 prasãdam.
again, second time. Jagadîša: Full prasãdam.
Prabhupãda: They take prasãdam first and then Prabhupãda: Yes. Then? Again they are taking
bathe? bathing at what time?
Jagadiša: They bathe... They take prasãdam at 9:00 Jagadišæ The scheduled next bathing is 12:30.
in the morning, 9:30. Then they have class. Then Prabhupãda: Then what is the... 12:30, then?
after class is finished, then they bathe. Jagadiša: After bathing they take a little prasãdam.
Prabhupãda: After class they bathe? Prabhupãda: Yes, that’s nice. Then it is all right.
Jagadiša: Around 12:30. Jagadiša: Then at 1:30 they take some rest.
Prabhupãda: Yes, that’s nice. How long? Prabhupãda: No, 5:30 we begin class. In that class
Jagadîša: One hour. they can chant.
Prabhupãda: That’s nice. Jagadiša: Kirtana.
Jagadiša: Then they have Sanskrit class from 2:30 Prabhupãda: Yes.
until four. Jagadiša: Yes.
Prabhupãda: Hm. 2:30, four, that’s all right. Prabhupãda: That’s nice.
Jagadiša: One and a half hours. So there should be a Jagadiša: And then, at 6:30, there will be ãrati and
recess in between. they’ll stay for ãrati. Then, after ãrati, they take a
Prabhupãda: Hm? little prasãdam and then take rest.
Jagadiša: That’s one and a half hours, so there Prabhupãda: That’s nice. That’s all right.
should be recess in between. Jagadiša: And as far as everyone’s duties are
Prabhupãda: Ten minutes at least. concerned, Rupa-vilãsa is the English teacher. He
Jagadiša: Then at four o’clock the chanting party teaches English, and math, and, of course,
leaves for the Yamunã procession. Pradyumna teaches the Sanskrit program. And
Prabhupãda: In process... That’s nice. Dhanurdhara Prabhu has been. He works in the
Jagadîša: And they return by six for daršana in the ãšrama, overseeing the boys...
temple room. Prabhupüda: Taking care.
Prabhupãda: No, let them return by 5:30. Jagadiša: Yes. And Yašodãnandana Maharaja will...
Jagadiša: 5:30. Prabhupãda: Recitation.
Devotee 2: Can we have the class while we’re there? Jagadiša: Recitation.
‘Cause it takes us... Yašodãnandana: And I also help with getting the
Jagadiša: Well, we can adjust this. Because daršana boys through japa and kirtana and getting them
begins at 5:30, they should be there by... more enthusiastic.
Prabhupäda: No, daršana begins at five... Prabhupãda: That’s nice.
Jagadiša: 5:30. Jagadiša: It’s nice to have a sannyãsi involved.
Prabhupda: 5:30. Why? Prabhupäda: Oh, yes.
Devotee 2: It was at six o’clock in the evening. Jagadiša: He can be a good example.
Originally it was at six o’clock. Prabhupäda: Very good.
Prabhupãda: No, no. The darsana opens at five. Jagadiša: And Bhagatji.
Jagadiša: No, when you come into the temple Prabhupãda: For feeding. Feeding. Give them
room, SrIla Prabhupãda. Your daršana. sumptuous food so that they may become heal thy,
Prabhupda: No, no, my daršana is different. Public nice food. Yes. That is also wanted. Children, they
daršana. When the deity room is open? must eat sufficiently. Not over eat. Even overeat,
Bhagatji: At five o’clock in the evening. that is not wrong for children. And that will be
Prabhupãda: That’s it. Why do you say six? exercise, by going to Yamunã and coming? That will
Jagadiša: Uh, I meant that when the daršana period be bodily exercise. This is nice. Do that. Strictly
for yourself was at six. follow. There is no scarcity of space there, yes.
Prabhupãda: No, it should be 5:30. Vrndãvana is holy place. And there is no
Jagadiša: 5:30. government interference, so increase it. Bring more
Prabhupãda: General daršana is open at five. That’s student from all over the world. Then it will be
nice. unique. And you also make scheme to get Indian
Jagadiša: So then the boys would return at 5:30... children from aristocratic family. Šucinãm šriînatãm
Prabhupãda: I think it may be little earlier, no,half gehe yoga bhrasto ‘bhijãyate. Those who are born in
an hour. high-class, rich family or brãhmana family, they are
Bhagatji: Half an hour, it would be because the ãrati not ordinary. But there is no brãhmana family now.
is going at 6:30... So at least the richer section, they can be induced to
Prabhupãda: Yes. send their boys to learn Sanskrit and English and
Bhagatji: So the afternoon daršana would be at 4:30. Bhagavad-bhakti. They can do business, and
Prabhupäda: Yes. whatever they like, they can do later on. But these
Bhagatji: That we had, many, last year. things, they should be... Father-mother should be
Prabhupãda: Yes. careful...just attract all good family children.
Jagadiša: Then the boys would come for the ...working, they will have to live. They cannot. They
chanting and recitation of Srimad-Bhãgavatam. cannot become pandita or spiritually advanced men.
Prabhupda: What time? They have to work. But if the richer section, they get
Jagadiša: 5:30 to 6:30. their sons, good character, good devotee. Cänakya
Pandita says, “ko ‘tha putrena jãtena yo na vidyã na idea is to open a separate gumkula maintenance
bhaktimãn: What is the use of such son who is account with co-signers Bhagatji and Rupa-vilãsa, so
neither devotee nor learned?” What is the use of that... Because there’s so much...
blind eyes? It is simply troublesome. So if the Prabhupãda: So then some of them, they are getting
aristocratic family, they do not give education in money.
spiritual line, they’ll become all hippies, loafer, and Jagadiša: Yes, the parents are sending money.
drinking, and wasting father’s money. They should Prabhupãda: That’s all right.
be informed.... I think there must be three, four Jagadiša: Because with the temple there has been
classes. confusion.
Bhagatji: Three four classes afterwards, but at Prabhupãda: Now the temple, you can make
present? separate account.
Prabhupda: Ah. Jagadiša: We have one question about one of the
Bhagatji: If students are in great number, then we boys. His name is (name withheld), and he’s a... He’s
shall introduce, otherwise... more or less a bad boy. He’s had a bad background.
Prabhupäda: Classes to be arranged according to the His mother’s a devotee and she’s a nice devotee, but
number of student increases. That’s all. That shall he’s very... He terrorizes the other boys.
be... Prabhupãda: Accha?
Jagadiša: Now there are two classes. Jagadiša: He misleads them. He lies.
Prabhupãda: Eh? Prabhupäda: How old he is?
Jagadiša: There are two classes according to age. Jagadlša: He’s thirteen.
Prabhupäda: Kata(?) according to time and Prabhupiida: So he cannot be... He must go back.
circumstance. We cannot spoil other children.
Bhagatji: In my opinion, Prabhupãda, there should Rupa-vilãsa: They are being spoiled by him.
be one period for Hindi classes. Jagadiša: I was thinking, to make an example of
Prabhupãda: That’s very nice. him, either we should beat him or send him
Bhagatji: Forty minutes, forty-five minutes back.
Prabhupãda: Oh, yes, very good. That is essential. If Prabhupãda: Best thing will be send him back.
the Indian students come they will require some
He’s incorrigible.
vernacular like that.
Yašodãnandana: Personally I had that boy with
Bhagatji: Hindi class there should be. In Vrndãvana
they will... me for two months when I went to South India,
Prabhupãda: Oh, yes. Do that, Hindi. preaching, and I thought it would be an asset to
Bhagatji: In Mãyãpura there should be Bengali class. have a young boy, but he was so misbehaved
And Hindi and Bengali, two languages are very that it was too much problem. And the same
close. things that he was doing, in the beginning with
Prabhupäda: Yes. Not any other language. Hindi is me, telling lies and misbehaving, he is still
essential, must be compulsory, Hindi. That is state doing now and he does not correct himself
language. never. He has no effort to better his behavior or
Jagadiša: For the Western children also? his conduct. He does not chant his rounds. He
Prabhupãda: Oh, yes, everyone.
rarely comes to the kirtana, or else when he
Bhagatji: You should find some time, entrust some
time for Hindi.
comes to the kirtana, he does not chant. He
Prabhupãda: Hindi, Sanskrit, English compulsory. simply plays and makes fun. And it’s very... He
Bhagatji: That’s all. Then, afterwards we can make has a very bad influence on the other boys.
other, just elemental mathematics, arithmetic or just Prabhupãda: No, then he should be sent back.
that, afterwards. Or he can be sent to Bombay to work ordinarily.
Prabhupãda: And the government also will like that, Or Hyderabad farm. Like that. Let him work on
that foreign students... the ground.
Bhagatji: If they can understand the language and Yašodanandana: He speaks Bengali. That boy
they... was in Bengal before and he picked up Bengali.
Prabhupãda: Oh, yes, Hindi is essential. it is not Prabhupãda: So he can go.
difficult. The same principle as Sanskrit. Reading
Pradyumna: He’s very intelligent, but he’s just
and writing, that’s all.
had a bad...
Jagadiša: So far as the financial situation, I’ve
discussed with Bhagatji and it seems that the best Prabhupãda: So he was in. Mãyãpura?
Yašodänandana: Yes, he was in Mãyãpura tilling so let him till and produce grain for
before. He knows Bengali. He can speak Krsrna.
Bengali. Jagadiša: Hyderabad?
Prabhupda: So he can go with the Mãyãpura Prabhupäda: Yes. Hard work. He should be
preaching party as well. given hard work. This gurukula is for high,
Yašodnandana: We could send him with high class brãhmana, ksatriyas, not for the
Bhãvãnanda MahAraja. vaišyas and šüdras. No, everyone is required for
PrabhupAda: Yes, that will be nice. He knows Krsna’s service, but there... That I was
Bengali. Let him go to Bengal and keep him describing today. There must be division. Don’t
under Bhãvãnanda. put horse before a cart.
Jagadiša: I think that he’ll be a problem Pradyumna: Race horse before the cart.
wherever he goes. Prabhupãda: Eh?
Prabhupãda: No, Bhãvãnanda will correct his Pradyumna: Race horse before the...
problem. Prabhupäda: Yes, that will not be nice.
Prabhupãda: Vaisya ¡s meant for krsi.
Jagadiša: I think Bhãvãnanda won’t want to take
Indian man: If you don’t teach vaišyas for this
him because he knows he’s a problem.
gurukula then how do they do the accounts?
Rüpa-viIäsa: Bhãvãnanda told me he did not Prabhupada: No, we are not taking vaišyas by birth.
want to see that boy again. Jagadiša: Accounts is just a skill. Anyone can learn
Prabhupãda: Eh? to do account. Indian man: No, vaišya is special
Riîpa-viläsa: Bhãvãnanda told me he did not work.
want to see that boy again. Jagadiša: Yes.
Pradyumna: In Mãyãpura he had some girl... Prabhupãda: Yes. No, accounts are meant for
Jagadiša: In my opinion, the best thing is to kãyasthas, šüdras. Vaišyas are meant for producing
make an example and beat him. grain and protecting cows. Yes. According... One
Prabhupäda: Yes, send him to farm, work in the Englishman used to say, “This clerical job means
educated laborer, educated šüdra.” Sãdra... Actually
field. If he does not work, beat him.
the kãyasthas are counted amongst the šüdras. You
Yašodãnandan: He was just in Hyderabad for know that?
that ceremony there, and he caused such Bhagatji: In Bengal kãyasthas is the...
disruption in the whole temple that I don’t Prabhupãda: No, no, Bengal. Mean in U.P.
think they’d want him there. Bhagatji: In U.P. kãyasthas are šãdras.
Jagadîša: The thing is, if we beat him here and Prabhupãda: And originally they are šüdras. The
keep him here, then all the boys will straighten history of Bengali kãyasthas... They went with the
up because they will see that if they go bad, brãhmanas as servant. That is the history. And in
then this will be their punishment. Bengal the system ¡s... Actually it is... If some low
Prabhupãda: As you think, you can do. But I class man, he becomes rich, then he’s taken into the
wanted to engage in farm work, in digging. kãyastha community. Anyone who cannot stick to
the principle of caste system, he becomes a kyastha.
Yašodãnandana: Yes, that is his propensity.
Bhagatji: Vama-sañkara.
Actually it’s a fact when he was with me I would
Prabhupäda: Yes. Some of them are ksatriyas and
try to teach him Išopanisad and your purports, some of them... Like that. But that is not essential.
which are so clear and simple, but after three or That is all gone. Now, if one cannot take education,
four times explaining the same thing, he would he can be used in farm work, a little hard work.
become angry to receive the instruction. Jagadiša: (name withheld) is another problem.
Prabhupada: No, no. He is meant for šãdra’s Prabhupida: Hm?
work. Jagadiša: (name withheld), (name withheld)’s boy.
Yašodänandana: And when that boy would be He is only eight, but he is becoming like a street
told to watch himself... boy.
Prabhupda: You cannot expect that everyone is Prabhupäda: So let him go to farm working. Farm
working is for suitable...
brãhmana. No. He has got šãdra mentality, so
Bhagatji: He likes that. He’ll play with cows. He
let him till the ground for Krsna. He is fit for likes dung.
Prabhupãda: What is that?
Jagadiša: He likes dung. English department, the trading department. We
Prabhupãda: That’s nice. Let him take care. He should have all the departments. Guna-karma-
should take care. Therefore we must have all these vibhãgašah.
engagement. He’ll be encouraged to take care of the Jagadiša: Head, arms, belly, and legs.
cows. Prabhupãda: Yes. Whichever suitable, that...One
Bhagatji: But he’s not in Gurukula. How can you must be suitable for any of these. It is the guide’s
send him? He is with (father’s name withheld). intelligence: for which purpose he is suitable engage
(father name withheld) left him for five days. (father him, like that. That is required, not that everyone
name withheld) is keeping him. has to become a big scholar in Sanskrit. That is not
Prabhupãda: If the father takes care, that’s all right. required. Let him come to guru kula, but if he is not
Otherwise he can go to Hyderabad. Hyderabad suitable... Gurukula, this... So far character is con...,
should be for grhasthas, for plowing, for growing, that is for everyone. Just like early rise in the
and flowers, like that. No education required. morning, chanting, and going to the... What is the
Bhagatji: He is not interested in education, not at objection? Anyone can do it. That is practice. And
all. for working, if he is not suitable for higher
Prabhupãda: No, no education... That is waste of... education, let him go to the farm, take care of the
For such boys who are not interested, why they cows and grow food, flowers, fruits, eat, and dance
should be enforced, education? They are not meant and chant. Chanting, dancing, everyone will take
for that. Education is for higher brain, sober brain. part. There is no doubt.
And not that everyone has to become literate. It is Bhagatji: How to mend him from lies? He speaks
not required. He can do other work. Yes. lies.
Bhagatji: Prabhupãda means that according to the Prabhupãda: Eh?
nature, you engage them. Bhagatji: How to mend from lies?
Prabhupãda: Yes. Guna-karma-vibhãgašah. “You Prabhupãda: That is by your good association. What
can do this? All right, do it. Why you should be lies he tells? Don’t believe him at all. That’s all. Take
forced to learn Sanskrit? Not necessary. Not him that he speaks only lies. Then don’t believe.
necessary.” Whatever he says, you force him to do. Take him
Dhanurdhara: What of a boy who does the chanting that he speaks only lies. Why should you consult
nicely and the kirtana nicely but doesn’t do the him? He’s a liar. But see that he’s working, that’s all.
school work nicely? Now we are getting so much land. We can develop.
Prabhupãda: Hm? We can utilize everyone’s service. That requires
Dhanurdhara: What of a boy who does the japa very brain. Not that “He cannot do this. Therefore reject
nicely and... him”—no, engage him in some other...
Prabhupãda: Well, japa... Whether his father is Jagadiša: One other point I want to make, and that
doing japa nicely, that is also doubtful. What to is that until the construction is completed I think
speak of children? Japa, children cannot... That we should wait...
should not be taken very seriously. Whatever he can Prabhupãda: There is ample place now where can
do, that’s all right. We should enforce, we should... live.
But not that if he does not immediately, he should Jagadiša: But I mean to bring more boys we should
be rejected. No. wait until the construction...
Jagadiša: You’ve often said the first-class intelligent Prabhupãda: Why? Let them come. It is already
men are the brãhmanas, second-class intelligent there. It is not that the guesthouse is all filled up.
men are the ksatriyas... Let them come.
Prabhupãda: So we have to train like that, guna- Jagadiša: As many as possible?
karma-vibhãgašah, not that everyone should be Prabhupãda: Why not?
Sanskrit scholar. Why? It is not necessary. There are Jagadiša: Okay.
so many other things. Prabhupãda: Let them come. And arrangement
Jagadiša: The inclination depends on guna should be made when it is... If Vrndãvana is too hot,
karma. at that time we can send them to Mahabalesvara, or
Prabhupãda: Although by nature we should not if we get that Madras place, that is very cooling,
enforce something. We should see for which work Nilgiri hills. That will be good recreation for them.
he is suitable. You should engage him. And we must They should be kept quite comfortably and built up,
have all departments of work—the weaving their character, education. That is wanted. There is
department, the plowing department, the cow- need of some good first-class men, ideal men. The
keeping department, the Sanskrit department, the
world is full of rogues and thieves and bad
character.
Fifteen Principles of the successful learning experience in progressing to
his capacity.
Gurukula System
12. The children should always be engaged in
diverse Krsna conscious activities.
by Bhurijana Dãsa
13. Gurukula children should be encouraged to
1. Šrila Prabhupãda established the gurukula
set good examples.
system as the basic educational system of his
society.
14. Male students should learn the value of
keeping celibate in thought, word, and deed,
2. Gurukula teachers should be serious about
and female students should learn the value of
studying Srlla Prabhupãda’s books and
chastity.
developing brãhminical qualities.
15. As they mature, students should be trained
3. Each student must have a deep, affectionate
in a vocation that suits their natures and allows
relationship with at least one teacher.
them to serve in Lord Caitanya’s sañkirtana
movement.
4. All adults that intimately associate with
gurukula students must be serious, mature
devotees.

5. Gurukula children should engage in the basic

processes of Krsna conscious sãdhana along
with the adults.

6. The general atmosphere within the school

should be loving. Following the regular
activities should, however, be forced if
necessary. Affection should not be an excuse for
leniency.

7. Through training, students can develop the

strong character necessary to make great
advancement in spiritual life.

8. Gurukula students should learn to study Šrila

Prabhupãda’s books.

9. The children should both hear the

philosophy of Krsna consciousness and engage
in practical devotional service.

10. “Without preaching, the whole institution

becomes rubbish.” The children should go out
into the world and preach.

11. During their gurukula years, most students

study academics as their basic service to Krsna.
Although different students have different
academic abilities, each should have a
Some Advice on a Tricky 3. Run a regular school with compulsory
Situation in Bombay spiritual education from Kindergarten to Grade
4.
One year, Gopãl Krsna Gosvãmî, GBC for
western India, asked the board of education for CHOICE #1
advice on how to best fulfill Srila Prabhupãda’s
instructions for grukula in Bombay. The basic We would like to run a gurukula, but
issue was how to make a transition from unfortunately we do not have a dedicated and
circumstances that are clearly less than ideal, to experienced team of teachers. We are all aware
the high standard desired by our founder- of the shortages that our gurukulas are
ãcãrya. Since this is somewhat of a universal experiencing all over the world. Further, in
problem, we thought the answer might be of India, parents are very concerned about sending
interest to other devotees grappling with similar their children to government-recognized
issues. schools where they get degrees. In Vrndãvana
gurukula, even after 14 years of existence, we
Submission to the ISKCON Board of only have about 35 Indian students.
Education for Direction Furthermore, the turnover of students has been
very high in the past. Parents do not mind
by Gopal Krsna Gosvmi giving their children spiritual education, as long
as the children can also get a degree.
On behalf of the Bombay temple, I am submit
ting the following information for guidance CHOICES #2 & #3
from the ISKCON educational board:
At least to myself, to provide regular education
BACKGROUND plus spiritual compulsory courses appears to be
the only practical plan. However, as we have
We have built a six-story school at Hare Krsna Srila Prabhupãda’s quotes against karmi
Land in Bombay. There are 4 classrooms, a education, I am submitting this letter to the
larger multi-purpose room, plus a staff room on educational board for direction. In order to
each floor—approximately 5,000 square feet on ensure that the students gain the maximum
each floor. Srila Prabhupãda indicated that he spiritual knowledge, I propose the following:
wanted a school for the children of rich people
at Juhu. Last year we started the school with a 1. We enroll students from only vegetarian
nursery, upper and lower kindergarten. This religious families.
coming semester, in June, we plan to add1st
standard (first grade). 2. We limit the number of students to 30 per
class, with half of each class residing in the
DIRECTION NEEDED hostel [ãšrama].

Now we have to decide on the type of education 3. We have a 30—40 minute prayer class in the
the school should provide (before opening mornings.
again in June).
4. We have compulsory class in which we teach
Basically we have the following choices: Gitã šlokas and our philosophy.

1. Run a straight gurukula 5. We rewrite the textbooks of the elementary

2. Run a regular school with compulsory classes to the extent possible, plus use the
spiritual education from Kindergarten to Grade textbooks from the gurukulas.
10.
At present, points 1 through 4 of the above are The “local board of education” concept has
already being met. Running a primary school to been mandated by the GBC board of
grade 4 will not be easy, as parents will find it education for all schools. The local board
difficult to get their children admitted in other should consist of an equal number of
schools from grade 5 onwards, although we are representatives from the school staff, the
tiying to find a school in Bombay which will parents group, and the temple
take our children automatically from grade 5. administration—and should serve to set the
mood and policies of the school. In order to
On the other hand, if we go up to grade 10, by insure that SrIla Prabhupãda’s vision is
the time the students finish high school (grade constantly kept in mind, it would be ideal,
10), they will be 15-16 years of age. in this case, if all voting members of the
board were initiated ISKCON devotees.
One asset is the addition of D. . . Devi Dãsi to Other essential personnel, such as the
the teaching staff, as she has had experience principal, should also participate, even if
with the Vrndãvana gurukula plus two years they don’t vote on policies. This may also
training and teaching at a very high-class have the positive side-effect of encouraging
exclusive private school in New York, so she is staff members to become full members of
quite competent to combine the two educations ISKCON. In the event that a sufficient
(karini and spiritual) successfully. number of initiated devotees cannot be
found among the school staff and parents, at
It should be noted that the cost of the gurukula least a majority of the board should be full-
building and land is worth more than1 crore of time initiated devotees. One way or another,
rupees. Therefore, to use such an expensive the ultimate driving force behind the school
building for only 20-30 gurukula children from must be a person, or persons, who have the
middle and poor-class families may not be the right long-term vision. Otherwise, the
best use of this facility. Bombay temple risks losing control of the
school, and having it serve no recognizable
Response from the ISKCON Board of Krsna conscious purpose.
Education
2) In spite of the fact that it seems to be a
by Šri Rãma Dãsa necessity to teach the government syllabus
and offer a degree, the real purpose of
1) The essence of GBC board of education education in all civilizations is to pass on
policy is to encourage local ISKCON projects to the cultural and moral goals of the society.
establish schools using available resources— In our case, the cultural goals are overtly
even if the schools are not entirely up to Srila spiritual, and the school must be extremely
Prabhupãda’s standards—as long as they careful to select teachers and students who
continually try to improve toward the gurukula are compatible with these goals. Obviously,
ideals outlined by Šrila Prabhupãda. Therefore, anyone who sends their child to our school
it is of the most intrinsic importance that there is expecting more than an academic
be leadership which is capable of guiding the education. The Bombay school must be
school, over time, in that direction. Potentially, selective in choosing students, parents, and
this can be accomplished in several ways. Since teachers who are not opposed to any of our
it does not seem possible to find a principal for principles or goals. All students should be
the Bombay school who can fulfill both the legal from families who follow our regulative
and spiritual requirements at this time, the principles. Laxness in this area will cause
logical alternative would be to concentrate on the school to fail. If the participants have
establishing a properly-constituted local board differing goals in mind, or cannot agree on
of education to control and guide the school. common standards, they will ultimately tear
the school apart.
3) In order for the students to receive any establishing in Vrndãvana. Alternatively, hostel
spiritual benefit, they must have association supervisors could be sent to the Mãyãpura
with genuine devotees. Obviously, increasing gurukula for several months of ãšrama
the number of devotee-teachers is highly experience.
desirable, as they are the only ones who are
capable of explaining the real meaning of Ideally, a sannyãsi could be found to head an
ISKCON to the students, and inspiring them in ãšrama program for those students whose
devotional service. Ultimately, all staff members parents have understood the real mission of
should be devotees. The school should take ISKCON. The genuine purpose of gurukula is
advantage of opportunities, such as Vaisnava to give students training in obedience and
festivals, to give the students a greater depth of dedication to the spiritual master. If you don’t
experience. Students should attend noon ãrati, at least offer this opportunity for those that
or perhaps once a week, come early for part of want it, it is unlikely that you will ever be able
the temple morning program. Additionally, to keep good ISKCON devotees working as
students should be given a chance, through teachers and administrators, because they will
extra-curricular activities, to participate in doubt whether their work will have any lasting
temple life through practical devotional service. spiritual benefit.

4) Every school requires some kind of uniform SUMMARY

that reminds students of their school identity.
Outward symbols of Vaisnava life, such as Obviously, Šrila Prabhupäda did not want a
tilaka, would be very appropriate. school for the intelligent and wealthy of the
Juhu area, just for prestige, or some-such
5) The school should not identify itself as a purpose. So the present school must be seen as
gurukula. Gurukula means “the place of the a predecessor of the real school Šrila
guru” where students are being prepared for a Prabhupãda wanted—an institution where the
lifetime of obedience and surrender to a higher classes of society would surrender their
bonafide spiritual master. The ISKCON board of best children to the preaching mission of
education wants to insure that, as it authorizes ISKCON. This will take time, while ISKCON
different varieties of schools in the society, matures, and society at large comes to
Prabhupãda’s concept of gurukula does not appreciate ISKCON’s true role in the modern
become watered down. world. But the school must always be conscious
of its ultimate goal, in order to recognize the
6) Perhaps the most important principle is that opportunities Krsna presents to gradually
students, parents and teachers always be improve the standard.
presented with opportunities to voluntarily
become more involved in devotional service.
The idea of the hostel is in the right direction,
because it will allow more students to
participate in the temple functions on a regular
basis. But the real benefit will come when
students are being trained by spiritually
qualified devotees.
Don’t take more students into the hostel
(ãšrama) program than there are genuinely
qualified teachers for. Hostel teachers should be
trained in Vaisava principles. Since the hostel
program is not due to start for several years, the
Bombay school may be able to take advantage of
the teacher-training program Bhurijana Dãsa is
 and money. There are also the less tangible, but just
What a Local Board of as immediate, issues such as people, skills, policies,
Education Can Be and forms of organization. How does a parent
representative effectively give others the information
needed to make informed decisions? How can he
by Sitã Devi Dãsi best consult those he represents? And what does he
do when it becomes clear there isn’t one opinion,
The international board of education has suggested but many?
that every gurukula form its own local board of
education, consisting of equal numbers of teachers, Teacher representatives have similar problems.
parents, and community administrators. One Knowing how deeply opinions can differ on issues
purpose for this committee is to relieve the principal like vertical grouping, mixed ability vs. streaming,
from having to shoulder the responsibility for all the punishment, spending priorities, scheduling, etc.,
decisions. It could also oversee the school in a way how could one, or even two, representatives be fair
that is in synch with the community. to all?

This is a more democratic way of operating an There isn’t a simple answer to these issues of
institution, allowing it to survive the comings and accountability and conflicting loyalties. It’s obvious
goings of individuals in our society. The board can that one can’t hope to please everybody. Sometimes
help the school and community bond together in a board member may be accused of being non-
defining a school’s objectives, and ensure those typical. If he were typical, he probably wouldn’t
needs are being met. have got elected or appointed, for a representative
has to have a bit more interest and commitment
While we feel no need to model our gurukulas after than most. Above all, he must be able to satisfy
the karmi schools, it is interesting to note that the others that he listens well, takes notice, and doesn’t
British government recently changed the distance himself from those he represents.
management structure of its state schools in a
similar fashion. Rather than have all decisions come Sticking Together
down from a central educational authority, each Responsibility for the school belongs to the board
school now has a governing body of parents, members corporately. If consensus can’t be
teachers, and local government members. achieved, decisions must be by majority vote. This
may seem hard to board members who feel that
At least in our gurukula, we are finding this a some colleagues are not as well-informed,
positive and dynamic way of running the school. committed, or responsible as they are. The most
Still, due to inexperience, we are meeting with some damaging thing for a board of education is break
difficulties. What follows are a few ideas that may be down into factions. While it’s all right to look for
of use to anyone taking part in a local board of allies, one must resist the temptation to go that one
education. step further and begin working in sympathetic
private groups. It’s especially tempting when the
The Problem of Representing Others
board isn’t working well together.
There are always difficulties trying to represent the
views of others. Perhaps it isn’t that we are parent or One common reason for splinter activity is that
teacher representatives; rather, we are just something is too embarrassing to raise in
representative parents or teachers. Quite rightly, we public. To discuss it might involve criticizing a
should take the responsibility of speaking for others close colleague, putting down the principal in
very seriously. We soon become aware, that in his presence, or exposing a bit of political
practice, it isn’t easy to see where duty lies. To skullduggery. The rules should be clear: If it’s
whom, or what, should our first loyalty be? To the something that affects the gurukula, and is
group we represent? To the gurukula? To our within the competence of the board, it must be
individual consciences? A bit of each we suspect—
discussed openly, however delicate. We should
which is all very well if the same decisions satisfy
do everything in our power to keep a unified
everyone. Clearly this won’t always be the case.
and honest mood.
In practice, one gets down to translating broad
objectives into tangible quantities like books, bricks
Confidentiality Parents can look to the board of education
members as intermediaries. A member
Corporate responsibility also has implications shouldn’t be afraid to say, however, if he thinks
for the way members talk outside meetings. the parent really needs to communicate directly
While they should keep the community with the principal or teacher. If a member
informed in as much detail as possible, a degree thinks action is warranted, he should talk to the
of confidentiality should also be respected. principal about it first. If he is dissatisfied with
the answer, or thinks the issue affects many
For example, the cut-and-thrust leading up to children, he shouldn’t be afraid to say so, and
decisions best dies with the decision. Although request it be put on the agenda.
it may be tempting to say, “I supported the
proposal, but so-and-so managed to sabotage it Getting Involved
by. . . ,“ please don’t. If a proposal you
supported is voted down, go as far as saying, “I Becoming better informed is a fundamental
did my best,” but don’t incriminate other requirement of representing better. The quality
members of the board. Refer delicate inquiries of a member’s support and judgment will
to the chairperson. depend a great deal on how well he understands
the aims, policies, and problems of the school.
The board’s agenda and minutes should be
available for staff, parents, and perhaps even One way of becoming informed is for non-
pupils. The agenda must be published teacher members to visit the gurukula during
sufficiently before the meeting so interested school hours. They can see first-hand what the
members of the school community can convey staff is doing, listen to problems, and observe
comments and concerns to board members. In the school in its normal routine. However, it is
our school we hold a general staff meeting a few important to come in the right mood: not as a
days before the board of education meeting so critic or inspector, but rather as one who comes
that the teacher representatives are aware of to learn and help.
how the rest of the staff feels about the agenda
topics. There is a common fear among teachers that
non-professionals will see only a small portion
On the question of what to exclude from the of what a teacher is doing, and misunderstand
published minutes and agenda, members clearly in some negative way. Just as it takes a longtime
need to be sensitive. The privacy of individuals to learn to teach properly, it takes a lot of
should be respected, if possible. We have found experience to evaluate teachers in a constructive
it helpful to give a general idea of the topic and professional manner. Well-wishing, but
discussed, but to not indicate in any way that a uninformed lay people may push for changes
finger is being pointed at one individual. that are inappropriate, or prematurely pass
judgment on the teacher’s ability. Sensitivity and
Dealing with Individual Problems respect are required.

Often, parents will approach board members It will probably shock a newcomer to school
grounds to find how demanding teaching is. This
with problems or grievances affecting individual
realization will help board members to appreciate
children. It’s difficult to decide which of these the staff and its problems. They will then be better
are a general cause for concern, and which can ambassadors for the gurukula, and more able to
be sorted out by simply having a word with the counter incorrect criticisms that they hear. Even
principal or a teacher. The danger is that board more important, such school visits may inspire
members can become combined sorting-offices board members to think of ways they, parents, and
and public relations officers for the school. the community can support the school better.

Visits should be planned ahead with the principal so

as to see some portion of the school operation in
depth, rather than to flit about with a gracious but Effective Meetings
uncomprehending smile. Perceived problems and/or
doubts should be discussed with the principal before One of the responsibilities of an effective school
bringing them up to the board. board member is to take part regularly and
attentively in the meetings. Proper organization by
Often there are more positive ways of improving the chairperson and secretary is required to facilitate
things than we at first imagine—ways of changing this.
situations rather than writing off people. That
doesn’t mean we should do nothing, or fudge our
responsibilities. Indeed, if we are realistic about the
contribution we can make, we soon see that being Board members should receive the minutes of the
effective depends on trust-worthiness. A good board previous meeting, the agenda for the present one,
member should be known to care, to remain well- and any related papers, in plenty of time to study
informed, and to appreciate all the good things them before the meeting. Parent and teacher
about the school. Hence, the vital importance of representatives will want to sound out opinion in
getting to know it better. their groups on all issues, making sure they observe
any rules and conventions on confidentiality.
Some schools arrange for every board member to
serve as a “duty member” for one month of the We hold meetings to see results. However
school year. During this time, they have first contact interesting the discussion, it will not lead to results
with any problem. The duty member also visits at unless the chairperson makes sure that
least once during the month to talk to staff, take responsibility for the mandated action is properly
prasãdam with the pupils, and study and report on understood and recorded. Meetings should begin
one aspect of the school’s program. with a review of the resolutions from the last
meeting to make sure that all previously-decided
Communicating actions have been carried out. Besides organizing a
polite and effective meeting, the primary
The difficulties in representing fairly will be responsibility of the chairperson is to see that the
infinitely less in a gurukula which itself has good decisions of the board are executed properly.
habits of communication. Parent representatives
have dual roles. They need to be aware of the wishes
and concerns of other parents, and they must report
back to parents the outcome of board decisions. Periodic reports from the principal are important.
Reports need to give a rounded picture of the
Some type of active parent group will be helpful in school. They should deal with aspects such as
this regard. It gives the representative a chance to spiritual standards, social or personal problems,
report, comment, and seek views in an open and fair remedial work, relationships within the community,
atmosphere. If votes are taken on controversial and in-service training for staff.
issues, there is a much better chance of majority
common-sense prevailing.

If there is no formal parent group, representatives The principal’s report may trigger an interest of
will have to be ingenious, sociable and busy. They special concern in a particular area. The member of
must use every possible venue to talk and listen. Be staff with that special interest should be invited to
careful, though. All forms of selective contact with attend a board meeting and talk about his work.
parents are potentially manipulative and Many schools, as a matter of policy, invite staff
undemocratic. members in rotation to talk to the board about their
subject areas.
Teacher representatives have similar responsibilities.
There may be times where a board member can see
We hope that board members shall at least act with how to help with a problem revealed in the
maximum awareness of those for whom they speak. principal’s report, perhaps in a way which hasn’t
To do this, one must be well-informed, occurred to the staff. Where the type of help
communicate as well as one can, be wary of noisy required involves no resources, but rather
minorities, and be unafraid to report differences to discussion and guidance, one must clearly tread
our colleagues if they are deep and irreconcilable. more delicately. When board members have
established their supportive attitudes and
demonstrated their efforts to be well-informed, the
atmosphere will be more conducive to open
discussion.

Hopefully, as Vasnavas, we will always be aware of

etiquette when dealing with others. Coupled with a
dedication to bring our gurukulas to a professional
standard, local boards of education can serve as
models for other areas of our society.
Overview of the Gurukula Part of the gurukula world history course will be,
as Prabhupãda recommended, “the history of
Elementary School great men” from Srimad Bhagavatam and
Mahãbhãrata. Of course, both history and current
Academic Program events are taught from the Krsna conscious
philosophical point of view. In the purport to
by Bhurijana Däsa Srimad Bhagavatam 3.5.10, Prabhupãda writes:
With reading and writing from Šrila Prabhupãda’s Historical events and other narrations
books so strongly emphasized as the source of all concerning social and political incidents
knowledge, is it even necessary for the gurukula all are in relationship to Krsna. That is the
students to study other academic subjects? way to transform mundane things into
Prabhupãda gave us guidelines for the gurukula spiritual identity.
academics:
Nature study (science) fits into the categories of
Reading and writing are of primary importance. both practical and cultural knowledge. “We
“All the children should learn to read and write should not teach history according to Darwin,”
very nicely....” Learning to read and write said Srila Prabhupãda. Scientific information from
proficiently will place our students miles ahead of the Bhagavatam, practical common knowledge
most victims of public education, and it will speed such as the parts of the body and different species
their study of all other subjects. of life, as well as refutations of false “scientific”
theories are taught. Everything in nature study is
A second area of study recommended by also explained from the Krsna conscious
Prabhupãda is practical, everyday knowledge. As perspective.
Prabhupäda said, “[They] have to knowhow to go
from the United States to India.”Prabhupãda Although emphasizing the study of Sanskrit,
wanted the children to know simple geography. Prabhupãda did not make it the goal of the
And the practical usefulness of math ¡s obvious. gurukula Sanskrit curriculum to produce Sanskrit
(Four quarts of milk make how many gallons? scholars. I heard Srila Prabhupãda explain to a
What is the interest on a loan of $10,000 over five devotee at the 1976 Gaura Purnimä Festival in
years at nineteen percent?) Mãyãpura, “If we wanted Sanskrit scholars, we
could have thousands. We just want them [the
The children should also study their culture. gurukula students] to become attached to the
Prabhupãda stated, “Krsna conscious devotees Vedic culture.” Sanskrit, especially in the
should not be known as fools.” If we are gurukula grades, is oriented to the study of the
Americans and we know nothing about America, Bhagavad-gitã and based upon unlocking the
people will view us as fools and our preaching sandhis and samãsa of the verses for increased
will be impeded. Prabhupãda also said, “They can understanding of Prabhupãda’s puports. “As soon
even learn history up to learning the Presidents of as they can read Sanskrit and English, they should
the United States.” In one talk in1968, read our books, such as Bhagavad-gitã As It Is.”
Prabhupãda said it wasn’t necessary for the
children to learn world history. “They are Thus language arts and Sanskrit are studied to aid
Americans. Let them learn American history.” philosophical realization. Geography and math
Another time, Prabhupãda called history a are studied so that the students will not lack
“chronological record of nonsense.” Still, w ehave practical knowledge, and current events are
included some basic world history in the studied so that the children will not be thought of
curriculum, so that our children will not be as fools. “Other things can be learned from
thought of as fools in our modern, “shrinking” experience,” Prabhupãda said.
world.
One should learn how to dovetail everything in
the service of the Lord, for everything is
connected to Krsna. This is the real purpose of life
and the secret of success. (Bhãg. 4.3 0.20)

By giving the children a Krsna conscious overview

of the world through studying history, science,
current events, and geography, and then by taking
them into the practical field of preaching
(sañkirtana), we insure that the students will
develop a Krsna conscious philosophical view of
the world rather than a view of mundane sense
enjoyment. Armed with that viewpoint, they will
be able to use everything in Krsna’s service.
“That,” as Srila Prabhupãda said, “is the real
purpose of life and the secret of success.”

Note: The gurukula curriculum described above

refers to studies from approximately age five to
age 11-12. There are separate curriculums for
both the junior high and high school programs
which begin after that.
 According to the Vedic culture, the most
Becoming Gurus for Our favorable situation within which to train a child in
Krsna consciousness is when he lives under the
Children shelter of a qualified guru. This is recommended
by Bhurijana Dãsa in the Šrimad Bhagavatam by NãradaMuni:
Presented at the 1986 Headmaster’s “brahmacãri guru-kule vasan dãnto guror hitam:
Meeting A student should practice completely controlling
his senses. He should be submissive and should
It has been long understood that in order for our have an attitude of firm friendship for the spiritual
gurukula educational system to be successful, master. With a great vow, the brahmacãri should
highly qualified teachers must train our children. live at the gurukula, only for the benefit of the
The following analysis is offered to encourage all guru,” and is also confirmed by Šrila Prabhupãda
teachers to actually become gurus for their in innumerable places, such as “The old system of
students by first becoming qualified, then gurukula should be revived. It is the perfect
obtaining the authority to do their service, and system, designed to produce great men, sober and
finally by taking the responsibility to train the responsible leaders, who know the real welfare of
children of the Krsna Consciousness movement. the citizens.” (letter from Šrila Prabhupãda dated
Nov. 1971) and “Children at the age of five are
Who Holds the Responsibility? sent to the gurukula or the place of the spiritual
master, and the master trains the young boys in
When a child doesn’t do well in Krsna the strict discipline of becoming brahmacãris.
consciousness, his parents often wonder, “But I Without such practice, no one can make
surrendered him to Krsna by giving him to advancement in any yoga, whether it be dhyana,
gurukula. What went wrong?” In trying to answer jnãna, or bhakti.” (BG6.13-14 purport)
this question, let’s put aside the question of a
child’s individual karma for the time being, and To understand why so much emphasis is placed
think of our gurukula system’s goal as to bring on a child’s living at the gurukula under the care
each child to as high a stage of Ksna of a qualified spiritual master, let us first explore
consciousness as he is able to obtain. Whose duty the necessary mentality that must be developed
is it to take the first educational steps to insure within a child before he can become trained in
that this comes about? Is it the society’s, the Krsna consciousness. Prabhupãda compared the
temple president’s, the gurus’? training of a student to the dealings between a
tiger trainer and a tiger. The tiger trainer first
Experience (who does the liability for educating beats the tiger and then feeds him. Again and
the child fall upon if the child doesn’t want to again the trainer beats the tiger and then feeds
become a devotee?), Prabhupãda’s words (“The him. After some time (a short time with some
parents must take responsibility for their children, tigers and a longer time with others), the tiger
or they should not have children.”), and šãstra’s realizes that his happiness or distress simply
equating the father with the guru (“One who depends on the pleasure or displeasure of his
cannot deliver his dependents from the path of trainer. This reverential and submissive attitude
repeated birth and death should never become a places the tiger in the perfect frame of mind for
spiritual master (or) a father....”) all indicate that his actual training.
the responsibility falls first upon the child’s
parents. Therefore, by virtue of that responsibility, Of course we are not suggesting a system of
parents are obliged to place their child into the alternately feeding and beating our children, but
best possible situation for training. nonetheless, as Prabhupãda’s analogy shows, for a
student to become trained, he must first feel
Understanding the Mentality Needed to Become dependent on his guru’s happiness for his own
Trained happiness, and must simultaneously feel misery
in causing his spiritual master displeasure. Only
then can he become trained. The guru-disciple Prabhupãda confirmed the extra ordinary depth
relationship cannot be one where the disciple of relationship needed within the gurukula
thinks, “Whether or not my spiritual master is between the guru and the disciple by saying, “It is
pleased with me is not important. So many others not an artificial thing. The brahmacãri, the
(mother, father, friends, teachers, etc.) are pleased disciple, must have genuine love for the guru,
with me.”Prabhupãda made similar points during then he can be under control. Otherwise why one
a series of Bombay lectures, “...a disciple is should be under the control of another person’
expected to live in gurukula, at the shelter of the This can be possible when one is really thickly
guru, as menial servant...gurau sudrdah related to the guru. Otherwise, ordinary
sauhrda...One who has actually the relationship will not do.”(from a Bombay lecture,
conviction...yasya prasada bhagavat prasada— April 1976)
One who is convinced that if I please my guru It is essential for those involved in educating our
then Krsna will be pleased. This is called suhrdah, children to understand the “thick” relationship
full faith. And if I displease my guru then I have needed between a guru and his student that
no place.” For any student to become trained, he allows the student to become trained.
must, like the tiger, be thinking that his happiness Understanding this, we must give each child the
or distress simply depends on the pleasure or facility to develop such a relationship with the
displeasure of his guru. one who trains him. If it is a teacher who is
actually doing the training of a child, that teacher
But Who’s Actuatly Training Our Gurukula should be encouraged to develop the necessary
Children? relationship that will allow him to truly train. At
the present, most of those who teach, even if they
Although the gurukula system is recommended as are qualified, neither have the authority nor do
the ideal system, how much of it are we actually they considered it their duty to take full
using as we train our children? Usually the responsibility for a child’s physical, mental, and
parents have not truly delegated the authority to spiritual development. And that lack has left
train their child, and when they do so, their many of our children, for all practical purpose
delegation is not to the teacher, the one who is alone, in guru-less gurukulas.
actually doing the training, but to the child’s guru.
Thus a child often either subtly or grossly finds The Parents Retake the Authority
himself thinking. “My happiness or distress
depends on the pleasure of my parents or the As a reaction against subsequent gurukula
pleasure of my guru and neither are present. I failures, parents are taking more of a direct role in
care little whether my teacher is pleased with the training of their children. Although these are
me.” not ideal, parents actually taking responsibility to
train their child may bring better results than
If a child has this mentality, can he be trained by neither parent, guru, or teacher taking the
someone other than his parents or his guru? And responsibility. That depends on the Krsna
if those authorities only occasionally contact the consciousness of the parents.
child, do not train him in the details of devotional
service, and are not present to pro-vide a shelter Delegation of Authority to a Qualified
during crises, how deeply will the child feel his Teacher
relationship with them? Will he even feel secure
and well taken care of? If no in-depth, long A better alternative is that the parents or guru
standing loving relationship truly exists with even follow the Vedic system and delegate their
one Krsna conscious adult, can a child be authority to a qualified teacher and allow that
successfully guided through the agitations of teacher to become a guru for their child. Once the
adolescence and sex desire? authority to train is delegated to him, such a
teacher-guru, although he may never be an
initiating guru, could apply his brãhminical
qualification. Thus, through psychology, control
of environment, punishment, and Krsna Since the number of children in our society is
conscious affection, he would have the facility to dramatically increasing, the need for qualified
cultivate that guru/student mentality within the teacher-gurus is great. Therefore we should
child that enables a child to become successfully encourage whatever men and women we have to
trained. Understanding that he is a guru for the become qualified and take up this guru/student
child will also help the teacher become clear relationship with as many children as possible.
about the depth of his responsibilities. We should also search for and encourage many
suitable candidates to take up this responsibility
Without being acknowledged as guru, and if his of becoming gurus for our children.
decisions are greatly restricted by the parents and .
others, the teacher loses his ability to take the .
responsibility for training. A teacher can, in fact,
only take responsibility to train if he possesses the
authority to train. Therefore, a child’s parents, the
ones who possess the initial authority for their
child’s training, have the responsibility of finding
a qualified teacher and delegating their authority
to him. If they have already delegated their
authority to a guru, the guru can either take the
responsibility to train the child himself or find a
teacher he trusts and place the child under his
care. Thus, the authority to train should be clearly
transferred to the actual trainer, and that trainer
should clearly accept the responsibility to train.

Because a teacher-guru who holds the authority to

train has in fact become that person whom the
child must please, the delegation of authority
must be viewed with extreme seriousness. For
example, if such a teacher becomes displeased
with a child, the parents or guru must never be
discordantly pleased with him. Because this
authority should never be whimsically changed
(each time a child changes his authority, it
becomes more difficult for him to completely
trust authority), that teacher should be extremely
qualified, worthy of full faith and trust, and never
be appointed simply out of necessity. If a parent
or guru feels that no one is qualified enough to
receive delegation of authority, he should,
understanding the mentality within a child that
allows him to become trained, maintain the
authority and train the child himself. If the
delegation of authority to a teacher does occur,
the child should be made fully aware that his
teacher is also his guru.

Conclusion: The Challenge—Filling the

Need
 goals have been achieved? Or have time and
Šri Rãma Interview circumstance changed, making Šrila Prabhupãda’s
This article originally appeared as an interviewwith definition of gurukula obsolete?
Šri Rõma Dãsa, the secretary of theISKCON board
of education, in the December,1988 issue of Šri Rãma: It’s clear that Šrila Prabhupãda was
ISKCON World Review. hoping that the gurukula system would produce
pure devotees who would dedicate their lives to
IWR: Šrila Prabhupãda set the blueprint for the spreading Krsna consciousness, according to
gurukula system. What were some of the basic whatever their individual capacities might be. He
educational principles he set down? definitely emphasized character-training over
academic knowledge.
Šri Rãma: The basic program Šrila Prabhupãda
outlined is really quite simple: The children I think this makes a lot of sense, because from a
should follow the devotional program of the historical point of view, the primary goal of
adults as much as possible, and be involved in the education in virtually every culture has been to
regular activities of the Krsna consciousness pass on the values and aspirations of the culture.
movement as good devotees. Children should It is only in this century that educators have tried
know that their specific service for Krsna is to to divorce value and character training from the
study hard. They should also get training in educational process—and that effort is generally
obedience and other good qualities and habits accepted now to have been a failure.
which will help them all their lives—and learn to
do everything, including play, in an attitude of Although there have been a lot of good individual
serving and remembering Krsna. results in ISKCON gurukulas, I can’t say that
we’ve succeeded on the whole. Among parents
From a pedagogical point of view, one couldsay and ISKCON members in general, there are a lot
that Prabhupãda’s program has four distinct of opinions about what ISKCON is and should be.
strands: Srila Prabhupãda’s concept of gurukula hasn’t
become obsolete, but it’s clear that we must
1. Engage the children directly in devotional encourage other kinds of schools too—at least for
service. Srila Prabhupãda compared devotional the foreseeable future.
service to fire—it gives its effect whether one
understands how it works or not. If children serve IWR: Šrila Prabhupãda wanted to establish
Krsna, they will advance. varnãšrama colleges for students after their twelfth
year. Why were these varnãšrama colleges never
2. Give students training in moral qualities which established?
will help them to be good devotees all their lives:
simplicity, honesty, cleanliness, self-control, Šri Rama: I can think of two reasons: One,
humility, tolerance, renunciation—and especially varãšrama colleges would take a tremendous
a sense of obedience to, and dependence on, the amount of resources—more resources than the
guru. society could have mustered during the difficult
period we experienced after SrÎIa Prabhupãda’s
3. Help students get a good taste for serving disappearance.
Krsna. If one surrenders a little to Krsna, one
experiences transcendental pleasure and is Secondly, it’s pretty much impossible to have
encouraged to serve more. effective vamãšrama education programs, when
the society into which the students will graduate
4. Give students academic and practical training has virtually no varnãšrama. You can’t expect the
which is appropriate for their future lives as educational system to be light-years ahead of the
devotees. culture it’s functioning in. That’s why the board of
IWR: What were Prabhupãda ‘s goals for the education put so much emphasis on preaching
gurukula school system per se? Do you feel these
about the need for vamãšrama development in Of course, we are probably being premature in
ISKCON. judging whether or not gurukula has been a
success. We’ll have to wait until the gurukula
IWR: In the past, there were international or graduates reach 25 or 30 years of age to see the
national gurukula projects that acted as centers for final results of the training they received as
children from all over the world. What happened to children.
this system?
IWR: Doesn’t it take a lot of money to run a private
Šri Rama: After Šrila Prabhupãda’s departure, school? How can devotees, who have for the most
there was a lot of national and international part avoided putting energy into material
cooperation, largely because devotees generally development, manage to finance a private school?
accepted the zonal leadership system. As
problems with that system become apparent and Šri Rãma: This is a real problem. Education takes
it broke down, inter-temple and inter-zonal a tremendous amount of money. Private boarding
projects just fell apart. The movement hasn’t had schools charge anywhere from $600 to$3000 per
enough time since then to develop effective month, and public schools only appear to be free.
systems of cooperation that are more natural and The actual cost in tax-dollars is$5000-6000 per
stable. Therefore the board of education is year per student.
strongly recommending locally-based educational
solutions that have grassroots support among Šrila Prabhupäda recommended establishing
parents and local ISKCON administrators. schools in India to solve this problem, but we
never successfully carried out this instruction on
a large scale. And even if we did, it’s unlikely that
IWR: What, in your opinion, is the reason we have it would satisfy the needs of all the students, as
not achieved Šrila Prabhupãda c goals for educating they are currently perceived.
the children of ISKCON devotees?
Now, when schools must be established on a local
Šri Rama: There are quite a few reasons. Everyone basis, it is often difficult to get enough students
is more or less familiar with the problems together to run a school in a financially efficient
experienced by some gurukulas: lack of qualified manner. Therefore, the board of education
teachers, poor financing, naivete, incidents of recommends that the local ISKCON organizations
child-abuse, etc. These individual failures caused help schools financially, in particular when they
a real loss of faith. are just starting.

Another important factor is that ISKCON If ISKCON wants an educational system, then
changed, but the board of education didn’t cooperation between parents and the greater
recognize the changes fast enough. The simple ISKCON organization is required. The GBC
world we had in the young days of ISKCON recognized this principle when it admitted that
exploded and we ignored the complicated set of ISKCON’s educational problems were beyond the
expectations that cropped up. We kept training means of the ministry of education, and formed a
the children to grow up into an ISKCON that GBC board of education to take its place.
existed in our desires, rather than seeing what
was really there. IWR: Do you have any experience of gurukula
graduates who now feel inimical about their
For any educational system to succeed, it has to education? What are their complaints? Do you think
train students for the society they will live in these complaints are valid?
when they graduate—and to some degree, we
failed in that respect. Therefore, many devotees Šri Rãma: I have spoken to quite a few former
have been looking to non-devotee school and students. Their evaluations vary from abject
college programs to satisfy their needs. condemnation to the highest praise. The
impressions differ mostly according to personal encourage home-schooling and other programs
experience. However, there are two problem areas that can succeed with smaller groups of students.
that I see as major sources of student complaint.
First, a lack of qualified teachers. Especially where IWR: How will the board of education try to revive
there are ãšramas, the teachers must function at a the devotees’ faith in Šrita Prabhupãda‘s values for
very high level of competency and spiritual gurukula?
realization. We should have limited the programs
to fit the number of qualified teachers we had, Šri Räma: I think one of the major things the
rather than fill up the schools beyond our real board of education could do for the devotees of
capacity. I think we’ve learned a lot in this area. ISKCON would be to help them sort out their
doubts about Srila Prabhupãda’s instructions on
The second area of complaint is an atmosphere of gurukula. A lot of people criticize all the
force. I don’t mean that students we reforced in gurukulas and the people in them, but I think if
every sphere of their activities. I’m referring to the they take closer look, they will find that they
fact that participation in gurukula wasn’t a themselves don’t believe that Srila Prabhupãda’s
voluntary process for the most part—neither for program for educating children is right or
the students, nor the schools. Every child was practical. But because you can’t criticize your
expected to . go to gurukula; and the schools were spiritual master, you put up straw men and knock
expected to accept every student, whether or not them down.
they had the qualified teachers, or felt that a
particular child was going to benefit by going to But it doesn’t have to be that way. Šrila
gurukula. Prabhupäda’s program will work, when it’s
properly implemented. We have to be a little
Let me give an example of how that can patient and use our intelligence. The disciple
contribute to a situation where failure is regrets that he can’t implement the order of his
practically guaranteed: I’m not opposed to guru very nicely. But he keeps trying, sincerely
ãšramas as a matter of principle. I’ve seen them praying to Krsna for the intelligence to do it right.
work well when the circumstances were right. But Look how long it took Prabhupãda to come to
ãšramas are by nature, places where there is an America and start his movement. We can’t throw
atmosphere of renunciation. But if parents and out Prabhupãda’s instructions just because we
students aren’t expecting that—aren’t wanting didn’t get them right the first time. But in order to
that—then it can be a miserable experience. I’ve be successful in the long run, it’s important that
heard former students complain bitterly about educators are sensitive to the current moods of
their gurukula experiences, only to realize from ISKCON and offer solutions that are appropriate
their comments that there was nothing and practical for the time, place and
intrinsically wrong with the program—it was only circumstance.
that those students were completely out of place
there. In schools where participation in ãšramas IWR: What is the board of education doing as far as
was voluntary, results seem much better. practical action?

IWR: Nowadays, ISKCON has a growing Šri Rama: The board of education has realized
congregation, with fewer devotees living in the that the main solutions are going to have to come
temples. How has this affected gurukula enrollment? on the local level. There must be several different
kinds of schools to satisfy devotees with different
Šri Rãma: It’s difficult to say, because we lost needs and aspirations. The board is trying to
many schools due to factors other than declining encourage development of gurukulas, day-
enrollment. But with fewer devotees living in schools, parent cooperatives and home-schools. If
temples, it’s more difficult to centralize. That there are a large variety of schools to choose from,
means that many parents will simply not be able there is a better chance that each student will get
to find schools nearby. Therefore, we are trying to the kind of education he or she needs.
Since many parents have given up on ISKCON
education, the first priority of the board is to try
to facilitate these schools so that every devotee
child can be educated by other devotees. The
board is concentrating on trying to make it easier
to start schools. We are working on a step-by-step
handbook, a curriculum guide, teacher training
programs, and a plan for certification that would
give parents some standard by which to evaluate
schools. [This is that handbook.]

The board of education is also trying hard to keep

communications going between devotees who are
concerned with education. We publish a
periodical, the ISKCON Education Jouma4which
is for everyone who wants to keep up on what’s
happening in ISKCON education and wants to
discuss the important philosophical issues
involved in developing a high quality and
spiritually successful educational system.
Teaching Writing Knowing a technique without understanding its
relationship to the process, the context in which
by Bhürijana Dasa the technique is useful, limits its value.
Introduction to Conferencing Theoretical knowledge isn’t sufficient. A young
child may have learned to rotely repeat, “I must
Picture an artist who is teaching his class to begin a new paragraph after each shift of topic,”
but recognizing those shifts of topic when they
paint. A basket of pineapples, apples, pears, and
occur within his own writing is subtler and can
plums is placed on the table at the front of the
only be learned by pondering over whether or not
room, and each student is at his easel working on
his own paragraphing is correct. A writing skill
his own still-life version of the basket. As the
may be taught on schedule from a workbook, but
students are painting, the instructor is circulating
nevertheless, for that skill to be useful, it must be,
around the studio, interrupting one student’s
at some point, integrated within the actual
work to hold a short meeting with him, and
process of writing.
continuing on to meet another when that meeting
is done. These short meetings between teacher
Writing Viewed as a Process
and student, while the student is actually
practicing his craft, are called conferences.
Although writing is viewed, largely by those who
don’t write, as words always existing and indelibly
During a conference, but before actually offering
etched on the paper, it’s just not so. Contrary to
instruction, the instructor first scrutinizes the
this view, in which the aged and bearded writer
student’s painting and then converses with him.
sits at his oil-lamp lit desk, intermittently writing
The instructor doesn’t immediately grab a
down a word or two after long intervals of
paintbrush and begin marking up the canvas, nor
ponderous thought, is the method used by most
does he let the student know everything that was
modern writers. To produce a finished product,
done wrong or every technique that should have
these writers have been known to write, rewrite,
been used. What the instructor does in a
and again rewrite their passages 150 times or
conference is this: After examining the student’s
more! And why all that work? Simply “To get the
painting, he inquiries from the student about
words right.” But all their rewriting doesn’t occur
what he is trying to accomplish, how he plans to
at the onset, when the purpose of their writing is
proceed, and what he needs help with. The
to set down words on paper. Rather, rewriting,
instructor then mentally compares the student’s
which is an essential part of writing, is mostly
attempt with his plans, as well as with his actual
relegated towards the end of their production
accomplishment, and finally, according to the
process.
student’s need, he lauds, corrects, adjusts, or
teaches.
And what is the process that writers use to
produce their products? Usually, an individual
The instructor then moves on to the next student.
writer uses his own variety of the process; but
generally, all their processes have several steps in
Teaching students to paint is similar to teaching
common. First a writer prewrites, then he drafts
them to write. Both painting and writing are
his work, and finally he rewrites it. Each of these
processes, not bits of knowledge suitable for rote
different steps have their own basic set of rules.
transfer. Both therefore require that technique is
For instance, while prewriting, a writer only
taught while their practitioners are practicing
gathers information and doesn’t. put any words
their craft, for only in the frame of reference of a
down on the paper. While drafting, when he
particular part of the process does a specific
doesn’t want to interrupt the flow of his thoughts
technique have value. For example, in painting,
as they are being first formulated into words upon
attempts at fine-finish brush work, when the
the paper, he doesn’t edit or rewrite, but
painting is just being sketched, are useless. Or
concentrates on getting the words down, knowing
imagine canvas-whitening gesso applied to a
well that his rewriting time is soon to come.
finished masterpiece!
When the drafting step is finished, he then makes
sure that the thought she wants to communicate Questioning the Draft to Calculate Its Stage
will be exactly received by his reader through
rewriting. Focus, Development, or Polish?

This basic process of writing is used by many A draft is considered past the stage of focus if the
writers, but the process that we will speak of in writer is able to affirmatively answer the following
this article is a bit more specific. We will speak of questions:
the rewriting stages that a draft passes through as
rewriting for focus, rewriting for development,  Does my piece have a single focus? (Sum up
and rewriting for polish. the piece’s focus, the “message” that is
communicated to the reader, in one sentence.)
Discovering the Stage of the Draft  Do all the parts of the piece relate to its focus?
(Have all sections of the piece that don’t relate
A mature writer uses his critical intelligence to to the focus been removed?)
question his writing as it progresses to completion
through successive drafts. He asks questions such The draft can only be effectively reread asking
as, “What conclusion do I want my readers to development questions after the focus of the draft
come to after reading my essay? Does this is clear. Here are some typical development
sentence further the point of the essay? Where questions:
should I place this comma so the reader will best
understand this sentence’s meaning?” Thus, as he
answers his questions, the writer molds his — Does the title exactly relate to the essence
writing to the exact shape he desires. of the piece?
— Does the lead catch the reader in three
Although asking many questions, his questioning seconds—or less?
is not haphazard. The writer first asks questions — Is the lead effectively linked to the body of
that help him focus his writing’s theme, next he the piece?
asks questions that develop that theme, and — Are the paragraph transitions smooth?
finally he asks questions that will help him apply — Does the piece answer the reader’s
final touches. Since the focus or theme of a piece questions at the point in which the reader
naturally determines how the piece will be needs the information?
developed and polished, questions of — Does the piece’s information proceed
development and polish before focus is logically from point to point?
determined are premature. For example, can one — Is more information needed
decide which anecdote to use when developing anywhere?(The information should arrive
the “second paragraph” until the focus of the at the time the reader needs it.)
entire essay has been settled upon? Similarly, — Do the paragraphs effectively use
until developmental questions are solved, descriptive details, action, quotes, and
polishing questions cannot be correctly discussed. dialogue?
The polishing of a piece, which includes deciding — Is the end conclusive and strong?
the ordering of individual paragraphs and — Does the end fulfill the lead’s promise?
answering sentence structure questions, depends .
upon which points need to be emphasized. If these larger questions of focus and development
Therefore, before applying any techniques of can be answered, the writer is ready to polish his
rewriting towards his writing to improve it, the piece. Efficient polishing keeps the following
writer first (either consciously, or because of his editing and proofreading points in mind:
experience, unconsciously) must determine in
which stage of rewriting—focus, development, or Strong paragraphs have:
polish—his draft is located. — A topic sentence.
 — Each sentence sticking to the topic student will gradually begin asking himself the
sentence. same questions that the instructor is now asking
— The sentences within the paragraph him, which are also the same questions that a
following in order. mature writer asks himself as he writes. The
— No unnecessary sentences. teacher, more or less, is modeling, setting the
— Sentences that show, not tell. example for the student’s own critical intelligence,
— No sentences that announce what is soon if it were awakened and trained. The methods
to be read. used by the teacher within a conference to do this
are called scaffoldings. As scaffolding, with its
Strong sentences use: connections of metal bars and wood planks, are
— The subject-verb-object sentences as the temporarily needed for construction and then
basic sentence. taken down after they’ve fulfilled their purpose,
— The active rather that the passive. the techniques of conferencing are needed in the
— Varieties of sentence structure. beginning, and then, after internalization has
— No unnecessary words. occurred, they can be discarded. Conferencing, by
— Words that clearly tell the intended training the student’s intelligence to
meaning. independently perform the task that the teacher
— Strong verbs. now does, is the ideal teaching methodology.

Strong words: How Conferences Work

— Give the exact meaning you want.
— Are non-general, specific words. As a general conference rule, after an instructor
reads a student’s project and decides what stage
Proofreading consists of checking for correct: the draft is in, he asks his student the same basic
— Form questions a mature writer asks himself when
— Usage examining his own draft. The questions are, of
— Grammar course, adjusted to the student’s age, and the
— Verb tenses instructor, of course, doesn’t confront the student
— Spelling with all possible questions at once. After asking
— Punctuation the student to discern what stage his draft is
— Capitalization located in, the instructor specifically chooses
questions that apply to the particular stage of the
After deciding whether his draft is in there writing student’s draft. The student’s intelligence is
for focus stage, the rewriting or development awakened through being asked to explain what he
stage, or the rewriting for polish stage, the writer has already done, what he is doing, and what he
then knows what techniques to apply to bring the will do: “What stage is your draft in? Why do you
draft closer to completion. Knowing, then, the think it’s in that stage? What have you done so
stage one’s draft is in is needed before one can far? Is any additional information needed here?
practically apply the techniques of writing. How How do you tell when more is needed? Why did
can we teach this preliminary awareness as well as you decide to leave this section from your old
the writing techniques themselves? The draft out?” By holding the student accountable for
conference method of teaching is ideal for both his actions and plans, the instructor summons the
theory and application. student’s critical intelligence to awaken. By
encouraging the student to intellectually examine
The Basic Conference Goal: Internalization what he has already done and what he is to do
next, the student naturally extracts an
A long term, but essential goal of the instructor’s understanding of the technique he has used from
asking questions to a student within a conference, his activities. Not only that, but by successfully
is to train the student to internalize the answering questions about his writing, the
questioning. If the conferences are effective, the student gradually develops confidence in his
ability to write. And when regularly requested to
answer questions explaining what they have Here’s a sample of general opening questions that
done, even young .students become competent to can be asked regardless of the position of the
give cogent answers. He is learning critical child in his draft. They begin a student speaking
thinking as he learns to write. about his writing.

Hearing a student’s answers allows the teacher to — What’s your piece about?
test the student’s understandings about writing. — What draft-stage are you in?
After listening to the student’s reply, the teacher — What have you done on it so far?
accepts reasonable answers or makes adjustments — What are you going to do next?
or corrections if necessary. The teacher can thus — Are you having any problems I can help
determine which of his instructions have taken you with?
hold and which need further clarification.
The following three opening questions can be
Often a student has made a mistake, but when asked when the child is working on early drafts:
asked to explain why, his reasoning is sound—
but is based on a misunderstanding. For example, — Can you sum up in one statement the
a small child capitalizes the word “river” in the focus or theme of your piece?
sentence, “The River flowed quickly towards the — Which part of your piece do you like the
sea, “after hearing that “specific rivers are always best?
capitalized.” He may be thinking that this specific — What did you learn by writing about your
river was flowing towards the sea and therefore subject that you didn’t know before?
“river” should be capitalized! Often the best
teaching strategy to pursue can only be decided Don’t think conferencing is permissive. If it were
upon after hearing a student’s erroneous so, the child’s answers automatically would be
reasoning, which are naturally revealed when accepted as irrefutable. Conferencing simply sets
teachers ask students “Why?” in conferences. up a framework which allows the teacher to
instruct according to the student’s need. Teaching
Because hearing a student’s reasoning before he then ceases to be a static transferal of information,
teaches the student lets a teacher know exactly but becomes a dynamic, satisfying dialogue in
what he needs to teach, conferencing engenders which learning takes place.
individualized teaching at its best. The student is .
led by his teacher’s questions to speak first about More Points on Conferencing
his understandings and then informs the teacher
of his writing and decision-making processes. The Here are some more points on conferencing, some
teacher then gives pertinent instructions. of which have been gleaned from experts on
conferencing:
Gradually, the students begin anticipating the
questions before they are asked, wondering, — The students learn more when they do
“What will I answer when my instructor asks me most of the talking.
such and such?” and the process of questioning — One or two skills can be taught in any
one’s draft is thus internalized. Soon students conference after the student has decided
naturally question themselves and gain skill when upon the subject he will write about.
revising their own drafts. — Additional ways a problem could have
been solved should be discussed in
To facilitate the student’s internalization of the conference. This gives the student a sense
self-critical questioning process, the teacher of writing options.
should regularly ask the student a set of basic, — Writing teachers must frequently write.
opening questions. His further questionings are To successfully teach using the con
responses to the student’s answers. ference method, the teacher must be
 conscious of his own process of writing.
— Conferences should be short and frequent.
— The writing teacher must be interested in
the child and the child’s writing topics.
— View students as individuals rather that
thinking only of whether they are meeting
your expectations.
— The writing conference should have a
simple, predictable structure.
— No matter how many errors glare from the
page, try to begin a conference supporting
what has been done well. The conference
should be largely positive so the students
don’t fear them.
— A conference guideline: A few minutes to
appreciate what’s been done well, and a
few minutes to teach something new.
— Read the student’s writing, trying to
understand what the student is trying to
say.
— Just ask, “How are you doing?” and then
listen and follow where the conversation
leads.
— Conferencing emerges naturally out of an
interest in children’s thinking and out of
their own involvement in writing.
— Respond to the students real needs by
giving those tools, techniques for their
writing— rather than solutions, or
impositions of information.
— Train the students, by asking, “What other
way could you have done this?” to have a
sense of their options.
— Through interaction with others, one
learns to interact with the critical
intelligence within one’s self. Closeness
and distance, pushing in and pulling back,
creation and criticism: it is this
combination of forces which can make
writing into a powerful tool for thinking.
— Urge writers to learn the writing process
through personal narratives; for until they
know more about writing, it is best that
they write about what truly happened.
They will then see more reason to revise
when it doesn’t meet their expectations.
Training for the Soul in the diary, saying: ‘Don’t kill her, just
punch her out.’
by Urmilã Devi Dãsi
An Appraisal of the Educational Possibilities for “Open-ended sentences pry into the
Children in Krsna Consciousness. personal area of the child’s beliefs.
Questions are asked with no correct
From the official transcript of proceedings before answer provided, implanting dishonest
values. For example, one test that I
the U.S. Dept. of Education, printed in “Child
recently saw said: ‘A child is asked what
Abuse in the Classroom,” Pere Marquette Press,
he would do if he had only one dollar and
P.O. Box 495, Alton, Ill. 62002:
his mother’s gift cost four dollars. Would
he: (a)Steal the gift; (b)Borrow three
“I was a leader in my church for the young
dollars from a stranger; (c)Change the
women, ages 13 to 14. At a slumber party,
price tag to read one dollar?’
one of the girls told us about her math
class and how she really liked it because,
“Survival games are played. Children are
every Friday, they talked about different
made to decide who can live and who
things, instead of doing math.
must die. Abortion is presented as though
it is a contraceptive, and contraceptives
“I asked her what they talked about and
are presented as something you must use
she said, ‘Oh, everything. Last Friday, we
when you reach the fifth or the sixth
talked about abortion.’ I asked her what
grade.” (Testimony of Marcy Meenan,
was said and she replied, ‘Why abortion is
page 113)
a woman’s right. She should have the say
over her body, and besides, a 12-year-
Accounts from teachers, parents, school
oldgirl has no business having a baby.’ I
principals, and students continue to amaze the
was shocked because the religious
reader of this 450-page book. It is little wonder
standard in the young girl’s home is that
that Srila Prabhupãda called the modern
life is sacred and that taking the life of a
educational institutions “slaughterhouses.” Again
baby is wrong.
and again, in hundreds of purports and tapes, the
present school systems are characterized as
“When I questioned her further, it was
avidyã, as dangerous as a jewel on the hood of a
clear the other side of abortion was never
snake, capable only of turning the students into
given. My question is this: What does
asses, and resulting from an envious mentality
abortion have to do with math? What
toward the students. Actually, it is completely
right did this teacher have to indoctrinate
impossible to find even one reference that
this class with his one-sided view?”
supports sending anyone to an elementary or
(Testimony of Sylvia Allen, page 270)
secondary educational facility other than
gurukula.
“Children are keeping diaries which
teachers read daily and comment on.
The materialists themselves are now deploring the
Teachers are being asked to use this
condition of their own schools. A longtime
holistic approach under the
superintendent of schools in a suburb near
misconception that diaries are kept to
Detroit confessed to me that the very structure of
check grammar and punctuation. A
the high schools preempted all possibility of
mother called me to complain about her
teaching even basic English writing! He stated
daughter’s diary. The child had written
that the teachers were also rarely qualified. Marva
that she was angry with her mother and
Collins, principal of a Chicago high school, writes
that she wanted to kill her. The teacher
in “Insight,” “We must forget everything we
responded in red ink to this child’s remark
learned in teachers college and return to common
sense… We never taught them (our children) one that is not possible, they can start their own
lofty thought in school.” In the same magazine, gurukula. Some devotees are unable to maintain
former Secretary of Education Bennett says, “We the strong spiritual standard in their home that is
must have teachers and principals who not only required for such an endeavor. They then join the
state the difference between right and wrong, but large community of persons who, while having
who make a real effort to live that difference in theoretical faith in spiritual education and a
front of students.” The media is filled with daily distrust of mundane schools, feel themselves
accounts of school violence, including rape and incapable of meeting the standards of a local
murder. Drugs, alcohol, and illicit sex, what to gurukula, sending their children away, or
speak of meat-eating, are more commonly learned themselves becoming a gurukula. Such people
than any academic lesson. Even the schools don’t have to sacrifice their children on the altar
famous for high standards, like the ones of the of their weaknesses. They can be encouraged to
Grosse Point government in Michigan, are homeschool their children, giving as much Krsna
becoming increasingly polluted. The Detroit consciousness as possible. These children from
News reported that even twelve and thirteen-year- various families can regularly meet for the
olds come to classes drunk there, having learned purpose of association. In time, a “Vedic parochial
that intoxication is a prerequisite for material school” may be established with the cooperation
success. of several families.

Why, then, are any ISKCON children, especially Starting a home or parochial school is not as
young children, being sent to their spiritual difficult as most would imagine. The Big Books of
death? The reaction for the parents is almost Home Learning (Mary Pride, Crossway) can give
unbearable to consider, particularly if they called any dedicated and reasonably educated person all
for an advanced soul by performing garbhadhana the information and resources needed to start a
samskara. These souls were waiting in line for the first-class academic program. The children can
chance to have parents that could deliver them. even be enrolled in a correspondence course that
Much as a bogus guru has to suffer for cheating makes teaching possible for anyone. Such courses
his disciples, “one who betrays the confidence of a are available anywhere in the world, even offering
living entity who takes shelter of him in good high school diplomas. Spiritually, guidance is
faith.. . is extremely sinful”(SB 6.2.6 purport) easily available from Prabhupãda’s books, the
Even more serious is that devotees are the natural Board of Education, and senior Vaisnavas.
leaders of society and will be followed by the
people in general. New devotees and members The existing gurukulas can help alleviate the
can easily be misled as to the education of their situation by applying the principles of Bhurijana’s
children. The unthinkable situation of an article, “Becoming Gurus for Our Children.”
ISKCON leader who sets such a personal example Since faith in a particular teacher or guru must
with his own family, or encourages those under come from the heart, the spiritual guide for the
his protection .to send their children to karmi students cannot be institutionalized. Many times
school, is staggering. It can only be compared to children and teachers have a close, loving
sending the cows on an ISKCON farm to the local relationship that is hampered by a lack of faith on
dairyman, thinking, “Maybe he won’t slaughter the part of the parents. Conversely, parents may
them because they come from good family.” try to force a child to surrender to a personality in
whom the child has no faith. The students and
The justification for the slaughter of our exalted parents must feel that gurukula is a privilege,
Vaisnavas in small bodies is the immaturity of much like attending Eton or Harvard. The
ISKCON’s gurukula system. However, most greatest punishment should be expulsion.
devotees involved in education are deeply Individual teachers must also become sensitive to
committed to providing the best spiritual and the inner faith of their students. If they cannot.
academic environment possible. Devotees who establish a good rapport with an individual, then
feel dissatisfied should try to be of assistance. If
the student should be placed with a teacher they instructions published in the magazine of a
honor and respect. respected school for gifted children on how to
psychologically disarm parents’ complaints. Those
This genuine spiritual relationship will who have suffered such frustrations will welcome
automatically solve the apparent disparity the balm of a gurukula where the staff and
between love and discipline. The austerities of parents have harmony of purpose.
Krsna consciousness, another major objection to
gurukula training, will become a delight for the Improving our gurukulas, expanding their
students. These doubts about the relationship number, and helping to establish parochial
between denial of the senses and spontaneous institutions will certainly eliminate any need for
love were answered very directly on a morning subjecting our devotee children to the
walk. In Paris, Prabhupãda was asked whether a instructions of blind, mundane teachers. Still,
devotee, although trying to control his mind, was some points remain to be considered. An
a pretender if he thought of sense gratification. argument is sometimes made that “we went to
Prabhupãda explained that by denying .the karmi schools and turned out alright.” We
senses, the mind would come under control like a probably ate meat, too! In any case, most of us
circus tiger who is trained by starvation. The same did not turn out so well, continuing to have
devotee later asked whether there was any use in difficulty executing spiritual life in part because of
following the rules and regulations if we didn’t a lack of brahmacãri training. Although Srila
have love for Krsna. Isn’t that a cause for fall Prabhupãda didn’t attend a Vedic gurukula, his
down? Love for Krsna is natural, Prabhupãda education cannot be compared with almost
explained, and it will be awakened by following anything existing in today’s world. A quick glance
the rules and regulations. We have the goal of at his college classroom (A Lifetime in
loving Krsna, so our formalities cannot be Preparation) should make that obvious. In his
compared to empty rituals. elementary and secondary school there were no
girls and the teaching wasn’t contrary to Vaisnava
Establishing this loving teacher-student principles. In addition, Prabhupãda criticized his
relationship within our gunukulas will go a long college professors, instructing his disciples to use
way toward alleviating communication the gurukula system. Imitation of the ãcãrya and
difficulties. Otherwise, in an institutionalized following his instructions aren’t equal. Should we
arrangement, parents often feel that their sincere also marry our children to spouses they don’t
suggestions are ignored, creating a lack of trust. like?
We must bear in mind, however, that the desires
of the parents are disregarded in practically all Some claim that preaching will be facilitated by
educational facilities. There is generally much giving a child early close contact with non-
more flexibility and mutual respect in even the devotees. They may want the child to feel
most problematic gurukula. For example, a law “comfortable” with materialists, or avoid some
was recently torn down by a state Supreme Court vague idea of deprivation some psychologist
that allowed for one minute of silence in the convinced them would occur if the child had no
public schools. The Court felt it was a subtle access to Robin Hood and Star Wars. This
encouragement for prayer. Despite the fact that argument is actually amazing when a sincere
the overwhelming number of students and follower of Lord Caitanya examines how
parents were in favor of this law, they discovered important the association of devotees is to one’s
that they had no say over even one minute of the spiritual life. Mahãprabhu Himself stated that
school day. When parents try to remove their He’d rather be surrounded by fire than to
children from sex education classes, they usually associate with non-devotees. How can we throw
find the school hostile and their children our children, like Prahlãda’s being tortured, into
punished. Such stories abound in the court such fires?
testimony quoted from at the beginning of this As Arjuna had so many arguments based on
essay. In regards to private schools, I recently read scripture and logic to excuse him from Krsna’s
order, the objections to gurukula continue. guardians feel that our gurukulas have failed.
“Although most schools are terrible, certainly They see that some teenage graduate shave felt
some are very close to Krsna consciousness.” The dissatisfied, even sometimes becoming degraded.
Waldorf system of Rudolf Steiner seems to be No one can deny this reality. This argument,
such a candidate. Steiner’s methods are about however, reminds me of the abortionists. “The
sixty years old, developed to teach mentally child won’t have a chance,” they say. “He’ll be
retarded students. Steiner himself appears to be unwanted and unloved, turning into a criminal.
somewhat of a lunatic. His biodynamic methods Better to kill him.” Let us rather resolve the
of farming included hanging yarrow blossoms problems that cause us to lose devotees, whether
from a tree in the skull of a deer and then adding young or old. In addition, we should have faith
them to your compost heap at the proper that “in this endeavor there is no loss or
astrological time. He also advocated stuffing cow diminution, and a little advancement on this path
dung into 500 cow horns (may be taken from can protect one from the most dangerous type of
slaughtered animals) and burying them over the fear.” (GUa2.41) Even if a child leaves, he will not
winter. In spring, the manure thus buried is “perish like a riven cloud, with no position in any
stirred at the proper astrological time for 45 sphere.” (Gitã 6.38) We should also remember
minutes “until a vortex is created.” This is then the example of Ajãmila, who was saved because of
greatly diluted like a homeopathic medicine and his brahmacari training. Yet, his parents died
sprinkled over the fields. Educationally, his seeing him fallen and wretched. If Ajãmila had
theory is based on an acceptance of Darwinian been sent to karmi school, how could be have
evolution. He considers that an individual child ever been delivered? Another consideration is that
will go through the same academic stages that the sometimes demoniac children take birth in
whole of mankind passed through. Just as man devotee families to aid in that devotee’s
originally had only cave drawing, legends, and detachment. King Vena is the prime example, but
fantasy, the student should spend his first years even Srila Prabhupãda had an unfavorable family
drawing, imagining, and learning fairy tales. that he humbly claimed helped him to take
Reading should be taught at age eight or so, sannyãsa.
which corresponds to the development of the
written language in man’s evolution. While the price for disappointing and polluting
our children is substantial, the reward for giving
The same major conflicts with Krsna them gurukula, with detachment for the result, is
consciousness can be found in any other system unlimited. Let us teach our children to “Always
of “learning.” The Quaker schools teach that we think of Me and become My devotee. Worship Me
are all one. Following this idea, they refuse to and offer your homage unto Me. Thus you will
show special respect for a spiritual master. They come to Me without fail. .. Abandon all varieties
also believe in Gandian non-violence, although of religion (does that include the Catholics,
most are meat-eaters. The Catholic and Jewish Steiners, and Quakers?) and just surrender unto
schools have serious problems with intoxication Me. I shall deliver you from all sinful reaction. Do
and illicit sex, following the government schools. not. fear.” We hope against hope that Lord Krsna
Preparatory schools, in addition to having will give us the strength and intelligence to infuse
difficulties with these sinful activities, foster a our children with such education. Let us
proud elitist attitude. The Christian cooperate together to insure the future of our
fundamentalist schools consider reincarnation children and ISKCON as a branch of the Caitanya
and vegetarianism atheistic. “New Age” schools tree. Unified, we can fight the false knowledge of
(such as Waldorf) encourage rejection of the illusory energy that binds the conditioned
authority and full exploration of the senses, souls life after life. Then surely our whole society
including sex. Where is there any shelter but at will reap the reward that Krsna promises: “For
Krsna’s lotus feet? one who explains the supreme secret to the
Finally, even admitting all of the above, children devotees (such as grukula children), devotional
may be sent to karmi schools because their service is guaranteed, and at the end he will come
back to Me. There is no servant in this world
more dear to Me than he, nor will there ever be
one more dear.”

From Hare Krsna, Hare Krsna, pages 187—188:

SJG: You wrote to me recently that you

believe that the Hare Krsna movement
is“here to stay.” What evidences do
yousee of this staying power?

ALB: It’s been here for quite a while now,

since 1966. You’ve had fourteen years and
you’ve made some impact in that span of
time....Much depends of course on the
proper education of your children. You’re
training your children to be good Hare
Krsnites aren’t you?

SJG: Yes. In our children’s schools, in

addition to all the standard academic
subjects, the children learn Sanskrit and
study the Bhagavad-gitã and so forth, and
they’re taught fundamental brãhminical
principles.

ALB: So they’re getting special education

in the Hare Krsna way of life. Some of
them might revolt against it and turn to
the secular world when they’re older.
Those who don’t will form a core to carry
the Hare Krsna movement down to
further generations. I fail to see why you
shouldn’t survive.
.
.
Gurukula Mental Health Quite obviously, these findings call into
question some assumptions regarding
by Šri Rãma Dãsa child rearing and healthy development. In
many important respects, the gurukula
Professor Lawrence Lilliston, professor of system is at odds with the larger culture in
these basic assumptions. However, these
psychology at Oakland University in Michigan,
differences do not result in less adjusted
visited the Lake Huntington, New York gurukula
children....”
one year in order to study and evaluate the level
of mental health and the social adjustment of the
“Quite the contrary: gurukula children are
students. He presented the first of three papers on
not impaired emotionally, cognitively, or
his findings at a conference. The paper presents a
behaviorally. And in fact, in some areas
highly favorable view of ISKCON gurukula
they seem to perform better than do
education and upbringing.
children reared following the basic
cultural assumptions discussed earlier.
Professor Lilliston explained that each culture has
They appear to be better than average in
its own social expectations and norms, and judges
areas such as self-regulation and
individual mental health according to adjustment
situational discrimination, levels of
in relation to those cultural norms. There are also
aggression are low, and cooperation is
certain assumptions a culture makes about
high.”
conditions necessary for good mental
development.
“Scores on the Wide Range Achievement
Test were on the average three grades
“In fact, the assumptions are so deeply
above appropriate age level on reading and
ingrained that when an assumed condition
spelling and one grade above appropriate
necessary for healthy mental development
age level on arithmetic.”[These results are
is not met, it is concluded that the child
identical to the results of the same test
must have some emotional problem, even
which I administered to the Lake
in the absence of any symptomatology.”
Huntington gurukula students four years
before.]
According to many, since the assumptions about
successful child rearing in the Krsna
One rather intriguing discovery was that in spite
consciousness movement are very different than
of the fact that gurukula students do not watch
those of standard American culture, it is expected
television, etc., they scored significantly above
that ISKCON children “should be less well-
average on tests which measure general awareness
adjusted and more prone to mental illness.”
of facts about the world and application of
common sense.
However, the conclusions of the study show this
to be not the fact:
Professor Lilliston hopes to compile his findings
in a book and has expressed his willingness to
“Contrary to assumptions based upon
testify in court concerning the mental and
societal expectations, ISKCON children
emotional wellbeing of gurukula students.
are not more vulnerable to mental illness
than are children in the general
.
population. In all areas studied, they
perform at or above the normative level.
Children and Pets
By Urmila Devi Dasi

A BOY AND HIS DOG, at least in America, forest for spiritual practices, took pity on an
is a symbol of friendship and of healthy orphaned deer and raised it. But he became so
psychological development. Srila Prabhupada, attached to the deer that he neglected his
however, said that keeping pet dogs is a spiritual life, died thinking of the deer, and had
symptom of how the world has lost Vedic to spend one life as a deer before returning to
culture. the human form to perfect his realization. We
don't read that the deer received spiritual
People sometimes say that giving children benefit from Bharata Maharaja's care.
pets to love helps children develop universal
love. But we can easily see that it doesn't work. We need to teach our children lessons from
Children love their dogs, cats, hamsters, and both these examples. From Sivananda Sena's
lizards, yes, but they eat cows, fish, sheep, and story we can teach them to give animals
chickens. Some children on farms even learn to prasadam, food offered to Krsna, and to chant
arrange for the slaughter of animals they the Hare Krsna mantra to the soul in the
pampered as pets. animal's body. From Bharata Maharaja's story
we can teach that we should not take an animal
Both pampering and slaughtering stem from into our lives and hearts in place of the Lord.
a desire to please oneself, or, more accurately,
from a desire to please the senses and mind In neither story did the devotee buy an
with which one falsely identifies. So teaching a animal with the idea of loving it. The animals
child to love a pet because the pet is cute or came for shelter, and the devotees simply
loyal or cuddly simply binds the child to wanted to benefit them. If even under such
valuing bodily pleasure instead of spiritual circumstances Bharata thought of his own
pleasure. material pleasure in the animal's company, then
how much more difficult it would be for our
Couldn't a child being trained in Krsna children to maintain the proper attitude with an
consciousness keep a pet without becoming animal we have bought to please them.
materially entangled? Children don't need pets. If an animal comes,
we can guide our children in giving it material
In a few instances in the scriptures, pure and spiritual care.
devotees of Krsna have shown affection to an
animal in such a way that the devotee wasn't Devotees of Krsna may use animals in
degraded and the animal spiritually benefited. practical ways in the Lord's service. A dog can
One story concerns Sivananda Sena's kindness guard the temple or catch animals that disturb
to a dog. While Sivananda was leading a group crops. A cow can give us milk to offer to Krsna
of devotees to Puri to see Lord Caitanya and dung to fertilize the land. If we are
Mahaprabhu, a stray dog joined them. fortunate enough to have working animals
Sivananda arranged for the dog's food and even under our care, our children will certainly
paid its passage on a ferry. Sivananda's benefit from having chores related to the
association so spiritually purified the dog that it animals and seeing how to engage them in
got Lord Caitanya's audience and attained Krsna's service.
Vaikuntha, the kingdom of God.
To keep a cow, especially, is considered a
But not all elevated souls have the same religious activity. The cow is a symbol of
effect on an animal. Bharata Maharaja, an religious life, and Lord Krsna is known as the
emperor of the world who had retired to the protector and well-wisher of the cow. So
helping care for a cow, though not much of an animal such as a dog or cat has seen first. And
option for city dwellers, is a Vedic way for a while a carnivorous animal freely living outside
child to advance in Krsna consciousness. can catch and eat other animals without sin, if
we buy pet food made from meat, fish, or eggs
Finally we need to train our children in we contribute to the slaughter of innocent
specific guidelines about animals. Carnivorous creatures.
animal such as dogs and cats should never be
allowed in a house. Prabhupada calls such Let us teach our children to show spiritually
animals untouchable, because touching them equal vision by giving all creatures the
invites disease and make one's clothes and body opportunity to engage in Krsna's service. Let us
unclean for worshiping Krsna. Indeed, it is not allow our children to develop material
offensive to offer food to the Lord that a lower attachments for an animal body.
Children as a Blessing
By Urmila Devi Dasi

CARING FOR CHILDREN in the service of When society was more simple and agrarian,
the Lord is a great blessing, a gift from the Lord children were an economic asset—more hands
given out of mercy. One can hardly claim to to help with farm chores, more caretakers when
deserve such a gift, whether by educational the parents became old. In that pre-industrial
achievements, spiritual dedication, or even just culture, children were a practical kind of
the willingness to do the work. blessing, one that even a self-centered
materialist could appreciate.
A blessing? Sure, children can be smiling
and glowing, but just as often they're fighting The ancient stories of the Vedas and other
and moping. Their growth in knowledge and scriptures often tell of people who greatly
skills, which gives parents and teachers a wave desired children, who felt that having many
of satisfaction, depends on the parents' earning children was a gift from God. We might be
a livelihood, cleaning messes, doing laundry, inclined to credit such an attitude simply to a
soothing hurt feelings, and tackling all the other different culture. "Sure, kids were fine for them,
complications children bring. but today kids are mostly a burden."

"I never want to have kids!" a young woman No doubt, for a materialist caught up in
tells me, and I think about how modern society modern life, children are no gift. They cost
increasingly views children as a burden. money, lots of money. They may interfere with
Contraception, abortion, day care, after-school the parents' careers, do little to help the family,
care, and more, seem the keys to personal and get involved in things that bring them and
freedom. Certainly caring for children with their families anxiety and grief.
love, making sure they're properly educated
both spiritually and materially, is no simple But children with lives connected to Krsna
task. We may think of all we could do with our are radiant with a simple yet deep faith that God
lives without children, such as how we could is a person, a cloud-colored cowherd boy who
have more freedom to travel or serve Lord reciprocates with His devotees in loving
Krsna in more exciting ways. activities. The connection such children feel
with Krsna is real and natural. It is the reality
Few want a job as teacher anymore. for which childhood faith is designed. And, of
Teaching and working with children are no course, a child sheltered from the nastier
longer esteemed positions. Teachers are often elements of the world has an innate purity.
underpaid and given substandard support.
Things are so bad that even spiritually minded Children devoted to Krsna are the kind of
people, who tend to possess the good qualities associates described in the scriptures as best for
and motives required of a teacher, may never one's own spiritual advancement. By working
consider working with children. with children to insure their spiritual success,
we gain the best hope for our own, because the
Like teaching, being a parent is also qualities of our associates greatly affect our own
unfashionable. Today's women often prefer qualities.
career and prestige over motherhood. And men
avoid marriage and supporting the children And in the Bhagavad-gita Lord Krsna
they father, seeing the responsibility to raise Himself guarantees pure devotional service, the
children as an impediment to fulfilling their supreme spiritual goal, to those who teach the
own desires. science of God to devotees of God. That gift, the
fulfillment of all genuine religion, brings true
freedom—freedom from selfish desire and the love not only for the children but for God as
suffering it brings. well. When we show our love for God, He is
pleased and we, as part of Him, feel pleasure
Do the spiritual peace, happiness, and too. When we truly give our children Krsna
satisfaction that come from caring for Krsna's consciousness, we can say of them, "What a
children mean freedom from life's difficulties? blessing!"
No, the spiritual path includes a struggle too.
But the quality of that struggle is quite different. Urmila Devi Dasi and her family run a school
The struggle to bring our children spiritual in North Carolina. She is the major author and
knowledge and bliss is a source of happiness compiler of Vaikuntha Children, a guide to Krsna
because that struggle is a measure of our real conscious education for children.
Crack in the Universe
By Urmila Devi Dasi

THE NINETEENTH-CENTURY founder of civilized life, what to speak of transcendental

Sunday school in America, H. Clay Trumbull, life.
remembers calling to his father before falling
asleep at night. How can we raise children so that when
they grow up they'll stay out of the modern
"Are you there, Papa?" culture of divorce, remarriage, and illegitimacy?
Let's look at some of the causes for broken
"Yes, my child, I am here." families and then consider how to help our
children pull through.
"You'll take care of me tonight, Papa, won't
you?" First we note that modern Western culture
fails to teach boys responsibility. Young men
"Yes, I'll take care of you, my child." commonly have casual sex with as many
women as possible, get some of them pregnant,
In Hints on Child Training, Trumbull writes, and then deny being the fathers. And men who
have divorced their wives are more likely to
A little matter that was to the loving father; make car payments than payments for child
but it was a great matter to the sensitive son. It support.
helped to shape the son's life ... and it opened
up the way for his clearer understanding of his "There are few qualified husbands,"
dependence on the loving watchfulness of the Prabhupada explained, "because you [in the
All-Father. And to this day when that son, West] do not train the boys to be qualified. You
himself a father and a grandfather, lies down to are training them to become debauchees. If you
sleep at night, he is accustomed, out of the train them as brahmacaris [celibate students],
memories of that lesson of long ago, to look up then they'll be responsible husbands. Both the
through the shadows of his earthly sleeping girls and the boys should be trained. Then
place into the far-off light of his Father's they'll be responsible husband and wife and live
presence and to call out, in the same spirit of peacefully. But if in their young days you give
childlike trust and helplessness as so long ago, them freedom, they'll be misguided and
'Father, you'll take care of me tonight; won't spoiled." (Paris, August 3, 1976)
you?'
The brahmacari training Prabhupada wanted
We doubt that Trumbull, in 1890 when he us to give our sons involves physical austerity,
wrote these words, would have imagined that obeying the teacher and spiritual master, and in
today up to half of the children in the West general bringing every thought, word, and
have no fathers to call to. Likewise, when Srila action into harmony with the desire of Lord
Prabhupada taught us to call out to Krsna as a Krsna. Brahmacari life is invaluable between the
child calls for the mother, did he imagine a ages of ten and sixteen, when the boy should
society where the mother is not to be found? study philosophy and live under a regimen
strict yet kind.
Srila Prabhupada knew where society was
headed. So he sometimes spoke of today's Besides irresponsibility, another cause of
society of broken homes. He knew that when divorce and unwanted children is the notion
divorce or illegitimacy cracks apart a child's that sex is meant for having pleasure, not
universe, the child has difficulty coming to babies. Our children pick up that outlook by
association, especially as they enter
adolescence. The media are culprits in shaping To be good company for our children, we
promiscuous behavior, but no less at fault is the need to avoid bad company. So when we find
school where in the name of "sex education" that our own example falls short of what we
children are taught to care for their bodily want to teach, we should take a long honest
gratification above all else. Our children may look at whether keeping company with
also suffer from bad association with peers who materialists is edging us into acting against
ridicule them for having old-fashioned morals. Krsna's desires and against our real self-interest.

Finally, our children get a powerful message But there's still more we need to take into
from how parents and teachers discuss sex and account. Srila Prabhupada has pointed out that
how we direct sexual energy in our own lives. another cause of divorce is lack of care in
Our children need to hear that sex is sacred, choosing partners for marriage. One way to
because it's meant only for the service of Krsna. help our children choose a suitable husband or
wife is by getting rid of the dating system. Girls
Without that spiritual understanding, it's shouldn't have to turn themselves into
easy to see marriage as a plaything. So our merchandise and sell themselves through free
children must learn, as Srila Prabhupada writes samples. Rather, using astrological comparison
in Srimad-Bhagavatam (3.14.20), that "marriage and careful scrutiny, parents should introduce
is actually a duty performed in mutual their child to a prospective match. Of course,
cooperation as directed in the authorized the wishes of the girl and boy must be taken
scriptures for spiritual advancement." into account; we should not force our choice on
our children.
People today may cringe at the idea of
training children to see marriage as a duty. But Does a compatible match mean there won't
duty, Prabhupada writes, brings the ideal of be disagreements? Of course not. So to train
married life—a reciprocation of service and children for lifelong marriage we must train
love. (Srimad-Bhagavatam 3.23.1, purport) Such them to tolerate the inevitable storms that arise
dutiful nuptial love will increase with time, as between husband and wife. Our children should
shown in the lives of many couples in Vedic learn to tolerate by understanding that whatever
literature. happens to them is the Lord's will and that
apparent troubles are sent by destiny. That
We train our children to love duty by doesn't mean, however, that we should condone
brahmacarya and by our own example. Do we abuse. Extreme problems call for involvement
do what is right even when it means a personal by the extended family or community.
sacrifice, or do we bend the rules to suit ways of
living that are selfish and temporary? But when ordinary difficulties come up in a
marriage, our children should naturally think,
Bad examples contribute to the breakup of "Krsna is trying to teach me something through
families. Modern leaders openly chat about my husband or wife. And if this lesson is
their adultery. "Heroes" of the West, and painful, then I know that the pain is a reaction
increasingly of the East, are well-known for to my own previous acts. I can't change that by
strings of marriages and divorces. changing partners. My karma will still come."

Yet we parents, teachers, and adult friends Finally, our children need to know the
can be just as influential as any "hero" when consequences divorce and illegitimacy can have
shaping our children's behavior. Some on their own children. Illegitimate children and
communities set a good example. But divorce is those from broken homes have higher rates of
spreading even among those who by culture, poverty, school dropout, psychological troubles,
training, or education should know better. and behavioral problems. They're more prone to
illicit sexual activity, and use of drugs and
alcohol. Is that what our children will want for inevitable times when their own happiness may
their own children? seem to be in a lull.

When our children understand the Our modern world is full of the cracked,
consequences for their own children (and for broken homes of divorce and illegitimacy. Let
society), they can become more sober about us give our children an inheritance of rectitude,
sticking to the duties of marriage, even at those fidelity, and duty.
Detachment from Children
By Urmila Devi Dasi

Our Dead Son's Body, nine inches long, lay An Earlier Lesson in Detachment
in my hand.
I lost that child in 1992. He would have
For some months afterward, my natural been our fourth. I remember thinking at the
affection—that motherly impulse hard-wired time, "Was it really thirteen years ago that I
into body and mind—cried for that child. thought I had learned the lesson of
detachment?" That earlier lesson had not been
"What you grieve for is not the child," the as severe as losing a child, but it had shaken the
midwife told me, "but how you had projected roots of my concepts about my relationship
that child into your life." with my children.

I had become attached to a desire to have a The lesson came when our first son started
child to love and enjoy. That attachment, based school, in 1979. Before I even married, I was
on the body instead of spiritual reality, was confident that if I had a child I would send that
causing lamentation, in spite of my child for schooling in a traditional asrama, a
philosophical understanding. Many friends, gurukula school, where students live with their
devotees of Krsna, urged me not to artificially teacher. A couple of months after our first son,
repress the grief, because such repression would Murari (then Madhava), was born, my husband
lead to illness. I couldn't stop the grief anyway. and I began looking for a good asrama. When
It was a biological expression of motherhood. he was almost five, we moved to a temple with
an asrama gurukula and experienced teachers
Still, on the spiritual level I knew that I, the who treated the students with a balance of love
soul, had a spiritual relationship with the soul and discipline. We spent several months getting
who had lived in that little smiling (yes, our son accustomed to his new life, first having
smiling) but gray body: We were related in the him sit with other boys while they chanted on
Lord's service, a relationship beyond the beads in the morning, then having him attend
temporary body. some academic classes.

I gave him prasadam, and a chance to hear Finally the day arrived to enroll him. Two
Krsna's holy name. I hope he used those days later my husband and I would move to
opportunities to perfect his short life and return another city. I started to pack Murari's suitcase.
to his spiritual home. Even if he didn't, surely And I started to cry. I stopped to watch him
he has made progress on his spiritual journey, play in the backyard.
getting a better mother than I in the body he
lives in now. He helped me spiritually, too, by "Why am I crying?" I thought. "For his
giving me a chance to practice detachment and whole life I planned to send him to school in
tolerance. His leaving made me depend more on this way."
Krsna for solace and shelter.
I began to wonder at my relationship with
How odd that the most painful parental this child. Would he ever live with us again?
calamity, a child's death, can push us to While Krsna had other plans and Murari spent
discover what we so often forget throughout a only five years living in an asrama, at the time I
child's life—that our loving relationship with felt he would live at school until ready to work
our children has little meaning and no as an adult.
permanence outside of Krsna's service.
 "What relationship do I have with this child, But then I considered why I had married
anyway? Well, I'm his mother. My body gave and why I had had this child. Our life with
birth to his body. But the body that gave birth Murari was one of teaching him to love and
no longer exists. My body now is different, serve Krsna.
changed. And his body is also different. His
body is not that of a helpless infant. So where "That is my relationship! My child and I
are those bodies that had the relationship of help each other grow in love for Lord Krsna so
giving birth and being born? And, besides, we may come to the platform of spiritual
neither of us is our body. We're souls, and by existence. The bodily relationship is merely a
our karma and the Lord's desire we're temporary social formality in our real exchange
temporarily traveling in these bodies. So if my of love."
relationship with my child is simply based on
our bodies, it is completely illusory. I suppose
he and I have no relationship."
Divine Consciousness Of a Previous Life
By Urmila Devi Dasi

THE BHAGAVAD-GITA tells us that a child materialistic as they mature. Generally this is
with good opportunities for genuine spiritual because parents, teachers, and society have
life must have progressed in yoga, or Krsna artificially suppressed, or at least neglected to
consciousness, in a previous life. Krsna tells culture, the children's innate feelings. We
Arjuna some symptoms of such a child. First, suppress those feelings when, for example, we
the child will be attracted automatically to the have ordinary television programs playing in
yogic principles, even without seeking them. our house, when we send our children to
Second, he or she will be an inquisitive schools full of friends and teachers who
transcendentalist. Third, the child stands always encourage material life, or when we in any way
above the ritualistic principles of the scriptures. surround a child with influences contrary to his
own devotional nature.
Attracted to Krsna
Inquisitive Transcendentalist
Natural attraction to yogic principles—
specifically, to serving Lord Krsna with love—is Besides showing signs of being attached to
probably the most obvious symptom of Krsna, as the child grows he or she will also
previous devotion. That attraction shows in a show signs of being an inquiring
child's delight in seeing a Deity or picture of transcendentalist.
Krsna and in enthusiasm when chanting in the
kirtana. Such a child also quickly and naturally Although children start asking questions
under-stands a theology that even for scholars practically as soon as they can talk,
seems difficult. philosophical inquiry and answers become most
crucial to a child's spiritual development
Keeping our children's attraction to Krsna beginning around age ten, when the child
alive—no, increasing it—is simple in theory but approaches physical and intellectual maturity.
not always in practice. Every day we must give For the next five to ten years, a child often
them ample opportunities to meet the object of shows a previous connection with Krsna
their enthusiasm, and we must keep them from consciousness by an intense interest in
what will divert or dampen that enthusiasm. philosophy. True, not all children are
philosophically inclined to an equal extent. Yet
The child who daily chants Hare Krsna, sees a supportive atmosphere can often release a
the Lord in His Deity form, keeps company flood of interest in what may have appeared a
with other devotees, and reads or hears the dry riverbed of a child.
stories of Krsna or the philosophy of Krsna
consciousness naturally grows in spontaneous A supportive atmosphere means that adults
attraction and affection for Krsna. Such a child who deal with children between the ages of ten
does not have to seek that attraction or struggle and sixteen welcome questions as a sign that the
to cultivate it. Since his or her heart is already child is a natural devotee. The questions may
fertile and the seed of devotion already there, sometimes seem heretical or disrespectful; still,
the simple water and sunshine of devotional life a wise adult welcomes them with warmth and
quickly produce a healthy plant of love of God. kindness. Arjuna presents his demons of doubt
to Lord Krsna. So must our children air their
Yet many children who show natural doubts, confusion, or understanding.
devotion when very young can become
 Of course, happily accepting questions is universal, they willfully and joyfully embrace it
not enough. The child may be unsure whether as the goal of their life.
discussion is welcome. I suggest setting aside
two or three times a week, in school or at home, We show the reality of spiritual life when
for discussing philosophy. The child can read a we present our child with evidence to support
section from the Vedic literature and write what we're trying to convey. The best evidence
down his questions about that section. We can is people who are achieving the spiritual success
then use those questions as a basis for described in the scriptures. Our children should
discussion. Sometimes, of course, we may know such people, not only from stories in the
wander far from the original topic to points the scriptures but personally. Our children should
child finds really of concern. also learn of empirical findings that can be
thoroughly understood only from the Vedic
Above the Rituals literature. Sadaputa Dasa'a book Alien Identities
is a good example of this kind of information.
When we find a child who is not only Another example is a Krsna conscious study of
attracted to Krsna consciousness and inquisitive empiric evidence about the origins of life.
about it but also beyond ritualistic principles,
we know that this is a soul who has already We can help our children understand the
understood the goal of religion. But this universality of the Vedic principles by showing
symptom of children with divine consciousness how everyone, in various ways, is trying to
is probably the most difficult to understand and know and love Krsna. While teaching our
encourage. children about different religions or
philosophies, we can show how sanatana-
Why? Because we adults may ourselves dharma is the most perfect expression of the
think in terms of ritual and religion. We may essential principles of those religions and
want to teach our children that Krsna philosophies. Srila Prabhupada's discussions on
consciousness is their "religion"—that they philosophers and Satyaraja Dasa's books on
should identify themselves as "Hindus" or comparative religions are very helpful.
"Hare Krsnas" or "Vaisnavas" the way others Satsvarupa Dasa Goswami also has many
identify themselves as "Catholics" and publications that accentuate the universal
"Muslims." And we may feel that our religious principle of sanatana-dharma.
identity and that of our children depend
primarily upon accepting a certain ritualistic Our children learn further that Krsna
formula in contrast to the rituals of other consciousness is universal when they see us
religions. If we present spiritual life in this way, applying it to every aspect of our life.
our children will probably reject it. Everything we do, eat, say, and think can be
directed toward loving Krsna. Our example can
Krsna tells Arjuna that children born in take our children from the theoretical to the
families with good opportunities for spiritual practical. They can then accept the practices of
advancement have already rejected a ritualistic Krsna consciousness not as formalities or
concept of religion in a previous life. Why "rituals" in a negative sense, but as sensible,
should they accept it now? reasoned ways of achieving the goal of life.

We show our love for our children when we When parents or teachers realize they have a
emphasize sanatana-dharma. Sanatana means prodigy to train—in music or mathematics,
"eternal," and dharma means "the intrinsic perhaps—they generally spare no trouble or
nature of something." Our integral nature, expense to give the child the best opportunity
without beginning or end, is to love and serve to develop his or her talents. How much more
God, Krsna. If we successfully convince our we should do for the spiritual prodigy—the
children that Krsna consciousness is real and
child fortunate to live in a Krsna conscious
home.
How to Love Children
By Urmila Devi Dasi

CHILDREN NEED LOTS of love. Love your good definition of genuine love, we can then
children, and then love them some more. It's ask, "How does Krsna love His children, all
said that every great man had a mother who living beings? And from Krsna's example, what
gave him much love. can we learn about the best way to love our own
children?"
We often hear such glorification of love. But
what does love really mean? The stereotype of a Krsna stays with and cares for all His
smiling parent holding a child with great care is children, the obedient and the offensive. He
not the complete picture of parental love. Judith perfectly reciprocates with the desires and
Viorst, writing in Newsweek, says, "It didn't take inclinations of each soul. If we are fully devoted
me long to learn that patient, tender, loving, to Him, He will appear in the form and
serene, and empathic weren't always options for relationship we desire. If we wish to be an
the mother of three intensely physical boys." independent lord, He will give us an
opportunity to be Lord Brahma, the head of a
Some adults spoil or ruin children through material universe.
what appears to be lots of love. And some adults
are harsh, even cruel, in the name of love. Krsna knows each of us completely, and He
directs our wanderings from lifetime to lifetime,
Perhaps the dictionary will help us letting us experience enough suffering and
understand real love. Webster's first definition frustration to eventually turn to Him. He also
for love is "a strong affection for another arising arranges for all human beings to have access to
out of kinship." In other words, we tend to love scripture and saintly persons. He even comes
our family and relatives. While such love is Himself to teach the most beneficial path.
natural for embodied, materially conditioned
souls, it's imperfect for two reasons. First, it's To follow the Lord's example when dealing
based solely on the body, and second, it's based with children, we can show love by guiding
solely on bodies related to our own, so it's them in the best course of action and the best
simply extended selfishness. When our love for mentality. We can also set the best example. To
children rests only on a selfish, material some extent we can teach our children by
platform, we'll inevitably act in ways we feel are letting them experience the natural
best for us, not necessarily for our children. consequences of their actions and desires. Or,
Surely this love is inadequate for those aspiring better, we can help them learn without direct
for spiritual elevation. experience. Whenever a child shows a desire to
act to please Krsna and follow the scriptures, we
Webster also defines love as "warm can encourage and assist.
attachment, enthusiasm, or devotion." While
devotion here could imply a sense of serving What is truly good for a child is the same as
another person unselfishly, it also conjures up a what is truly good for all beings—to realize that
picture of the doting mother who smothers her one is a spiritual being, not a material body, and
child with so much enthusiastic care that the to serve Krsna rather than the temporary world.
child never really grows up. When we train a child in such a life, we
represent Krsna's love.
Webster's most applicable definition is
"unselfish loyal and benevolent concern for the What about the small, sweet tokens of
good of another." The dictionary's example is affection that materially illusioned adults show
that of God's love for man. If we accept this as a their children? Do the spiritually-minded
abandon these as mere attachment and
bondage? Not at all. Looking at Krsna's example
again, we can see that when He shows His love
for us in small ways, we naturally feel gratitude,
understanding that He cares for us fully.
Similarly, the hugs, smiles, little gifts, words of
endearment, and time spent playing together
show our children a depth of personal concern,
a complete love.
Is Experience the Best Teacher?
By Urmila Devi Dasi

AFTER GIVING Arjuna knowledge of matter devastation, and even many who are hooked don't
and spirit, Lord Krsna tells him, "Deliberate on understand the danger. So a better way to say it
this fully, and then decide what you wish to do." is: properly evaluated experience is the best
Our children also have to choose between teacher." (author's emphasis)
material and spiritual life. To prepare them for
this choice, do we need to give them experiences When adults say that for our children to
of both? Do our children need any experience of understand maya we must expose them to it, they
materialism to choose Krsna consciousness? often mean they want to expose children to the
illusions of illusion. They suggest taking children
The sages do indeed say that to be complete to amusement parks, or showing them television,
in knowledge one must study both spirit and or engaging them in much of the frivolities of
matter. But our children can best gain knowledge childhood. But children who get a taste for such
of illusion by seeing both illusion and reality illusions generally become—illusioned. Their
from the perspective of reality. higher knowledge and taste for Krsna become
covered. The child asks for further and further
Srila Prabhupada tells us that the most indulgence in illusion, because, as Krsna tells us,
intelligent people learn simply by hearing. material desires can never be satisfied. The
Hearing about Krsna gives a child a direct parents then feel they must give the child maya
perception of spiritual happiness and knowledge. because the child demands it; they forget that
And as Krsna tells Arjuna, "Upon gaining this they themselves, the parents, sparked that
one thinks there is no greater gain." Spiritual demand.
experience, then, can give any child the
intelligence to stay clear of materialism just by A good parent or teacher tries to keep a child
hearing about it. physically healthy. And there is a way to expose a
child to disease in order to prevent disease—
But even if a child isn't convinced by his vaccination. The Vedic scriptures offer a similar
spiritual experience, adults don't have to arrange method for material life in general. A vaccination
for children to have a taste of material life. Even introduces a disease in a form that isn't
without intervention from parents or teachers, dangerous. Similarly, conditioned souls can
each child feels material life moment by moment. safely deal with matter in a changed form—by
What child has no frustrations or disease? What using it in Krsna's service. So children can listen
child doesn't come across envy, anger, and greed, to music glorifying Krsna, eat food offered to
if not in himself then in others? And what child Krsna, watch plays and movies about Krsna, use
doesn't see aging and death, at least in the animals their talents to serve Krsna, and possibly later
and plants that surround him? marry and raise a family in Krsna's service. This
is a way to dovetail material inclinations with
Our children will also get direct experience of spiritual knowledge, to see both maya and Krsna
bodily and mental pleasure. As distress comes, and choose Krsna.
even uninvited, material happiness will also
come. When maya is used in Krsna's service under
the direction of a guru it ceases to work as a force
A caring adult will use a child's naturally of illusion. Rather, it acts spiritually to purify
occurring painful and pleasurable experiences as material desires.
a connection to what the child has heard from
scripture. As Dr. Howard G. Hendricks writes in Still, some adults insist that a child will learn
The Seven Laws of the Teacher, "You don't have best just through his or her own experiences,
to get hooked on cocaine to be aware of its coming to Krsna consciousness naturally, just
from experiencing material life, without any result of a bad taste for illusory enjoyment. Yet in
outside help. discussing Daksa's statement, Srila Prabhupada
tells us that Daksa's philosophy is wrong. He
In ancient times, also, there were parents who writes, "The young boys and girls of the Krsna
argued that their children would gain spiritual consciousness movement have given up the spirit
determination simply through their own material of material enjoyment not because of practice [of
lives. An example cited in the Bhagavatam is that material life] but by the mercy of Lord Sri
of Daksa. "Material enjoyment," he said, "is Caitanya Mahaprabhu and His servants."
indeed the cause of all unhappiness, but one
cannot give it up unless one has personally Why is the experience of material
experienced how much suffering it is. Therefore "enjoyment" not enough to teach us? Prabhupada
one should be allowed to remain in so-called explains, "Material nature is so strong that
material enjoyment while at the same time although a man suffers at every step, he will not
advancing in knowledge to experience the misery cease in his attempts to enjoy."
of this false material happiness. Then, without
help from others, one will find material Experience, then, won't enable a child to learn
enjoyment detestable. Those whose minds are unless hearing comes with it. One longs for the
changed by others do not become as renounced as happiness of serving Krsna not merely because
those who have personal experience." one has become disgusted with materialism but
because hearing from a great soul has sparked
Sometimes we who have come to Krsna love of God in one's heart, so that by comparison
consciousness as adults assume that our material life has no allure.
determination to renounce material life is the
Nursery Nectar
By Urmila Devi Dasi

TWO YEARS OLD, Lalita Madhava sits with suited for a teacher and a group of children, any
all her concentration focused on the book our mother at home could use most of these ideas.
14-year-old daughter is showing her. Lalita
Madhava's older sister has just graduated from The key to successful activities is keep
our gurukula school, her mother is at our house changing them before the children grow restless
to print a letter, and Lalita Madhava is thinking and wild. Vary what you do and how long you
of Krsna's pastimes. "Krsna," she says and do it, according to the mood and needs of the
points to the picture. She carefully turns the children. For example, if many children are
page. restless, spend more time on physically active
programs. If most of the children are older,
Having spent more than three years teaching spend more time on things that call for
a Krsna conscious nursery school, I am privy to patience. As much as possible, all the children
a great secret: there is an ocean of sweet should do the same activity together. When an
spiritual pleasure in the company of very young activity is over, the children should put
devotees of Krsna. They know nothing of local, everything away, and clean the floor and tables
national, or global politics. They hardly know if if need be. If you don't want to lose everything
they are boys or girls. But they do know they in your nursery, best to keep the things for
love Krsna. In their company one can simply separate activities separate.
tell stories about the Lord, sing songs to glorify
Him, and play games that absorb the mind in You can engage the children three ways: in
His service. A well-run nursery fully engages free, loosely supervised play, in all working at
the mind of the teacher, challenging her once on their own projects, and in all doing the
intelligence and creativity. same thing together.

The parents also will be pleased. At home, A. Loosely supervised play:

most mothers have to divide their minds
between their children and their household This includes things like playing outdoors
work. So a mother is pleased to see her child in on swings and slides, looking at nature books,
a happy spiritual place with a devotee whose and playing with blocks and toys. With blocks,
sole duty is to teach the child. children can build temples, altars, and items for
spreading Krsna consciousness, such as cars in
Children who have taken part in a which they can go to distribute books. With
materially and spiritually lively nursery school toys the children can play their way into Krsna's
can look back upon their early childhood with pastimes—by cooking for Krsna, taking care of
pleasure. Even as teenagers, they can still enjoy baby Krsna, or acting as cowherd boys
singing the simple English, Sanskrit, or Bengali frolicking with the cows, frogs, and birds of
songs about Krsna they learned in nursery. The Vrndavana.
joy of decorating Krsna's picture with colored
beads can broaden into a desire to dress the B. All working at once on their own projects:
Deity. A child can grow up feeling that constant
engagement in the Lord's service is natural. All together but each on his own, children
can work with clay, or play with puzzles, or
So what should children do at a nursery make garlands, or decorate pictures of Krsna
school? Here are some activities for children and His devotees.
aged 2 to 5. Although these activities are best
 With clay the children can play at cooking prasadam, think of Krsna, and enjoy. And they
food for Krsna or building things for Krsna. can learn how to be clean.
With jigsaw puzzles children can put together
Krsna's pastimes. Children can also put on plays about Krsna.
The teacher gives a child one line to say and
As for garlands, children can make them one thing to do at a time. Keep things simple
from wooden or plastic beads you can get at a and active and the children can do three plays
hobby or craft store. The children can sit before or more without boredom.
a picture or Deity of Krsna, and each child can
make a nice garland for Him. The children can You can delight your children with Krsna
offer their garlands with the teacher's help, and conscious storytelling. More than just reading a
all the children can see and admire the garlands story, you can sing a song about the story, show
of the others. Through garlands, also, the pictures, and act out the story. There are many
children can learn about colors, patterns, and tapes of Krsna conscious story songs.
counting.
Children enjoy movies showing plays and
Children can enjoy decorating pictures of stories and festivals. But go easy on video
Krsna and His devotees. The pictures can come during the child's early years. It can hamper a
from old calendars or extra copies of Back to child's natural development. A total of one hour
Godhead, or the children can use pictures they a week is a good limit.
have painted or colored themselves. With the
teacher's help, the children can adorn the An entire community benefits from the
pictures with stars, jewels, glitter, and paper nursery school. It gives mothers more time to
flowers. help in a local temple or project. And even
when there isn't a school, a mother at home will
C. All doing the same thing: find that an hour or two spent creating a
nursery-school atmosphere will make her
Together, children can learn simple songs, children so happy she can devote more time to
and they can chant Hare Krsna and dance. The other service.
children who are able can take turns leading.
If we treat our children with care from the
The children can also take turns fanning very beginning, they'll feel encouraged as souls.
Krsna and offering Him incense and flowers, as They'll give spiritual pleasure to everyone and
adults do in the ceremony of arati. give hope for the future. And by their behavior
and enthusiasm they may sometimes melt the
Children can also do something else heart of even the most hardened atheist.
together that is very important in devotional
life: take prasadam, food first offered to Krsna.
They can learn how to say their prayers, respect
Pay the Price
By Urmila Devi Dasi

AS THIS DARK AGE progresses, so does the sinful, despicable beings whose only chance at
philosophy of automatic spiritual goodness came from harsh discipline and
enlightenment. In bookstores, seminars, and adherence to dogma.
certainly in the literature of professional
educators and psychologists, we learn that But because the soul, covered though he
children are best left to their own devices. may be, is all-good, an educational philosophy
Parents, teachers, and society may have to of repression could not last. As the humanism
invest some moments here and there of "high- of the Renaissance gradually challenged the stiff
quality time," but basically if we leave our doctrines of the Middle Ages, educators turned
children alone they will find the right path. As 180 degrees. Children are pure, innocent, and
some put it, the more we help our children, the good, the humanists said. Their bad tendencies
more they are likely to go in the wrong arise from negative teachings about sin and
direction. guilt. Remove those concepts, leave the child
alone, and he will achieve material and spiritual
Such ideas come wrapped in the blanket of peace and happiness.
attractive language, woven with some threads of
half-truths. We hear that "forcing" children to But why subscribe to either of these one-
do what is right will make them bitter, or that sided views? What is needed is a dedication to
"imposing" our ideas on them will stifle their training that removes rather than represses a
intellectual development. A large "unschooling" child's artificial material leanings.
movement in America and Europe propounds:
"No formal education." Any attempt at formal Training children is certainly more trouble,
learning, you see, will destroy the child's in the short run, than letting them make their
natural interest, creativity, and ultimate own moral and philosophical choices from as
knowledge. Better the child not read until early an age as they can manage. Talking
thirteen, they say, than risk not liking to read. theology with children is certainly more trouble
than putting them in front of the television.
How did we arrive at this modern point of Getting the children up to worship with the
view? According to the ancient Vedic family before sunrise is certainly more trouble
perspective—the original perspective— than letting them sleep. Running a gurukula or
childhood, when the soul's material desires teaching at home is certainly more trouble than
from previous lives are held somewhat in sending children to the free government
abeyance, is an opportunity best used for schools. And teaching children the details of
spiritual training. Then, when the desires come devotional practices—which seems a never-
out in youth, the soul is prepared to transcend ending job—is certainly more trouble than
them for a higher goal. letting them coast along as they please.

The soul is by nature all-good and full of But although training a child is troublesome
knowledge. But because the soul now identifies in the beginning, as the child's actual self
with the body, the soul's goodness is covered. emerges the parents become more and more
Seeing only the external covering, Western joyful and satisfied. On the other hand,
religionists in the Middle Ages depicted humans whatever pleasure we get from taking the
as inherently evil. Western education for seemingly easy way is quickly replaced with the
hundreds of years, therefore, aimed at frustration of a child who cannot understand
repressing what educators called "the child's self-realization
sinful nature." Children were taught they were
Prepared for Death
By Urmila Devi Dasi

A COUSIN WITH WHOM I'd had no be left to die for the survival of the remaining
contact since joining the Hare Krsna movement ones." Some death education programs have
sent me a card of congratulations when our son children write a suicide note.
married. So I responded with some photos of
our family and a card of pleasantries. She then While this type of education may prepare a
sent me photos of her family and told me she child to take his own life or the lives of others
and her husband were about to make a trip with (something children are doing more and more
her parents. of nowadays), it doesn't give a spiritual
understanding of death or what to do at the
On that trip, her father, my mother's crucial time when it comes.
brother, died alone when he went to take a nap.
Since my cousin and I were now writing, I took Devotees of Krsna do not see death as a
the opportunity to send her a note of sympathy, subject in any way unfit for children. Instead,
in which I quoted these words by Lord Krsna we see death to be, as Krsna explains, simply a
from the Bhagavad-gita: "For the soul there is change of clothes. Death looms large for a
never birth nor death. Nor having once been, materialist because it yanks away what he holds
does he ever cease to be. He is unborn, eternal, on to as his sources of pleasure. But for a
ever-existing, and primeval. He is not slain devotee, death merely tests how well one has
when the body is slain." lived.

She wrote back, "Your view of death seems At death the soul fixes on what has been
so true, yet difficult for the 'Westernized' mind most important in life. The soul who thinks
to grasp. I wish we were better prepared for only of Krsna will not get another material
death and loss in our upbringing, education, body, required for those with material longings.
community, and religion. Everywhere one turns Rather, the soul who perfects the art of dying
there seem to be only messages of youth and will develop a spiritual body with which to
life, and an ignoring and shunning of aging and serve Krsna forever.
death."
Children who understand Krsna's simple
Actually, there has been a kind of "death and logical explanation of death look at life
education" in American public schools for more with tremendous joy and hope. Even two- and
than a decade. As Snookie Dellinger, a parent, three-year-olds can easily make the
testified in 1984 to the U.S. Department of connection—if I must focus on Krsna at death,
Education, "A survival game which my seventh- let me dedicate my body, mind, and words to
grade son participated in required him to Him during life.
eliminate five out of ten whom they did not
have room for on a spaceship." Doris D'Antoni, I often remember my three-year-old friend
another parent, spoke about the death Radha-Govinda Dasi. She always talked of
education of her grandchildren: "In one Krsna's pastimes, imitating them in her play.
program in our county, little first-graders made She never displayed a child's usual
their own coffins out of shoe boxes." possessiveness or envy, and she seemed little
concerned with her external circumstances. Her
In 1980, then president Reagan criticized parents trained her to rise daily before sunrise
government school programs where children to worship the Deity of Krsna. At home and in
"decided which members of their family should
my nursery school, she learned to think of while absorbed in love for Krsna, because she
Krsna at death. had loved Him throughout her life.

On the day she gave up her body fourteen Our own daughter, about the same age, saw
years ago, at age three, she had spent the the death of Radha-Govinda, her best friend, as
morning dancing and chanting in the temple a great cause for celebration. "Why are you
with great enthusiasm. Then she had helped her sad?" she would ask me. "Radha-Govinda is
mother cook a feast, because it was the festival playing with Krsna!"
of Srila Prabhupada's appearance in this world.
We had no doubt she left her material body
Revolutionary Cleanliness
by Urmila Devi Dasi

THOSE WEEKLY girl scout meetings always The ultimate purity is unadulterated love for
began with us reciting our vows. "To be clean Krsna, free from personal desire and flowing
in thought, word, and deed," I would say unhindered like a mighty river to the sea. If our
carelessly, eager to begin our project or children gain such cleanliness of soul, their
camping excursion. cleanliness will be revolutionary.

FFor children being raised in Krsna Teaching Cleanliness

consciousness, cleanliness isn't an abstract ideal
but an important part of a progressive spiritual The two best ways to teach our children any
life. Though spiritual purity is the first concern, kind of cleanliness are by our own example and
physical and mental cleanliness also count. In by helping them form early habits. For example,
fact, they are usually symptoms of one's the longer we wait to teach our children to
consciousness, and a clean body and mind help wash their hands and mouth after eating, the
develop a clean consciousness, or Krsna longer they have to form a habit of
consciousness. uncleanliness. No matter what we do, they will
form habits—clean or unclean. So we should
Clean Body, Mind, Intelligence start teaching about cleanliness as soon as they
can understand.
We should teach our children that
cleanliness is essential for good health. Most When we help our child start a habit early,
parents teach their children some hygiene, but the child comes to see the behavior or attitude
devotee children do things that require special as normal, as simply part of life. To get the
cleanliness, such as visiting the temple, eating child to practice cleanliness will then be fairly
krsna-prasadam, or preparing food to offer to easy. For example, if we bathe our child every
Krsna. morning from a young age, the child will
naturally pick up the habit of early-morning
For mental cleanliness, or mental purity, bathing.
our children should learn how to avoid envious,
hateful, deceitful, and selfish thoughts. They When to introduce a particular item of
need to know how to deal with such thoughts, cleanliness depends on the age and needs of the
which enter the mind despite all precautions. child. An overall guideline is that the child must
We must also teach children to guard against be physically and mentally capable of the
mental speculation, by teaching them that cleanliness routine. For example, until a child
philosophical and spiritual truths must be gets all his baby teeth, teaching him not to put
supported by Vedic literature. And since his hand in his mouth is unreasonable. But we
thoughts and words are closely related, our can teach even a young child to wash after
children should practice pleasing, helpful, and eating, simply by always washing the child's
truthful speech. hands and mouth after meals. Gradually, the
child can do this without our assistance.
As for purity of intelligence, we want our
children to learn to use their intelligence to Children of two or three can start learning
help themselves and others make spiritual to keep their personal environment clean and
progress, rather than-to increase material organized. Parents can help put things away
illusion. and clean up inevitable messes. A four-year-old
can have regular cleaning duties, though these
should be easy and take little time. By the time a eating at highway picnic areas, or when staying
child is ten, he or she should be naturally clean overnight in temples, hotels, or friends' houses.
and organized.
Our children also need to learn the reasons
Here's how I teach a child of eight to clean behind the different items of cleanliness.
and organize his or her room. First, we put Otherwise, rules will seem just that—simply
everything away neatly in its place. Not having rules, ritualized formulas developed
too much clutter makes the job easier. If traditionally for reasons that no longer apply or
clothes, books, or toys are not stored neatly, the never did.
child has to keep at it until the area "passes
inspection." Then the child and I clean the Protecting Purity
surfaces, as the child learns which rag and
cleaner to use on each surface. I teach the child Parents can nurture the mental, intellectual,
to clean every surface regularly, including small and spiritual purity of a very young child
ledges on walls, doors, and windows. We then simply by controlling what he or she is exposed
look for dirt. Are there smudges around the to. But a growing child gradually meets with
light switches or door knobs? Has the ceiling influences beyond the family, and even beyond
been collecting cobwebs? Finally, we sweep and the community of friends and relatives.
mop the floor together. Children who come with us shopping,
preaching, and on other excursions into society
A child will gradually be able to do more at large, as they should, will confront an
and more cleaning without my assistance, increasingly impure world. How important,
although someone experienced in cleaning then, that we show a joyful strictness as we
must always inspect, and sometimes re-inspect, clean our homes, bodies, words, minds, and
before the cleaning is finished. hearts as an offering of love to Krsna. As the
child imitates adult standards of cleanliness and
Besides the daily routine, to have one or two purity, he or she will find such happiness in
designated days a week for full-scale cleaning is Krsna consciousness that there will seem no
helpful. In our household, cleaning on such greater gain. Impure thoughts and actions will
days is a family festival, where we play tapes of then be seen as what they are—dirty and
lively devotional music and clean with great disgusting.
enthusiasm.
Children clean in body, mind, intelligence,
Children should learn that the home isn't and soul can become real brahmanas. Even a
the only place to keep clean. We should teach small number of people who have achieved
our children that a brahminical person leaves a purity in their childhood can transform society.
place cleaner than he found it. We can practice
applying this principle with our children when
The Test of Education
By Urmila Devi Dasi

IN THE LAST WEEK of the last year of the same respect for the students' property that
school, students sweat at the thought of the I expect them to show for each other's and for
final exam. When they've passed their exams mine. I don't look through their desks or touch
and earned their degrees, they'll be entitled to their things without their permission.
call themselves educated.
How to See Others
But the Vedic culture has a different
standard. The sage Canakya, whose proverbs Third, atmavat sarva-bhutesu: an educated
Srila Prabhupada would often quote, tested a person sees other living creatures as he sees
person's education by three questions— himself. Following the golden rule, he treats
questions of character and ethics. others as he wants to be treated. "Others" does
not mean just one's own family, one's fellow
Women as Mother citizens, or even just other human beings. As
Srila Prabhupada would point out, even cruel,
Test one: matrvat para-daresu. In the ideal fierce animals such as tigers love their own
system of education, a properly trained young cubs. It is when a person applies the golden rule
man should be able to look upon any woman even to an enemy or a defenseless animal that
other than his wife as if she were his mother. In Canakya would award him a passing grade.
other words, his mind and heart should be free
from desire for sex outside of marriage. A person educated to see others as though
Similarly, a girl should see men other than her himself will naturally be a vegetarian. He'll
husband as her father. think, "I don't like pain, so why should I give
pain to an animal just so I can eat?" He'll be
In Vedic society, boys were trained to honest: "I don't like to be cheated, so why
address women as "Mother." Members of the should I cheat others?" And he'll always speak
Krsna consciousness movement teach this same beneficially: "I like to hear the truth, I don't like
etiquette today. Lord Jesus taught a similar to be insulted, and I want to hear what is useful
principle when he said that a man who lusts to me. Let me speak to others that way." A truly
after a woman other than his wife has already educated person, therefore, will try not to hurt
committed adultery in his heart. anyone, even by his words.

Garbage in the Street A student who knows the law of karma

knows that what I do to others will be done to
The second test of real education is how the me. Even out of self-interest, therefore, he will
graduate views the property of others. Canakya follow the principle of treating others as though
says, para-dravesu lostravat: a learned person himself. And by understanding the law of
looks upon others' property as he would stones karma, the student will gain respect for the
or garbage in the street. power, justice, mercy, and love of the Supreme
Lord. Then the student can go beyond ethics to
A child should be trained to be averse to become transcendentally educated.
touching another's things without permission. If
I see one of our students touch something on Krsna Defines "Learned"
another child's desk, I ask him, "Is that yours?
Do you have the owner's permission to touch Krsna defines a learned person as one who
that? If not, put it down." I'm careful to show sees all living beings spiritually as part of Him.
And Krsna says that ultimately a wise person see people with advanced degrees who are also
surrenders to Him, seeing Him as all there is. advanced in meat-eating and cruelty.

Unfortunately, in this dark Age of Kali But we need not be resigned to letting our
thousands of schools award diplomas without children be falsely assured of knowledge from a
considering the ethical and spiritual character system that by Vedic standards teaches
of their students. Do students at a typical ignorance. Rather, let us raise a generation of
university have a heart free from desire for sex students protected by ethical and spiritual
outside marriage? Have they learned to respect wisdom.
the property and feelings of others? We read of
date rape and rampant theft on campus, and we
Thoughts at the Births of Grandchildren
By Urmila Devi Dasi

THE HEAD SLOWLY appears, then the favorable for further spiritual progress.
body slips and slides, and finally the feet exit— Formerly, expectant mothers might attend
birth! The child sounds the cry of life, and gatherings of sages who would give instructions
everyone is relieved and joyful. the unborn child could hear. With Srila
Prabhupada's genius of using modern
In its previous life the now helpless baby technology in Krsna's service, a mother can now
may have dived into a deep pool of learning, but play tapes of devotional lectures or singing.
now the baby is in ignorance. He or she will When the mother attends the arati ceremony of
have to struggle to regain all lost skills and the Deity and eats food offered to Krsna, the
learning. Picture thoughts will give way to unborn child also benefits.
words, for many months garbled. The child will
struggle to master the new body, learn the new As labor progresses, the mother can chant or
language, understand the new family and listen to a tape. As the child appears, friends
society into which it has been thrust. Then will and relatives gathered to greet the new family
come many years of formal training in culture, member can chant, "Hare Krsna! Hare Krsna!"
behavior, academics, and skills. How much of
this was known not so many years ago in As soon as mother and baby have recovered,
another life? But the child must again struggle they can again immerse themselves in growing
to attain what will be lost yet again at another in knowledge of Krsna. Srila Prabhupada wrote
death. to Krsna Devi in 1968: "We should train all our
first-day small babies in such a way that they
The stereotyped grandparent is a person of are always satisfied and there will be no
experience who can guide the grandchildren to disturbance in the Bhagavatam lecture, and
what is most useful in life. But what can I give there will be no complaint. But there cannot be
that will not simply be taken away? any hard and fast rules that only children who
are grown up, seven or eight years old, can be
Of course, the child needs ordinary admitted and no other children can be
knowledge and skills. Just as we clean dishes, admitted. That is not possible, and I am not
clothes, and floors that again require cleaning, going to sanction any such rule. Rather I shall
so we must educate and prepare children for welcome a baby from the very beginning, so
their roles in this lifetime. But if we give our that the transcendental vibration may enter into
children only temporary things, neither they its ear, and from the very beginning of its life it
nor we will be satisfied. becomes purified."

Service to Lord Krsna is not like material If we give our grandchildren wisdom and
acquisitions, which must be renewed each life. realization that transcends the change of body,
Whatever one has done for the Lord stays then we achieve the real goal of education. If a
through the change of body. One can see the child can fully understand his own nature, the
truth of this practically. For example, so many Lord, and service to Him, all of which are
people find themselves naturally attracted to eternal, then there is no more need of rebirth;
spiritual life, even when their present family or the ultimate lesson has been learned. Why
society doesn't encourage it. engage our children only in an ultimately
absurd struggle to gain with great intensity
A person who has made much spiritual what will surely be lost?
progress yet failed to attain perfection generally
enters a womb where circumstances will be
"Your Children Are ... Different"
by Urmila Devi Dasi

I RECENTLY TOOK my children and some knowledge that illumines everything, like the
of my teenage students with me to an education sun in the day, and that enlightenment is visible
conference, where we met with Dave Marks, a in their external demeanor.
textbook author and retired teacher with more
than thirty years of experience in public and Although this special, "unworldly" quality is
private schools. He has written a text we use as the goal of Krsna conscious child training, we
part of our English instruction. Soon after the may sometimes worry that our children will be
conference, he wrote me this letter: "What a too different—weird. How will they relate to
nice surprise to meet some of your students.... I ordinary people? When these kids turn into
would like you to pass on the feelings I have adults, will they be able to buy a plane ticket?
about meeting them. They were not at all like Could a Krsna conscious child grow up to work
the students I have been used to meeting. Your as a doctor?
kids were pleasant, bright, enthusiastic and
happy. Whatever you are doing to or for them Two years ago my sister visited America
sure is working. Please tell them how pleased I from her overseas home. To see her, many of
was to meet them and what a good feeling to my cousins gathered at my mother's house in
know that I may have had even a very small New York. My children sat with their children,
part in their education." many of whom they'd never met, and played
and talked for several hours. One cousin pulled
I recalled when my son was three years old me aside. "Our children can get along
and I brought him and his friend into a together!" she whispered.
museum in Philadelphia to use the lavatory
before a festival began. "I've never seen children "Are you surprised?" I asked.
like that!" the guard said when I asked for
directions. "What do you feed them? They're so "Well, yes. I mean, I thought, well, that your
bright!" children would be too 'different.' But they're
very nice, happy kids."
Yes, our children are different. By their
character, behavior, and bright faces, I smiled.
Prabhupada wanted them to stand clearly apart
from ordinary materialists. He referred to We certainly teach our children (and
children raised in Krsna consciousness as ourselves) to avoid intimate dealing with
"Vaikuntha children," children free from materialistic people who will distract us from
anxiety, as if they carry within themselves the spiritual life. Our children learn to do
spiritual world. everything—games, chores, schoolwork,
conversation—in the service of Lord Krsna. But
Krsna conscious children are different by as these children advance in awareness of how
virtue of practical aspects of their upbringing. everything is connected with Krsna, they do not
They don't go to movies, watch television, read become sectarian or self-righteous. Nor do they
romance novels, visit amusement parks, eat become materially inept or incompetent.
food not offered to Krsna, or tune into the latest
musicians. Instead they read the words of saints The more a child becomes Krsna conscious,
and sages, tune into Vedic mantras, and pass the more clearly he or she sees others with love,
time with the plots of Mahabharata and compassion, and humility. A child who is
Ramayana. These children have spiritual factually progressing in realization of Krsna
becomes a true friend of all living beings. So it laziness; He teaches that everyone must have a
isn't difficult for such a child to show this duty, because no one can even maintain his
universal friendship in practical, ordinary physical body without work. If a devotee lacks
dealings. Nondevotees then find the children to some material skill, Krsna will provide for that
be both different and accessible, saintly yet lack. One who worships the Lord with love
human. does not lose the results of ordinary material
work, nor the results of philosophical
As for material knowledge and skills, our knowledge. Indeed, we see in our children that
children learn how to use this world in Krsna's having Krsna consciousness is like having a
service. Naturally they must learn how to read million dollars. When you have a million, all of
maps, buy airline tickets, drive cars, and have a your ten-dollar problems are solved.
means of livelihood. Krsna never teaches
Loving Our Children
By Urmila Devi Dasi

HERE IN THE material world it's easy to Generally, followers of Vedic culture name
become absorbed in attachment and love for their children after Krsna or His great devotees.
our family, especially our children, and forget So every time a mother calls "Govinda Dasa, it's
about loving God, Krsna. We often see a child's time for your meals!" "Govinda! You left your
photo or shoes or artwork given a prominent shoes out in the rain." "Where is Govinda?" she
place within a home, almost as if the child were is chanting the holy name of the Lord.
the worshipable deity of the household. Though
the Vedic scriptures advise us to detach Such chanting, even to call one's son or
ourselves from such affection, Srila Prabhupada daughter, can bring parents the highest benefit
also comments that these feelings are natural. of love of God. Indeed, thousands of years ago
Are there ways our attachment to our children this happened when Ajamila named his son
can bring us closer to Krsna? There are. "Narayana," which is a name of Krsna.

Parents may sacrifice for their children in Though religious as a boy, Ajamila did not
ways they wouldn't for themselves. For become a spiritually minded father. He left his
example, a father may take a second job to send wife for a prostitute and made his living
a son through college, or a mother may spend through cheating and crime. Absorbed in
seemingly endless hours driving her children to attachment to his family by the prostitute, he
clubs and lessons. This same tendency to was still having children in old age. So even at
sacrifice can be used in the Lord's service. eighty-eight he was cultivating his affection not
for Krsna but for his little son Narayana.
Parents not concerned enough about their
own spiritual well-being to regularly worship Ajamila's fatherly attachment was intense to
Krsna and chant His names may still train their the point that while dying he called for his
children to do so, thus helping themselves as son—"Narayana!" At once the servants of
well. Narayana, Lord Krsna, came to save him from
the hell he would have gone to for his degraded
When a mother teaches her children the life. They granted him more years, which he
importance of offering food to Krsna, she used to worship Lord Krsna. Finally he attained
naturally has to offer Krsna the food in her to the spiritual world.
home. A father who wants to teach his children
to stay clear of time-wasting materialistic Of course, we shouldn't purposely try to
activities won't spend his free time in front of cheat Krsna, thinking we can live a low life and
the television. still find perfection simply through the names
we give our children. But from this story we can
So in countless ways our love and concern learn the potency of Krsna's names and know
for our children can motivate us to do what is that if we mold our lives to train our children as
most beneficial not only for them but for saints, we just might end up becoming saints
ourselves. Vedic culture is so perfect, in fact, ourselves.
that even speaking to our children with
affection can purify the whole family.
Appendix E –

Samples
In this appendix we have included a very small sampling of forms, schedules and letters that you will
find useful.

If your school has more than one staff member or more than twenty students, we suggest that in
addition to the forms here, you order Sample School Forms, Administrator Series, from Alpha Omega
publications.
Sample Classroom Schedules
Blank Class Schedule
Sample Forms
Senior varëäçrama academic projection – college/ksatriya
Senior varëäçrama academic projection – college/brähmana
Senior varëäçrama academic projection – college/general
Senior varëäçrama academic projection – early graduation
Senior varëäçrama academic projection – vocational/vaisya
Senior varëäçrama academic projection – vocational/sudra
Academic report card
Spiritual report card
Morning programme sädhana report – cards
Morning programme sädhana report – sheet
Parent book order form
Calendar
(1)
Calendar (2)
Permanent record
(page 1 of 2)
Permanent record (page 2 of 2)
 Enrolment form

Enrolment form (page 1 of 6)

Enrolment form (page 2 of 6)
Enrolment form (page 3 of 6)
Enrolment form (page 4 of 6)
Enrolment form (page 5 of 6)
Enrolment form (page 6 of 6)
Tuition

Tuition (1)
Tuition (2)
 Teacher questionnaire

Teacher questionnaire (page 1 of 3)

Teacher questionnaire (page 2 of 3)
Teacher questionnaire (page 3 of 3)
Letters to Parents

Request for conferences

Conference questionnaire (page 1 of 2)
Conference questionnaire (page 2 of 2)
Notice of possible suspension and expulsion
Notice of suspension
Field trip
Rules
Visnu privilege
Rama privilege
Krishna privilege
Penalties
 Miscellaneous

Tilaka mantras
Hare Krishna maha-mantra
Appendix F

Supplementary Reading Books

These books, some with editing, are being used in The Lady & the Spider, Faith McNulty, Harper &
American gurukulas. Row, N.Y. 1986

Books marked with an asterisk (*) require editing. Non-Fiction

Life Story of Çréla Prabhupäda (bio), Satsvarüpa,

Grades K-1 Bala Books, N.Y. 1983

Sakshi Gopal, Joshua Greene, Bala Books, N.Y.

Fiction 1981

* Seesaw,ABeka 1986 Stories of Krishna, Pãrvati Devi, BBT, Los

Angeles, CA 1987
* Meriy-Go-Round, A Beka 1986
Kaliya, King of Serpents, Joshua Greene, Bala
Grandfather Twilight, Barbara Berger, Philomel Books, N.Y. 1979
Books, N.Y. 1984
Agha, the Terrible Demon, Karen Wilson, Bala
Scuffy the Tugboat, Gertrude Crampton, Golden Books, 1977
Books, N.Y. 1974
Health in the Bible #4, Don King, Review and
Round Trip, Ann Jonas, Scholastic, N.Y. 1983 Do Herald, Maryland 1983
You See What I See?, Matthew Price and Sue
Porter, Harper and Row, N.Y. 1986 Grandpa’s Great City Tours (ABC), James
Stevenson, Greenwillow, N.Y. 1983
* Open Windows, ABeka, FL 1986
Anno’s Counting Book, Mitsumasa Anno, Harper
The Chicken’s Child, Margaret Hartelius, & Row, USA, 1975
Scholastic, N.Y. 1975
In a People House, Theo. ZeSieg, Random House,
The One Bad ThingAbout Father, F.N. Monjo, N.Y. 1972
Harper & Row, N.Y. 1970
* 101 Things to do With a Baby (egg), Ian Ormerod,
The Super Red Ball, William Coleman, Chariot- Puffin, Eng. 1984
David Cook, Ill. 1984
See How it Grows series, See How it is Made series,
A Pocket for Corduroy, Don Freeman, Puffin, Eng. MCP, Ohio
1978
Bird Aiphabet, Liewellyn McKernan, Standard,
Puffa ‘s Friends, Brimax Books, Eng. 1982 Bhakti, Ohio, 1988
Alarka Devi, Sri Visnupada, Sweden 1985
Making a Road, Aithea, Dinosaur, Eng. 1973
Tom’s Trip to the Temple, Alarkã Dcvi, Veda,
Sweden 1987 My Truck Book, Rand McNally, Chicago
 Honor Thy Mother and Thy Father, Pärvaté Devé, Me Too Iguana, Jacquelyn Reinach, Holt, Rinehart
Entourage, Hong Kong, 1989 & Winston, NY 1977

My FeetAre For Walking, Elaine Watson, Bubbles: Poetry, Theodore Wade, Ed., Gazelle,
Standard, Ohiko 1986 CA 1987

Read-Aloud The Little Elephant, Arthur Gregor, Harper &

Row, 1956
Ideal for reading aloud and then making
available for children. Amy’s Goose, Efner Holmes, Harper & Row, 1977

Short Vowel Readers, Dolly Thoburn, What Do You Do, Dear?; What Do You Say, Dear?,
Sesyle Joslin, Harper & Row, 1958
Thoburn Press, Texas 1987
Heart of Gold, Dharma Pub., CA 1989
Reading for Fun, A Beka 1979 (not Bible)
Alphabet Series, Educators Pub. Service 1974 The Velveteen Rabbit, Margery Williams, Alfred
Knoft, NY 1985 (Random House)
From Beginners Books, Randon House N.Y.:
1. Great Day for Up The Aesop for Children, Rand McNally, Chicago
2. Maivin Mooney will You Please Go Home? 1979
3 .Dr. Seuss’sABC
4. Hand, Hand, Fingers, Thumb * Treat Shop, A Beka 1966
5. 1 Can Read with My Eyes Shut!
6. Are You My Mother? * Sandy, Eggers,Ellquist, Wheeler, Review &
7. Iam Not Goingto Get Up Today Herald, Wash. D.c. 1984
8. Hop on Pop
9. The Berenstein cBBook The Land of Barely There, Series, Stephen
Cosgrove, Multnomah Press, Portland, Oregon
If You Give a Mouse a Cookie, Laura Numeroff,
Harper & row, 1985 Journey to Jo’bwg, Beverly Naidoo, Lippincott,
N.Y. 1985

* Children’s Treasury of Chassidic Tales, Rabbi

Grades 2—3 Zevin Hillel/Mesorah Pub., N.Y. 1981

Fiction * Happy Life Stories, Edna Wenger, CLP, Virginia,

1977
Little Miss Tate, Roger Hargreaves,
* Jenny Wren, Dawn Watkins, BJU Press, S.
Price/Stern/Sloan, LA 1984
Carolina 1986
Once a Mouse, Marcia Brown, Scribner, 1961
The Drinking Gourd (his fic), F.N. Monjo, Harper
& Row 1970
* Hidden Treasure, A Beka 1974 By Ian & Jim,
Coleman & McLaughlin,
Non-Fiction
Literacy Press, GA 1981:
1. On the Homestead Big Words for Little People, Donna Pape, Standard
2. DiscoverAlternate Energy Publishers Ohio 1985
3. Homestead School
Rainbow, Nancy LeCourt Southern Pub., Tenn
* A Special Trade, Sally Wittman, Harper & Row, 1980
NY 1978
They Signed the Constitution, Elizabeth Levy,
Scholastic, NY 1987
* Keep the Lights Buming Abbie (egg), Peter & Animal Life Stories series, Ideals Pub. Tenn 1988
Connie Roop, Carohboda, Minn. 1985
National Geographic Young Explorer’s Series
Paper, Longman 1985, (Butterfly Books)
World At War Series, Children’s Press, Chicago
Perfect Pigs, Marc Brown *& Stephen Krensky, 1982
Little Brown & Co, Boston, 1983
The Long Way to a New Land, Joa Sandin, Harper
The Milk Makers, Gail Gibbons, Macmillan, 1985 and Row 1981

Cars & How They Go, Joanna Cole, Harper& Twenty and Ten, Claire Bishop, Pengiuin, NY
Row 1985 1952

Baby and I Can Play, Karen Hendrikson, Mysteries of Migration, Robert McClung, Garrard,
Parenting Press, WA 1985 Ill 1983

What Should You Do When: It’s OK to Say NO; Fire! How Do They Fight it?, Anabel Dean,
Sometimes It’s OK To Tell Secrets; Amy Bahr, Westminster, PA 1978
Grosset & Dunlap, NY 1986
Hellen Keller (bio), Katherine Wilkie, Macmillan,
Insects That Live Together, World Publishing Co, NY 1969
NY 1970

Cat’s Cradle, Owl’s Eyes, String Games, Camilla

Gryski, Kids Can Press, Ontario, 1983
Grades 4-6
A New Coat for Anna, Arriet Zeifert, Alfred Knoft,
NY 1986 Fiction
8 Laws of Health, Joe Maniscalo, Pacific Press, Stories by Students, BGT, Sweden, 1986
Idaho, 1984
Flat Stanley, Jeff Brown, Dell, NY1964
Animalia, Barbara Berger, Celestial Arts, CA 1987
Folk Tales from India, Fairy Tales from India,
Have You Seen Roads? Poetry, Joanne Hemkrant Press, New Delhi, 1965
Oppenheim, Addison-Wesley, Mass 1969
Stories from Pancatantra, Children’s Book Trust,
Questions and Answers Books, Troll: N Delhi, 1965
1. Animal Migrations
2. Seasons * The Forbidden Door Jeanne Norweb, David Cook,
Grastorf, Lang & Co., N.Y. 1985
I Can Read About (series of many books), Troll
Nimäi Series and Tales of Devotion, Satsvarüpa
Read and Find Out (series of many books), Goswämé, Gita-nagari Press, PA 1989
Crowell
* Anne of Green Gables series 1-6, L.M.
Amazing Animal Books (series of many books), Montgomery, Farrar, Straus & Giroux (Bantam)
MCP Ontario 1915
The Little Duck, The Little Rabbit, Baby Animals, * Choices Books, Chariot Books, (David Cook, Ill):
Random House Picturebook 1. Trouble in Quartz Mountain Tunnel
2. Help I’m Drowning
Happy Living Series, Review and Herald, Wash 3. General K’s Victoiy Tour
DC 1981 4. Avalanche
 5. The President’s Stuck in the Mud * A Special Gift, G. Clifton Wisler, Baker House, MI
6. A Horse Named Funny Bits 1983

* Aipha-Centauri, Robert Siegel, Cornerstone * Eritorn series 1-6, Peggy Downing, Victor Books,
Books, Crossway, Ill., 1980 1989

* Tiger & Tom, J. E. White, Angela’s Book Shelf, * Reservoir RoadAdventure, Erna M. Holyer, Baker,
MI 1910 MI 1982

* The King’s Daughter, J. E. White, Angela’s Book For Rent: One Grammy, One Gramps, Ivy Doherty,
Shelf, MI 1910 Review & Herald, Washington
D.C. 1982
King of the Wind, Misty of Chincoteague,
Marguerite Henry, Checkerboard Press, N.Y. * Escape from Fear, Colleen Reece, Review &
1948 Herald, D.C. 1988

* Charlotte’s Web, E.B. White, Harper & Row 1952 * The Rocky Island & Other Stories, Samuel
Wilberforce & Margaret Gatty, Bridge, N.J. 1982
Paddle to the Sea, Holling Clancy Holling,
Houghton Mifflin, Boston 1941 * The Golem, Isaac Bashevis Singer,
Farrar/Straus/Giroux, NY 1982
Dangerous Journey (Pilgrim’s Progress), Marshall,
Morgan & Scott, UK 1985 * Enchanted Isles, A Beka 1966

* Tales of the Kingdom, Tales of the Resistance, The Runaway Princess, Milly Howard, BJU Press,
David & Kearen Mains, Chariot (David Cook, III S. Carolina 1988
1983)
* Derwood/Peabody Series 1-6, Jeri Massi, BJU
Myths & Enchantment Tales, Rand McNally, NY Press, S. Carolina 1986-1989 by Janette Oke, Bethel
1986 Publishers, Inc.:
1. New Kid in Town,
Favorite Poems, Helen Ferris, ed. Doubleday, N.Y. 2. Impatient Turtle,
1957 3. Spunky’s Diary,
4. Prodigal Cat,
* Medallion, Dawn Watkins, BJU Press, South 5. Ducktails,
Carolina 1985 6. Prairie Dog Town,
7. Coat of Many Colors
* Black Beauty, Anna Sewell, Western Publ, 1970, 8. ThisLittle Pig
Wis.
A Summer’s Growth, Lucille Travis, Baker, MI
* Stories for Children, Isaac Bashevis Singer, 1982
Farrar/Straus/Giroux, N.Y. 1962
* Emir’s Education in the Proper Use of Magical
* The Wise Men of Helm, More Wise Men of Helm, Powers, Jane Roberts, Stillpioint Publishers, NH
Solomon Simon, Behrman House, N.Y. 1965 1970

* The Bridge; Crown & Jewel; The Two Collars, Jeri * Narnia Adventures 1-7, C.S. Lewis, Collier, NY
Massi, BJU Press, S. Carolina 1986, 1987, 1988 1950

The Secret of Nimh, Robert 0’ Brien, Scholastic Grandma’s Attic Series 1-8, Arleta
1982
Richardson, Chariot (David Cook), Ill 1974-
* The Secret Garden, Frances Hodgson Burnett, 1988
Harper & Row 1911
Non-Fiction
Amazing Facts Team & Discover, Playmore Inc.
The Winter At Valley Forge, James Knight, Troll Canada
1982
Parables of Jesus, Tomie De Paola, Holiday
First Into the Air: The First Airplanes, David & House, N.Y. 1987
Susan, McMillan, MCP, Ohio 1981
The Magic Anatomy Book, Carol Donner, W.H.
Birds That Can’t Fly, Harry Baerge, Review & Freeman, N.Y. 1986
Herald Washington DC 1983
Animals Can Be Almost Human, Reader’s Digest,
Machu Picchu, Lorraine McConnell, MCP, Ohio N.Y. 1979
1978
Snow Treasure, Marie McSwigan, Scholatic, N.Y.
Seventh & Walnut, James Knight, Troll, 1942
N.J. 1982
Incredible, Kevin McFarland, Signet 1976
I Want to Do...Acting, Make Up and Costumes,
Children’s Places, Ch 1975 It is a Wonderful World-Naturally, Ray
Montgomery, Review & Herald, D.C. 1982
Çré Kåñëa: The Advent, Entourage, CA 1988
by Chitraketu, Veda Vision 1984: The Ghost Lake (bio), John Tiner, Baker House,
1. Krishna’s Birth MI 1983
2. Lord Caitanya Defeats the Greatest Scholar
3. Childhood Pastimes of Lord Caitanya The Battle of Midway, Ira Peck, Scholatic 1976

Çréla Prabhupäda, Siddharta Roy, BI, Bombay Wind Sports, Anabel Dean, Westminster, PA 1982

Songs of India, Bhävatäriëé, Bhava Prod., CA These Are My People, Mildred Howard (bio), BJU
Press, S. Carolina 1984
Master of Mystics, Joshua Greene, Bala, NY 1981
The Miracle Worker, William Gibson, Bantam,
A Gift of Love, Yogeswara, Bala, N.Y. 1982 1960

Life Story of Çréla Prabhupäda, Satsvarüpa

Goswämé, Bala 1983
Grades 7—12
A Mink’s Story, Emil Liers, Southern Pub., Tenn
1979 Fiction

The Life of Rämanujäcäiya, Naimisaranya Das, Science of Yoga, Tamäla Kåñëa Goswämé, BBT, LA
Veda, Sweden 1989 1989

String Figures & How to Make Them, Caroline Tale of Two Cities, Charles Dickens, Water- mill
Jayne, Dover Pub., N.Y. 1962 Press, N.J. 1983

Golden Nature Guides; Bet You Can; Bet You Can’t, Prince and the Pauper, Mark Twain, Water- mill
Vicki Cobb & Kathy Darling, Avon Press, N.J. 1981
Camelot, N.Y. 1983
The Pearl, John Steinbeck, Bantam, Toronto,
Amazing Facts About Animals, Victorama, 1945
Doubleday N.Y., 1980
The Way of Vaiñëava Sages, N.S. Narasimha,
Heros, Henry & Melissa Billings, Jamestown, University Press of America, MD 1987
1985
 The White Mountains, John Christopher,
Macmillan, NY 1967 The Higher Taste, BBT

The Invisible Man, H. G. Wells, Airmont, NY 57 Reasons Not to Light Up, 57 Reasons Not to Do
1964 Drugs, M. M. Kirsch, Comp Care, Mineapolis,
MN
* The Trumpeter of Krakow, Eric Kelly, Macmillan,
NY 1928 Teens Talk About Alchohol and Alchoholism, Ed.
Dolmetsch & Mauricitte, Dolphin, Doubleday
Let the Circle Be Unbroken (his fic), Mildred Taylor, 1987
Bantam, Toronto 1981
Focus on Marijuanna, Paula Kievan Zeller, 21st
At the Back of the North Wind, George Mac Donald Century Books, USA 1990
Bridge, NY
The Four Principles of Freedom, Satyaraja
* Hobbit & Lord of the Rings, 1-3, JRR Tolkein, (available from the author)
Ballantine, NY 1954
Making Smart Choices About Drugs, Educational
Animal Farm, George Orwell, HBJ, N.Y. 1946 Insights, Laurel Park Publishing, Dominquez
Hills, CA 1987 (student and teacher books)
* The High Kin& Lloyd Alexander, Dell 1980

* Out of the Silent Planet, That Hideous Strength,

C.S. Lewis, Macmillan, 1946

The Screwtape Letters, C.S. Lewis, Macmillan,

1961

Non-fiction

Meat on the Menu: Who Needs It?, Raymond

Woolsey, Review & Herald, 1974 (available from
the author)

The Price of Peace: Stories, Mary Zook, and Staff,

Ken. 1975

The Hiding Place, Corrie ten Boom, Spire, N.J.

1971

Teaching the Harm of Meat-

Eating, Intoxication, Illicit
Sex, and Gambling
Food for the Spirit, Rosen, Bala Books

Diet for a New America, Jaha Robbins, Stillpoint,

Walpole, N.H. 03608

Healthy, Wealthy, and Wise, Video, ITV

Appendix G

Child Protection
Policy and Procedures
Handbook
(Document formerly titled ISKCON Task Force Report)

ISKCON Central Office of

Child Protection

Revised at Ratified by the

ISKCON GBC
February 2005
 Child Protection Policy and Procedures Handbook Feb. 2005
***************************************************
CHILD PROTECTION IN ISKCON
***************************************************
Contents:
1. Definitions of types of Abuse
2. Allegations of Past Abuse
3. Justice System
4. Sentence / Penalty phase
5. Appeal Process
6. Central Office
7. Screening
8. Abuse counseling
9. Effective Child Protection Training
10. Teenage Abusers
11. Relevant GBC resolutions
***************************************

Preface:

Cultural norms and or poverty are to be taken into consideration when considering neglect,
corporal punishment, and psychological abuse. (By cultural norms we mean different outlooks
on child raising, punishment, dealing with teenagers, education etc. according to local custom
and practice.)

What a parent may be able to provide in one country and is accepted as basic care there, may not
be available in another country. Parents or guardians may be in poverty or in rural environment.
There will naturally be variances in facilities and outlook on child raising, but at the same time
there are basic and universal standards as well; children can be kept as safe, clean, cared for,
educated, and emotionally supported as possible. Cultural norms and or poverty are not a
loophole but a factor for consideration. They are never an excuse for sexual abuse.

There are two spheres of care, one parental and the other institutional. While there may well be
variances in cultural norms for parental care, this document outlines minimum standards
expected of those acting on behalf of ISKCON or while a child is in ISKCON's care.

Child Protection Standards

Overview: ISKCON is an international organization, encompassing many countries and cultures.

While recognizing these variations, there are universal and basic standards of decency and
morals. Each temple and/or community is expected to comply with its own local child protection
standards (established by the local and or regional child protection team), to follow the standards
established by the central office for child protection, to abide by all relevant GBC resolutions and
to work with the local police and civil authorities as required.

All ISKCON personnel in management, administration, teaching, or other leadership positions

should learn their local government rules concerning child abuse and mandated reporting of
child abuse and should strictly follow those laws.

The following child abuse definitions represent the minimum standard in basic child care. These
definitions cover acts which should not be done, but are ("acts of commission").... and acts that
should be done but are not ("acts of omission").
****************************************
I. DEFINITIONS OF TYPES OF ABUSE
Note: (Some portions of this section use of graphic terms. While we regret this, they are necessary for
clear definitions.)

A. CHILD MALTREATMENT

1. Maltreatment definition- A broad range of mistreatment of children including neglect,

physical, abuse, sexual abuse, and psychological abuse.

2. Child definition: 0-18 years of age OR whatever the legal definition for a child is in
the particular country where the alleged maltreatment occurred.

B. TYPES OF CHILD MALTREATMENT

1. NEGLECT- An act of omission (failure to do) where the parent or caretaker fails to
provide for the child's basic needs and proper level of care. It is important to distinguish
between willful neglect and a parents or caretakers only being able to provide a reduced
standard of life due to poverty or cultural norms.
Types of neglect include:

a) FOOD- failure to provide an adequate diet and sufficient prasadam.

Example: child is forced to eat old rotten prasadam or child is given portions too
small to satisfy their hunger.

b) CLOTHING- failure to provide clothing adequate for the season.

Example: child is given no socks or sweater in wintertime.

c) SHELTER- failure to provide a clean, hazard free place to live.

Example: house has garbage and excrement on the floor, exposed wires, insect
and rodent infested.

d) MEDICAL- refusal or delay in seeking necessary medical care.

Example: infant has chronic diarrhea and is not brought for treatment; teenage son is found to be
sexually abusing other boys and the parents refuse to bring their son for an adolescent sex offender
assessment and treatment.
e) HYGIENE- failure to keep the child clean, tidy, and bathed.
Example: child's hair is dirty, matted; clothes are dirty, child looks disheveled,
child smells.

f) SUPERVISION- failure to watch the child appropriate to the child's

developmental abilities to ensure his/her own safety.

Example 1: parents repeatedly leave a 5-year old child alone sleeping while they go out; parent lets 3
year old run around temple parking lot unsupervised.

Example 2: Gurukula headmaster fails to protect child even though the child has informed the
headmaster that he is being physically and sexually abused by older boys and gurukula staff.
 g) EDUCATION- permitting chronic truancy, failure to enroll or provide home-
schooling (where legally permissible) to a child of mandatory school age, and
inattention to a special educational need.

Example: an 8 year old child receives no schooling whatsoever.

h) EMOTIONAL- failure to provide a climate that emotionally nourishes the

child .

Example: child repeatedly sees her father beat up her mother; parents abuse alcohol or drugs; parents
have sex in front of the child or expose the child to pornography.

2- PHYSICAL ABUSE- An act of commission (perpetration) by the parent or caretaker

where the child is physically injured and/ or marks such as bruises, welts, lacerations, or
burns, etc. are visible. Although the injury is not an accident, the parent may not have
intended to hurt the child. The injury may have resulted from over punishment that is
inappropriate to the child's age.

Forms of physical abuse include: punching, beating, shaking, whipping, caning, burning,
slapping, biting, kicking, ear twisting, throwing.

Example: a student is whipped with a cane and red welts are visible, a parent slaps a child so hard
across the face that black and blue marks appear in the shape of a hand; an infant is shaken so hard that
brain damage occurs; a mother spanks an 11 month old.

a) Corporeal punishment can also be considered abusive if, although no single

incident leaves a mark or results in an injury, the frequent and chronic use of
such has a deleterious cumulative effect. (In a recently published study on
spanking, researchers found that the more frequently spanking was used as a
method of punishment ( three or more times per week ) the more antisocial
behaviors the child developed.

Example: A child is spanked for every minor infraction, several times a week

3. SEXUAL ABUSE- An act of commission (perpetration) where a child is coerced,

induced, persuaded, enticed, seduced, or entrapped into sexual acts with another person.
The coercion can be either physical or verbal. The other person could be either an adult,
an adolescent (12-18 years of age ), or even in extreme cases, another child (less than 12
years of age ) The abuser uses his/her position of authority or power (size, age, social
position, cognitive differential ) to exert control over the victim.

Forms of sexual abuse include:

a) Voyeurism ("Peeping Tom")

b) Exhibitionism (flashing)
c) Taking pornographic pictures of the child
d) Having the child watch while the perpetrator masturbates
e) Forced masturbation
f) Kissing
g) Fondling
h) Digital/object penetration of vagina and/or anus
i) Oral sex
j) Sodomy
k) Intercourse
Examples: A 14 year old boy badgers (verbally coerces) his 13-year-old male friend into anal sodomy by
repeatedly calling him a sissy; an ashram teacher fondles a boy's genital while tucking him in; a father
engages in any sexual activity with his daughter; an aunt has a 9 year old nephew suckle her breast.

Note: There is a continuum of sexual behaviors in children ranging from the normal to the abnormal. There are
distinct phases of normal psychosexual behaviors.

4. SEXUAL HARASSMENT- Sexual harassment consists of unwelcome sexual advances,

requests for sexual favors and/ or other inappropriate oral, written or physical contact of
a sexual nature. Such conduct creates an intimidating, hostile, and offensive
environment.

Sexual harassment, as defined above, may include, but is not limited to the following:

a) Verbal harassment or abuse;

b) Pressure for sexual activity;
c) Repeated remarks to a person with sexual or demeaning implications;
d) Unwelcome or inappropriate touching;
e) Suggesting or demanding sexual involvement accompanied by implied or
explicit threats.

Example: a) A male devotee pats a young girl in an inappropriate place, or frequently puts his arm around
the shoulder of a young teenage brahmacarini. b) a brahmacari repeatedly taunts and denigrates an
young girl, calling her a "Maya devi', "prostitute", or worse.

These offenses could initially be categorized as misdemeanors and handled accordingly. If they continue
or are of a more severe nature then they may be categorized as felony offenses.

5. PSYCHOLOGICAL ABUSE- A repeated pattern of behavior that conveys to the child

that they are worthless, flawed, unwanted, unloved, or only of value to meet another
person's needs. This verbal battering seriously erodes and damages the child's self
esteem and sense of worth as a person.

Forms of Psychological Abuse

a. SPURNING- hostile, rejecting humiliating parent/caretaker acts that degrade

the child.

Example: "You no good rotten kid, you'll never amount to anything, you're stupid, ugly, clumsy. I wish I
never gave birth to you!" Or making the child who had an "accident" wear their urine soaked underwear
on their head while inviting other children to mock them; forcing a child to cross dress while having other
children jeer.

b. TERRORIZING- parent/caretaker behavior that is likely to hurt, kill, abandon

or place the child's loved ones or the child in a dangerous situation.

Example: killing a child's pet in front of them intentionally to instill fear and gain compliance; locking a
child screaming in a dark closet or cupboard for hours; randomly picking out a child from a line and hitting
them for no apparent reason other than to instill fear.

c. CORRUPTING- acts that encourage the child in criminal, antisocial behaviors.

Example: taking a child shoplifting to teach them how to cheat or break the law.
 d. DENYING EMOTIONAL RESPONSIVENESS-ignoring the child's need for
love and affection.

Example: Chronically being cold and aloof to the child; Providing only concrete needs while treating the
child as an object, and not a person; no warmth or affection.
Notes:

1. These guidelines recognize the normal stages of sexual development in children. There is allowance for
what is natural and innocent activity while marking the distinction of abuse and exploitation.

2. These guidelines do not exempt one from observing local laws. For example, in Sweden corporal
punishment of any kind is against the law. Our parents, guardians, and care providers are expected to be
aware of, and observe, local laws.

II. ALLEGATIONS OF PAST ABUSE

A. PROCESS:

1. Announcements will be made that ISKCON is opening an inquiry on allegation of past

child abuse via:

a) ISKCON's Youth Ministry

b) Asking for volunteers to phone known victims
c) Notices posted in temples
d) Announcements in "Hare Krsna World"
e) Postings on "Chakra" and other Com conferences
f) Local temple child protection teams (hereafter referred to as "CPTs").
g) For India the assistance of the local CPTs in Vrndaban and Mayapur will be
employed to distribute information.

2. Immediately upon approval and funding work will begin on setting up a central office
as well as finding and training staff, investigators, and judges.

3. As allegation reports come into the central office, the Task force members along with
the central office staff will begin sorting and prioritizing cases.

4. The central office secretary will notify those filing reports that their claim has been
received and will explain the process of this system etc.

5. CPO staff will sort through reports, prioritize claims, and set a time line for the
individual cases.

6. Standards for accepting reports:

a. Primary attention will be given to first hand, signed allegations.

b. Anonymous or second hand allegations are not excluded but will be given a
lower priority. Anonymous allegations must specify a time, place, and detailed
events. There must be enough details to establish some chain of events that will
provide a serious means to investigate and verify the weight of the claim.

7. The central office will prepare a sample report; points to be covered, information
required etc. to help guide those filing claims. They will pay special attention in regards
to
Note:
Because we are dealing with the past, evidence of abuse, the prime source in a fresh case, is gone. Cases
will rest instead on any child protection team reports, convictions in a court of law, eyewitness reports,
admissions of guilt, and assessments of the alleged victim and the alleged perpetrator.

a) Where there is genuine fear of retaliation, arrangements will be made to

attempt to maintain confidentiality.

b) In cases too weak to pursue, a file will be kept to show that an allegation was
received and the details of that claim. Such a file will be kept on record in case
future, more substantial allegations come forward.

c) Those individuals who believe they were wrongly found guilty of abuse in the
past, and who want to attempt to clear their name, can also file a claim. The
central office will review their claim, assess its validity, and if the central office
concludes there are some legitimate grounds, the central office will schedule the
case and advise the claimant of the procedures of this system.

B) INVESTIGATORS:

1. Are assigned by the CPO.

2. After training they will interview alleged victims, corroborate other witnesses and
evidence. They will use standardized forms / questions. Statements and depositions will
be taken in writing, or on audio or videotape.

3. The investigators, in consultation with the central office and GBC task force, will
coordinate the psychological assessments for the alleged victim.

C) FORWARD TO A TRIAL:

1. In consultation with the investigator, members of the Task force, the director of the
central office, and in consultation with other trained professionals, a decision will be
made whether the case should proceed to a hearing.

2. In some cases the accused will be directed to an ISKCON approved clinician or

specialty program for a professional forensic evaluation. The accused is obliged to pay
for such an evaluation.

a) In an ideal world this system would have the funds to cover all these
costs...but it doesn't. The justification for requiring the accused to shoulder the
cost of their defense is that even in the general society, if one is sued in court the
accused is obliged to hire an attorney and cover the costs of their defense or
default to the judgment of the court. The consolation is that if cleared in the end,
the accused can petition the court for reimbursement and the judge may include
in the judgment that those who filed the initial report must reimburse the
accused his/her costs.

b) If the accused legitimately cannot pay for assessment (to be confirmed by the
case's investigator) the cost of assessment will be provided (see budget section).

c) The accused can refuse to be assessed; such a refusal will be noted by the
judges when the case is heard.
3. After weighing the report from investigators, results of assessment, etc. CPO staff will
determine whether or not to refer the case on to a hearing.
 D) JUDGES:

1. The GBCs and gurus will need to help enlist a pool of senior devotees to be judges.
This is extremely important. The quality and training of the judges will determine the
degree of faith in the entire system.

2. Training session for judges will include:

a) How to recognize signs, symptoms, and sequella of abuse (how it impacts the
victim's life)
b) Videos of interviews with confirmed abusers
c) Language of clinicians (so they can understand the psychological assessments)
d) Basic forensic investigation procedures and logic

3. Three judges are assigned per case. Judges are to be located around the world for
regional hearings.... to minimize costs and accommodate different languages etc.

4. The CPO assigns which judges to which case.

E) PROCEDURE FOR HEARINGS:

1. Investigators and central office prepare the case, monitored by the task force. The case
brief consists of all the supporting evidence, reports, assessments, and depositions.

2. For these past abuse cases, most hearings will be based on written depositions,
psychological assessments, reports by the local CPT, reports by the investigator assigned
to the case, and written, audio, or video statements and depositions received from the
alleged victim and alleged perpetrator. In especially complex cases, the judges may
request funding from the central office for the alleged victim, the alleged perpetrator and
or any other relevant witnesses the judges deem essential to deciding the case to appear
in person.

Note: It will first be seen if these individuals can and will pay their own travel costs. If not, the central fund, at the
judges' discretion, will cover the costs.

3. The central office will arrange judges and investigators by continent...and by language.
To save on expenses, judges may meet in one place for a number of days and hear a
series of cases from that area of the world.

4. Standard of guilt: Majority of evidence:

Definition: "Majority of evidence" means that taken all together, the evidence weighs on
the side of guilt. It is reasonable to conclude guilt.

This is the same standard used in civil cases in the USA.

5. Judges' decision will be available via the central office to legitimate ISKCON inquiries.
Anonymity of victims will be maintained, unless a victim requests otherwise.
III. JUSTICE SYSTEM
A. GENERAL AND INTRODUCTORY RULES

1. Scope of Application

a) These Rules shall only govern the adjudication of disputes submitted to the
Appointed Judges by the ISKCON/Task force on Child Abuse (hereinafter the
"Task Force").

b) These Rules shall govern the adjudication except where any of these Rules is
in conflict with a mandatory provision of applicable law that provision of law
shall prevail.

2. Notices

a. Notices with respect to the various stages of the adjudication shall be given in
writing to the address and/or telephone number specified in writing by the
recipient. Notices may be given by mail, facsimile transmission, or email. Notices
shall be deemed to have been received on the date of delivery.

b. Time periods specified by these Rules or established by the Judges shall start
to run on the day a notice is received, unless the Judges shall specifically provide
otherwise.

3. Commencement of Adjudication

a. The adjudication shall be deemed commenced on the date on which the Task
Force assigns the case to the Judges by transferring the relevant documents to
the Judges.

b. Issues may be freely added or amended by the Task Force prior to the
establishment of the Judges and thereafter with the consent of the Judges.

4. Representation

a. The parties may be represented or assisted by persons of their choice.

b. Each party shall communicate the name, address and function of such
persons in writing to the Task Force, other parties, and to the Judges.

B. RULES WITH RESPECT TO THE JUDGES

1. Selection of the Judges

a. The Judges for each adjudication shall consist of judges appointed by the CPO.

b. The CPO shall appoint persons whom it deems qualified to serve as Judges.

c. Persons selected to serve as judges shall be chosen from a list of those who
have undertaken a program of training deemed by the Task Force to be sufficient
for the execution of the judges' duties. Such a program of training shall, at a
minimum, consist of training in knowing:
 (1) The nature of abuse (four kinds)
(2) Sign and symptoms of abuse
(3) How abuse impacts one's activities in life
(4) How to detect abuse
(5) How to understand corroborating evidence of abuse
(6) The psychology of the victim
(7) The psychology of the offender
(8) Understanding the language and scope of forensic evaluations
(9) Polygraphs, linguistic and otherwise

2. Qualifications, Challenges and Replacement of a Judge

a .Each Judge shall be independent and impartial.

b. By accepting appointment, each Judge shall be deemed to be bound by these

Rules and any modification agreed to by the parties.

c. A Judge shall promptly disclose in writing to the Task Force, and the parties
any circumstances that might cause doubt regarding the Judge's independence
or impartiality. Such circumstances include bias, interest in the result of the
adjudication, and past or present relations with a party or its counsel.

d .A Judge may be challenged if circumstances exist or arise that give rise to

justifiable doubt regarding that of the Judge's independence or impartiality.

e. A party may challenge a judge only by notice in writing to the Judge, with a
copy to the Task Force, the central office, and the other party, given no later than
thirty days after
(1) the parties have been notified that the adjudication has been
commenced, or
(2) the challenging party has become aware of the circumstances
specified in Rule 7.4, whichever shall last occur. The notice shall state the
reasons for the challenge with specificity.

f. When a party has challenged the Judge, the Task Force or the other party may
agree to the challenge or the Judge may voluntarily withdraw. Neither of these
actions implies acceptance of the validity of the challenge.

g. If neither agreed disqualification, nor voluntary withdrawal, occurs, the

challenge shall be decided as follows:

(1) By a majority vote of the Task force for initial cases of past abuse
(first year of tribunal functioning) and after that by majority vote of the
other two judges assigned to the case and the director of the central
office.

(2) If the Task Force remains in effect, this procedure will continue. If a
member of the Task Force is the judge being challenged, then this Task
Force member will not participate in the vote concerning the challenge.

h. In the event of death, resignation or successful challenge of a Judge, a

substitute Judge shall be selected pursuant to the procedure by which the Judge
being replaced was selected.
 i. In the event that the Judge fails to act, or in the event the Judge determines that
a member of the panel of Judges is de jure or de facto prevented from duly
performing the functions of a Judge, the procedures provided in section h shall
apply to the selection of a replacement.

j. If a judge is replaced, the successor shall decide the extent to which any
hearings held previously shall be repeated.

3. Jurisdiction of the Judges and Challenges to the Jurisdiction of the Judges

a. The jurisdiction of the Judges shall be limited to abuse alleged to have
occurred on ISKCON property or premises under ISKCON control and operation, or by an
individual acting while in an official ISKCON capacity i.e. as a teacher, temple administrator,
sannyasi etc. Cases that do not fall within these categories may be considered by the CPO if
requested to do so by the local child protection team, local temple president, or local GBC.

The CPO office will increase its educational role with local CPTs and
a1.

through them to local congregations. Regarding alleged abuse within the broader ISKCON
congregation, the matter shall be handed over to the local police/authorities and reported to the
local Temple President. If an alleged perpetrator is found guilty, ( by local secular authorities),
the local CPT will report this to the CPO. The CPO will then inform other ISKCON leaders.

b. Case of child abuse which have been dealt with in the past by the GBC or one
of its agents (ministry of justice, ministry of education etc.) are subject to review
by these judges including cases were guilt has been admitted and a sentence decided.

c. The members of the GBC appointed child protection task force (Badrinarayan dasa,
Sesa dasa, Laxmimoni dasi, Yasoda dasi, Anuttama dasa, Dharmaraj dasa, Manu dasa,
Pancaratna dasa, and Dhira Govinda dasa) along with the chairman of the child
protection central office, by a majority vote, will determine which of these old cases,
previously decided, are to be opened for review.

Note: Some cases may have already had thorough documentation or an admission of guilt or no new complaint from
a victim, and a sentence determined and being carried out. All that needs to be done in a case like this is be sure
there is a complete record with the central office. Other cases may have been partially researched, no clear records, a
sentence that is not being followed or clearly inappropriate etc. Such cases need to be reopened and resolved via the
above justice system, in order to have a final official record and to put these cases to rest once and for all.

d. The Judges shall have the power to hear and determine challenges to its
jurisdiction.

e. Any challenges to the jurisdiction of the Judges shall be made prior to the
adjudication hearing.

C. RULES WITH RESPECT TO THE CONDUCT OF THE ADJUDICATION PROCEEDINGS

1. General Provisions

a. Subject to these Rules, the judges may conduct the adjudication in such
manner as they shall deem appropriate. The judges shall be responsible for the
organization of conferences and hearings and arrangements with respect to the
functioning of the Judges.
b. The proceedings shall be conducted in an expeditious manner. The Judges are
empowered to impose time limits it considers reasonable on each phase of the
proceedings, including without limitation the time allotted to each party for
presentation of its case and for rebuttal.

c. Except as otherwise provided in these Rules or permitted by the Judges, no

party or anyone acting on its behalf shall have any ex parte communication with
the judges with respect to any matter of substance relating to the proceeding.

d. As promptly as possible after the selection of the judges, the judges shall hold
an initial pre-hearing conference for the planning and scheduling of the
proceeding. The objective of this conference shall be to discuss all elements of the
adjudication with a view to planning for its future conduct. Matters to be
considered in the initial pre-hearing conference may include, inter alia, the
following:

(1) Procedural matters

(i) the timing and manner of any required discovery
(ii) The desirability of bifurcation or other separation of the
issues in the adjudication.
(iii) The scheduling of conferences and hearings
(iv) The scheduling of pre- hearing submission of case
documentation
(v) The need for and type of record of conferences and hearings,
including the need for transcripts
(vi) The amount of time allotted to each party for presentation of
its case and for rebuttal
(vii) The mode, manner and order for presenting proof
(viii) The need for witnesses and how testimony should be
presented
(ix) and the necessity for any on site inspection by the Judges

(2) The early identification and narrowing of the issues in the

adjudication;

(3) The possibility of stipulations of fact and admissions by the parties

solely for purposes of the adjudication, as well as simplification of
document authentication; and

(4) The possibility of the parties engaging in settlement negotiations,

with or without the assistance of a mediator.

(5) After the initial conference, further pre-hearing or other conferences

may beheld, as the Judges deem appropriate

e. In order to define the issues to be heard and determined, the Judges may,
among other things, make pre-hearing orders for the adjudication and instruct
the parties to file more detailed statements of claim and of defense and pre-
hearing submission of documents.

f. The Judges shall fix the place of adjudication. The award shall be deemed
made at such place. Hearings may be held and the Judges may schedule meetings,
including telephone meetings, wherever it deems appropriate.
D. Rules for Discovery
The Judges shall permit and facilitate such discovery as it shall determine is appropriate in
the
circumstance, taking into account the needs of the parties and the desirability of making
discovery expeditious and cost effective. The Judges may issue orders to protect the
confidentiality of sensitive information disclosed in discovery.

E. Rules governing Evidence and Hearings

1. The Judges shall determine the manner in which the parties shall present their cases.
Unless otherwise determined by the Judges, the presentation of a party's case shall
include the submission of pre-hearing documentation including the following elements:

a. A statement of facts

b. A statement of each claim being asserted

c. A statement of the relief requested, including the basis for any damages claimed

d. A statement of the evidence to be presented, including the name, capacity and

subject of testimony of any witnesses to be called and an estimate of the amount of time
required for the witness' direct testimony.

2.. Evidence may be presented in written, video, or oral form (tape recordings) as the
Judges may determine is appropriate. The Judges are not required to apply the rules of
evidence used in judicial proceedings.

3. The Judges, at their discretion, may require the parties to produce evidence in addition
to that initially offered. They may also appoint experts whose testimony shall be subject
to cross examination and rebuttal.

4. The Judges shall determine the manner in which witnesses are to be examined. The
Judges shall have the right to exclude witnesses from hearings during the testimony of
other witnesses in such cases were witnesses etc. are appearing in person.

5. After training they, [the investigators] will interview alleged victims and corroborate
other witnesses and evidence. They will use standardized forms / questions. Statements
and depositions will be taken in writing, or on audio or video tape.

F. Rules governing Interim Measures of Protection

At the request of a party, the Judges may take such interim measures, as they deem
necessary with respect to subject matter of the dispute.

G. Rules governing the Decision

1. The Judges may make final, interim, provisional, or partial decisions. With respect to
any
interim, provisional or partial decision, the Judges may state in their decision whether or
not they view the award as final, for purposes of any judicial proceedings in connection
 therewith outside of its jurisdiction. However, within the jurisdiction of the Judges the
decision shall be final.

2. Decisions are made by consensual decision of all three judges All decisions shall be
in writing and shall state the reasoning on which the decision rests, unless the parties
agree otherwise. The decision shall be made and signed by the judges and, if the
decision decides a number of issues, the part of the decision relating to each issue
shall be made and signed by the judges.

3. There shall be 3 judges, and an alternate chosen by the CPO to adjudicate a case.

4. If judges are unable to reach a consensus, the CPO will assign a new panel of judges.
All information from the first panel will be made available to the new panel.
i. If the second panel of judges is unable to come to a consensual
agreement, the case will be closed, unless further evidence is
provided within 6 months of the judges’ decision.

The following definition of consensus is added to the document for the edification of the
Judges:
1. I can give an unqualified “yes” to the decision I agree completely
2. I can live with the decision. It’s OK with me.
3. I am concerned about this decision, but will not block the group.
4. I think there are major problems with the decision and choose to
block the group’s action
5. It’s too soon to make any decision. More work needs to be done.

3. The adjudication should, in most circumstances, be decided by the judges within six
months after the initial pre-hearing conferences required by Rule C.1.b The parties and
the judges shall use their best efforts to comply with this schedule.

H. Rules governing standards for determining guilt.

1. Standard of guilt: Preponderance (majority) of evidence

Definition: "Majority of evidence" means that taken all together, the evidence
weighs on the side of guilt. It is reasonable to conclude guilt.

I. MISCELLANEOUS RULES

1. Failure to Comply with Rules

Wherever a party fails to comply with these standards in a manner deemed material by the Judges,
the Judges shall fix a reasonable period of time for compliance and, if the party does not comply with
said period, the Judges may impose a remedy it deems just, including a decision on default. Prior to
entering a decision on default the Judges may require the non-defaulting party to produce evidence and
arguments in support of its contentions, which the Judges may receive without the defaulting party's
presence or participation.

2. Costs
 a. Costs of the adjudication shall, in general, be borne by the task force GBC
funding.

b. The costs of adjudication may include, but are not limited to, the following:

(1) Any expenses of the Task Force in connection with the adjudication;
(2) Any fees or expenses of the Judges;

c. The cost of meeting and hearing facilities.

d. The following are not to be considered costs of the adjudication:

(1) The cost of defending a case submitted by the Task Force for
adjudication;
(2) The travel and other expenses of witnesses. (unless the personal
presence of such witnesses is determined by the judges to be essential for this
case (where depositions will not suffice), and the party requesting the witness
(the alleged victim or the accused) cannot cover the costs. In such a situation, at
the discretion of the judges, the central office will bear the costs.

J. Rules governing Confidentiality

1. The parties and the Judges shall treat the proceedings and any related discovery as
confidential, except in connection with a judicial challenge to, or enforcement of, a decision, and
unless otherwise required by law.
2. The final verdict and the details of the sentence shall be released at the discretion of the
central office. The central office will make all reasonable efforts to respect any request for
anonymity by confirmed victims. The central office will serve as the clearinghouse for all
legitimate screening requests from ISKCON agencies via a system to be developed by the Task
force and the central office.

K. Rules governing Settlement and Mediation

1. Either party may propose settlement negotiations to the other party at any time. The
Judges may suggest that the parties explore settlement at such times as the Judges may
deem appropriate and shall suggest that they do so at or before conclusion of the
hearing. The Judges shall give such assistance in settlement negotiations as the parties
may request and the Judges may deem appropriate.

2. With the consent of the parties, the Judges may at any stage of the proceeding arrange for
mediation of the claims asserted in the adjudication by a mediator acceptable to the
parties. The Mediator shall be a person other than the Judge, unless the parties request
and the Judges agrees that the Judge may serve as Mediator. The Judges may provide
the Mediator with whatever factual and legal material developed in the adjudication it
deems appropriate and may permit the Mediator to attend conferences and hearings
held in connection with the adjudication. Unless the parties request and mutually agree
otherwise, any such mediation shall be conducted under the ISKCON/ GBC Rules for
Mediation.

There are a variety of restorative procedures that may be helpful while

processing a case. If the alleged offender admits guilt then the sentencing
part of the deliberation may take into account the victim’s needs and desires
 (first and foremost), the offender's situation (his attempts at rehab, etc),
the needs of the local community, etc. There may be scope for a
victim / offender mediation, where victims (or their parents) can hear their
questions answered. There is also family-group conferencing, or circle
discussion that could impact the judge's decision on a sentence and help the
victim with their healing. These procedures, while certainly helpful in some
situations, require some skills to facilitate. The CPO or its representative
will determine if such an approach is practical in a given case.

It is stressed that this is in addition to the judicial process and other care and support
recommended to victims.

3.The results of a case which is mediated will have the same standard of public information as cases
which go all the way to trial and judgment. In other words, if the alleged abuser admits guilt and
the case is mediated, the details of the abuse and the judges' sentence become part of the
child protection office's record, open for screening inquiries and public record.

L. Rules governing actions against the Task Force and/or the Judges

Neither the Task Force nor any Judge shall be liable to any party for any act or omission in
connection with any adjudication conducted under these Rules.

N. Rules governing Waiver of Objection

A party knowing of a failure to comply with any provision of these Rules and neglecting to
state its objections promptly waives any objection thereto.

M. Rules governing Degrees of offense:

1. Category I offense: (to be handled at the local level, by the local CPT and temple
president)

a. Neglect that does not result in serious injury to the child as in requiring
hospitalization or medical attention or causing long lasting psychological
damage.
b. Age inappropriate corporeal punishment where no serious injury resulted
c. Isolated, non chronic event of over punishment that did not result in serious
injury.
d. Precursors to sexual abuse, i.e., the "private parts" were not touched but the
child's body space was violated with the clear intent of being sexual if the
progression had not ceased. (For example, the legs were caressed. It is a
misdemeanor as long as there was no threat, coercion, intimidation, or
psychological trauma to the child.
e. One time isolated incidents of psychological abuse that did not result in any
long term damage to the child or involve sadism.

2. Category 2 offense: (to be handled by the Central Office, in addition to the local level)

a. Neglect that results in serious injury

b. Over punishment that results in injury
c. Sexual abuse, including kissing, fondling, voyeurism, exhibitionism, oral sex,
sodomy, pornography, forced masturbation, and intercourse.
 d. Physical abuse that happens more than once and/or causes injury
e. Psychological abuse that happens repeatedly and causes emotional harm
6. Rape

N. Rules governing Procedures for Reporting

1. All ISKCON personnel in management, administration, teaching positions, or other

leadership positions should learn their local government’s rules concerning child
abuse and mandated reporting of child abuse, and should strictly follow those laws.
Suspected abuse should be reported to the police if the suspected abuser is outside
the family. If the suspected abuser is a member of the family, or the chief care
provider for the child, then the suspicions should be reported to the Dept. of Family
Services, or a similar agency. After thus reporting such suspected abuse the care
provider should also inform the local CPT, who will in turn report incidents it deems
sufficiently grounded to the CPO.

Many legal systems mandate a care provider, (family, guardian, doctor or nurse,
teacher, priest, etc.) or other individual having regular contact with a child, who has
good reason to suspect abuse, must report it immediately to local authorities. It is the
responsibility of all ISKCON personnel in leadership positions to become aware of the
laws in their local area regarding mandatory reporting.

*Note: in third world countries, those persons in responsible positions should refresh their
knowledge of these laws at short, regular intervals because these countries are rapidly
upgrading their laws for the protection of children.
2. All suspected abuse must also be immediately reported to local CPT. If no CPT, then
the regional ISKCON child protection office should be contacted. If there is no regional
office, then the Central office should be contacted.

3. In countries where there is a responsive justice system:

Note: Almost every legal system mandates that any individuals, and certainly any care providers (family,
guardians, doctors and nurses, teachers, priests, etc.) who have good reason to suspect abuse, must report it
immediately to local authorities; to the police, if the suspected abuser is outside the family, or to the Dept. of
Family Services or a similar agency, if the suspected abuser is a member of the family or the chief care provider
for the child.

4. If there is potential immediate further harm to victim the child must be protected. If
there are potentially other victims, the alleged abuser must be sequestered/ segregated
from children or from being able to intimidate witnesses.

5. Until a police investigation and/or a trial and verdict, the local CPT (or in absence of a
local CPT, directions from the chain of command described above in 20.d , in absence of
local CPT) determines the interim protection requirements for alleged victim and
restrictions on alleged abuser.

6. These interim guidelines may include a temporary suspension of the accused's

position/ service. They may include an interim restriction on attending temple functions
or living on ISKCON property.
7. Local TP and GBC should support and help enforce the interim decision of local CPT.
If there is disagreement, the parties can contact the central office executive director for
consultation. The recommendation of the executive director must be followed.

8. Local CPTs always report to regional office (or central office if there is no regional
office) That office consults with and directs the local CPT as to whether or not the case
requires further action.

9. Local CPT must follow directions from regional or central office

10. If the case is serious enough, the regional CPT or central office guides local CPT in
the investigation, protecting alleged victims, sequestering alleged abuser etc.

11. Regional office or central office may send in investigators for local CPTs
inexperienced or in need of help.

12. CPTs and members of regional and central office are trained about
confidentiality...central office to provide guidelines and standard forms.

13. If local CPT and regional/central office conclude that there is sufficient substance to
the allegation, and that the alleged victim is credible....alleged abuser will in many cases
be requested to be "assessed". (Same standard as with justice system for past
abuse....accused abuser pays for assessment unless inability to pay is confirmed. Then
central office will arrange to pay for assessment.)

14 Local CPT is responsible that all the investigation documents in the case are delivered
to the central office. The executive director of the central office guides the case into the
justice system.
IV. Sentencing and Penalty

A. Decision of judges is final. See the sections "appeal process" listed below.

B. The three judges determine whether there is validity to any of the allegations. If they
determine that there is validity to at least one allegation of of child abuse, then the judges
combine with the Director of the Central Office and the Case Manager for the case to
determine the sentence. Requests for adjustments to this procedure for sentencing can be
submitted to the Director of the Central Office, who will present the request to the ISKCON
Minister of Justice.

C. Notes on determining sentences:

1. The type of offense is not necessarily the criteria (whether sexual, physical, or neglect
etc.) but rather it is the severity and frequency of the offense that the sentence should be
based on. (For example, one abuser may caress a young girl and be guilty of sexual abuse
while another may repeatedly and severely beat a child and be guilty of physical abuse;
the latter should be given a harsher sentence due to the "severity and frequency" of the
acts.)

a.. “Zero Tolerance.” Some incidents of child abuse are of such severity that the
judges’ decision would be to invoke a “zero tolerance” sentence. In other words,
the abuser would not be allowed to visit any ISKCON property, attend ISKCON
functions, or have any contact with ISKCON properties or functions of
organizations affiliated with ISKCON for the remainder of the abuser’s lifetime.

Cases that would be eligible for a zero tolerance sentence include serious sexual
or physical abuse where the evidence is clear and persuasive. Considerations in
determining “serious sexual abuse” would include evidence of some of the
following elements: The sexual abuse includes instances where violence, force,
or the threat of violence is used; the sexual act itself is of a very invasive nature,
the acts are repeated, and where there is great physical or psychological distress
experienced by the victim.

Serious physical abuse would include some of the following elements: The act is
of a very violent nature, there is long term physical harm to the victim, the acts
are repeated, and there is great physical or psychological distress to the victim.

2. Rape however is in a special category...because even though one rape may be an

isolated, singular event, it is, by the very nature of the act, deemed to be extreme, severe,
and violent.

3. The criteria for measuring offenses includes the degree of invasiveness, the degree of
injury, the amount of initial suffering to victim, and the long term impact on victim.

This includes the case of an individual convicted of child abuse in a criminal or civil
court outside of ISKCON's justice system.

4. The only exceptions will be if the judges, combined with the task force members,
specifically note such a modification in the sentence. (They may do so where an
individual is found guilty, but of the mildest type of offense.)
D. The sentence may include obliging the convicted abuser to reimburse court costs and to pay
for the victim's counseling.

E. In the case where a defendant is found not guilty, the judge may oblige the accuser to cover
the defendant's court costs.

F. A sentence determined by this system cannot be reduced by a local community, temple

president, or local GBC. Requests for modification (for example unforeseen complications or
problems in the application of a sentence) can be discussed with the director of the child
protection central office and the judges in the particular case. Only with the written consent of
the director and the judges can any modifications be made. Such modification are to be in the
form of a notice written by the judges in the case, spelling out the specific modifications of the
original sentence.

The sentencing decision of the judges constitutes the minimum restrictions that an ISKCON
organization may place on a perpetrator. Any specific ISKCON organization may choose to
invoke more stringent restrictions. However, it is expected that all ISKCON entities will carefully
consider these decisions of the CPO before imposing more stringent limitations, as the
constraints prescribed herein are deemed to be sufficient with regards to child protection.

H Counseling for victims:

Judges can grant victims funds for counseling, up to an average of $2,000 per individual
exceptions can be made in extreme cases (to come from the GBC established fund for this
purpose....see "Budget" section) The central office will also help in arranging for pro bono
care by qualified health care providers and will help in assisting the victims in arranging
for state funded care.

I Statute of Limitations:

There is no statute of limitations. Upon approval of this proposal and establishment of a

system for receiving allegations of abuse, a six month period of active solicitation of
reports will begin, but if an alleged victim comes forward later on with a credible case,
then such a case can be entered into this system at any time.

J Criminal proceedings:

In cases of alleged abuse, where there is an active outside justice system (western
Europe, Australia/ NZ, USA, Canada etc.) and when the statute of limitations has not
expired, a complaint should also be filed with the local police.

K Double Jeopardy:

1. A person can be tried only once for alleged abuse against a particular individual. In
cases where there is one person accused of abusing multiple victims, the central
office will do everything it can to inform all those concerned that this is their
opportunity to make their accusations. Again, there can only be one trial for one
individual or one particular set of circumstances or set of alleged victims. In other
words, if teacher X is accused of abuse at school Y, there should only be one trial to
deal with that. The central office will do all it can to notify all potential victims and
combine all related claims into one case.
 2. Exception: If new evidence arises which is so convincing and points to offenses which
are so egregious, the executive director of the central child protection office and the
three member of the GBC executive committee, by majority vote, can reopen a case
and initiate a second hearing.

Note: Providing for counseling is not necessarily an admission of guilt on the part of ISKCON. It is our moral
duty to do our best to take care of our members. That should be impetus enough.

V Compliance and Reentry:

A. Compliance and Reentry

1. Compliance by the perpetrator:

It is the responsibility of a person found responsible for abuse to comply with

the Official CPO Decision. Elements of the Official Decision that require an
apology, restitution and personal counseling should be completed within the
first 6 months after the decision is made. Failure to do so may impact the
individual’s future involvement with ISKCON, after the initial restrictive period
ends.

The restrictions upon a person subject to an Official CPO Decision shall remain
in place until he has demonstrated compliance with the decision. After the
designated restrictive period ends, a person subject to an Official Decision may
request the restrictions against him be officially ended. At the time of such a
request, the CPO Director shall determine 1) if the perpetrator has complied with
the Official Decision and, 2) if there is any risk to ISKCON children if the
perpetrator is involved again with the society, without the prior restrictions.

It remains the responsibility of the perpetrator to demonstrate compliance with

the Official Decision. If the Director determines there was not reasonable and
substantial compliance with the Official Decision, the Director can extend the
Official Decision, or any provision of it, until such a time as the Official
Decision’s requirements are fulfilled.

2. Review in case of risk

a). Additionally, if the CPO Director believes there may still be a risk to ISKCON
children, if the perpetrator becomes involved with ISKCON without the prior
restrictions, then the Director will request a review by three judges of the Appeal
Review Board.

b) If the ARB judges confirm there is a risk, the perpetrator needs to undertake a
risk assessment by a professional approved by the CPO. This risk assessment
shall be conducted at the perpetrator’s expense.

c) If the risk assessment demonstrates that the person is a risk to ISKCON

children, the CPO Director may extend the Official Decision, or any part of it,
until the perpetrator is able to receive clearance after a professional risk
assessment.
 d) If the perpetrator is unable to undertake a risk assessment on financial
grounds, the ARB and CPO Director will determine if there is a risk.

3. Counseling and reentry for the perpetrator:

a) All ISKCON temples and projects should keep updated records of CPO
decisions

b) Records should also be kept by local CPTs

c) Temples need to conduct regular screening of all new devotees, and police
checks for all devotees working with children

4. Assistance from CPO

a) Providing screening questionnaires
b) Providing updates every 6 months of CPO decisions, including legal names,
devotee names, and photos wherever possible of perpetrators, and all sentencing
details

****************************

V The Appeal Process

The system delineated below, as amended, is the procedure to appeal an Official Decision of the ISKCON
Child Protection Office. This system supplants earlier appeal systems, including the original prescribed
in the Task Force Report, and the later amended GBC Decision 606 (2001). This shall be incorporated into
the CPO Operating Policies and Procedures.

An Appeal Review Board (ARB) shall be established by the CPO director. That Board shall consist of five
CPO judges selected by the director, who shall serve for a two-year term. A second term may be served,
and the CPO director will replace any Appeal Judge who is unable to complete their term.

An alleged perpetrator may appeal the CPO’s decision against him to the CPO Appeal Review Board, via
the CPO office. No other body, or individual, shall be authorised to receive or decide appeals.

Upon receiving an appeal, the CPO director shall refer the appeal to three Appeal Review Board judges.
The ARB shall determine if there is cause for accepting the appeal based on the following grounds:
o procedural irregularities
o impact of compelling additional evidence

The appeal process will be as follows:

Within 90 days of a decision, the alleged perpetrator must officially request an appeal with the CPO
office. After that time, no appeals will be accepted. Once a request for an appeal has been made, the CPO
director will select three ARB judges to review the case and who will decide its merit within 45 days

If they decide there are ‘no’ grounds for appeal, the original decision stands. If the appeal is granted, the
Appeal Review Board may, at their sole discretion, reduce or set aside certain restrictions of the original
decision pending the review process. Otherwise, during the course of the appeal, the restrictions of the
first decision shall stand.
If the ARB determines there is sufficient cause for appeal, such an appeal shall be handled by a second
team of four (including one alternate) trained, independent judges appointed by the CPO, who were not
involved in the original case, and who are impartial to both the alleged victims and the alleged
perpetrator.

All parties involved in the case, including the alleged perpetrator and alleged victims, shall be made
aware of the choice of judges for the second round of adjudication in advance of any proceedings, and
shall have the right to appeal a judge’s participation in the process. Such an appeal shall be reviewed by
the CPO Director, who will decide whether the judge will be replaced.

This second panel of judges shall review all of the evidence presented to the first panel, the Official
Decision of the first panel, plus any new evidence, objections, recommendations from any party involved
in the case, and shall make a final ruling in the case within 90 days.

The director of the CPO will not be a member of the appeal panel. The appeal panel of four trained CPO
judges will determine the validity of each allegation of child abuse, and the appeal panel will also write
the final version of the Official Decision for the case. This final version of the Official Decision will
include directives and recommendations concerning the alleged perpetrator’s relationship with the
ISKCON organization. The Official Decision of the appeal panel shall be final and binding on all parties,
and this Official Decision cannot be appealed to the GBC or any other ISKCON entity.

VI. CENTRAL OFFICE

A This office will serve a number of functions

1. To coordinate the efforts to investigate and settle claims of past abuse

2. To coordinate current and future abuse cases
3. To keep all records and files/ for use in screening etc.
4. To disseminate information on child protection
5. To organize seminars and training
6. To make sure systems for screening are in place
7 To monitor and train local temple child protections teams
8. To train and coordinate regional/ satellite child protection offices
9. To coordinate care for confirmed abuse victims
10. To prepare standards and guidelines for child care in ISKCON
11. To help coordinate service opportunities and special programs
for abuse victims/survivors

B. Requirements for director:

Mature, learns quickly, has good people skills, well organized, can delegate assignments, a good
office manager, spiritually strong. Ideally, with some education and experience in child care/
counseling field.

1. Duties of Executive Director (central office)

a. Establish and monitor regional (satellite offices)

b. Prepare training manuals appropriate for different audiences: (GBCs/TPs/

school staff/ local child protection teams, hereafter referred to as "CPTs"/
children/ parents)
 c. Supervise and direct office secretary

d. Create reference list of ISKCON health professionals...engage them in service

e. Make sure screening processes are in place ISKCON-wide

f. Organize training seminars for ISKCON leaders, schools etc.

g. Develop and distributes reference material

h. Counsel local CPTs and regional offices with ongoing cases as needed

i. Help coordinate counseling for confirmed victims

j. Coordinate and oversee justice system for hearing cases of abuse

k. Coordinate staffing of and training for that justice system

C. Duties of Central office secretary:

Requirements: clerical skills, maturity, confidentiality, strong emotionally and spiritually, some
financial skill (paying bills, keeping records)

a. Keep permanent records, multiple copies

b. Coordinate payment of counseling bills (for victims whose verdicts include

payments from ISKCON's fund)

c. Help compile and update list of devotee health care professionals who may
volunteer counseling or to work with victims to find local care.

d. Maintain files and list of past cases. Send out periodic updates of list of
abusers to temples/ CPTs

e. Coordinate research of laws of different countries (in USA, of different states)

on who is obliged to report suspected abuse and what degree of abuse does the
law mandate be reported. Make sure regional offices and local CPTs have this
information on hand and that it is included in child protection training manuals.

f. Recruit and train investigators. There will need to be qualified investigators on

call to send in to assist local CPTs in some cases.

D. Duties of the Central Office

1. Screening
a) The central office will develop systems and policies for hiring/ screening
throughout ISKCON (who stays in our ashrams, works for us, teaches in our
schools, becomes an initiated disciple).

Such screening will be mandatory for all ISKCON projects.

b) Prospective initiates must be interviewed and screened. ISKCON gurus must

arrange for a reference check with ISKCON central office for child protection of
all candidates for initiation. Additionally, the prospective disciple should be
 asked to personally certify that he or she has no past record or problem in this
area. We recognize that this is an awkward question to ask but there have been
instances where a timely and appropriate inquiry would have saved the guru
and ISKCON much grief and embarrassment.

Note:
An essential step in improving the quality of how the staff in our temples and projects performs is to improve the
quality of that staff in the first place. Most states require mandatory personnel checks for anyone applying for a job
involving child care. By the simple step of a reference check a number of problems can be resolved at the very
beginning.

E. ABUSE COUNSELING:

Counseling after abuse comes to light should take three aspects, addressing the
needs of three different constituencies (the following are from the guidelines
given by the Catholic bishops to their parishes)

1) "Institutional response"

Temple presidents and GBC's should follow these guidelines in cases of child
abuse within their locality:

a) Reach out to the victims and their families and communicate sincere
commitment to their spiritual and emotional well being. This should also be
done with the families of adolescent or child offenders.

b) All human suffering as well as the weaknesses and imperfections of human

beings deserve a response rooted in love, compassion, and concern.

c) ISKCON is committed to dealing with issues of child abuse within it's

society in an open and straightforward manner. Officials will speak the truth.
We will reach out to the injured. We will promote the safety of our children.

d) ISKCON will promote healing where it is needed, guidance when it is

called for, with firm justice and mercy towards all and a determination to do
what is needed to correct and prevent child maltreatment in all it's forms.

2) "Psychological" response

a) Compassion requires that primary attention be given to the person alleged

to have been offended

b) While we are all in need of redemption and forgiveness for our failings,
there is a special harm and injury given to those who are victim-survivors. (This
term is used to underscore the fact that people are not simply victims, as though
what happened to them stops there. People are also resilient and however
difficult the path to recovering from abuse may be, those in this process are
survivors. The joint term, victim/ survivors is used to acknowledge their
suffering while at the same time encouraging healing and recovery.

3) Congregational response
 a) Families often require the same compassion and sensitivity as that of the
victims and are not to be forgotten in the healing process.

b) Congregations undergo a complex process of grieving when they learn that a

trusted and respected leader or member has been accused of child maltreatment

c) A most important element in healing is receiving accurate information of what

happened

d) We need to develop what is known as a "listening presence", i.e. we don't

really respond until in some way the person's pain has entered into our own
lives. Only when our hearts are heavy and the pain burdens us should we
respond. If we respond before we experience that pain, then there is a certain
violence done to the victim, a violence that is unnecessary and certainly
unwarranted.

e) Congregational members reactions will be affected by their stages of faith

development, especially if the accused is a leader or a guru. Disclosure can
precipitate an internal crisis that challenges their underlying spiritual and
psychological beliefs.

f) Affected congregations can have emotions that divide it, emotions that run
the gamut from anger, disappointment, disgust, betrayal, disbelief, and sadness,
grief, and compassion.

g) Within the confines of respect for the privacy of the individuals involved, deal
as openly as possible with the members of the community.

h) An "authoritative presence", be it the temple president, the local GBC or other

ISKCON leader is necessary for the congregation to heal. This means that these
local leaders need to participate with and help guide the congregation through
this process.

4) Central offices role to assist in counseling

a. Teach training seminars at GBC/ TP meetings

b. Train other ISKCON health professionals so they can in turn lead sessions in
other parts of the world.

c. Establish a fund to provide for counseling for victims

d. Establish a network of ISKCON approved mental health practitioners who can

either provide counseling or act as referral agents to appropriate treatment
providers

e. Help victims find counseling from government agencies

f. Prepare brochures and guidelines to help explain the above three steps for
communities to deal with the impact of abuse

g. Act as an interface between victims and ISKCON projects, working on

placement with temple services, training and work experience, preaching
 programs, temple ashram living facility, and other programs these individuals
might want to participate in.

h) The task force, in consultation with the director of the central office, may find
that additional standards, guidelines, and resolutions are required to implement
and improve this proposed system. Those additional standards, guidelines, and/
or resolutions will be reviewed by the GBC executive committee first, and with
the GBC executive committee's approval, they will become provisionally binding
on all ISKCON members, until they are reviewed and accepted, revised, or
rejected at the next annual GBC meeting or GBC e-mail voting
session....whichever method is selected by the GBC executive committee.

F. EFFECTIVE CHILD PROTECTION TRAINING

1. We urgently need regional offices for Africa, Australia, S. America, India, and Asia. A central
office and executive director can work with local GBCs to develop these and to provide the
training and reference material needed.

2. Currently there are some schools ostensibly operating as ISKCON schools, but with no
child protection training in place, and little, if any monitoring or supervision. Children
abused in these schools transfer to other ISKCON schools or projects and themselves
become abusers. This cycle must be broken if we are ever to get this problem under
control.

a) Set up of a central office and regional/ satellite offices as outlined in the

section #6 "Central Office".

b) The central education advisory board will include standard requirements in

child protection as criteria for a school to receive ISKCON certification.

c) There must be commitment and involvement from the individual GBCs in

seeing that there are active and trained child protection teams in each of their
temples and projects. The central office will develop guidelines, standards, and
monitoring systems.

d) System and policies for hiring/ screening throughout ISKCON (who stays in our
ashrams, works for us, teaches in our schools) See "Screening" section #7
G. Working with TEENAGE ABUSERS

One fourth to one third of all sex offenses involve teenage offenders. Adult offenders
who were interviewed retrospectively have shown that the average age at which
offenders begin their deviant acts is fourteen. It is very important to try to break the cycle
of offense. One third of victims who were sexually abused will unfortunately go on to
abuse others. It is extremely painful for a parent to be told that their child has a sexual
behavior problem. Denial and minimization of the act is to be expected. At the same
time, teenage abusers should be handled differently than adult abusers and every effort
should be made to help them break this vicious cycle.

a) Local CPT investigates the allegations using two people for all interviews. The
session is tape recorded with the permission of the interviewee. If it is not tape
recorded, verbatim notes are taken. The parents of the alleged victim and
offender are informed that the CPT has received a referral and that an
investigation is necessary. The alleged victim is interviewed first.
 CPT with regional/central office investigates report determining the
validity of the claim, the nature of offense, the local legal requirements
on reporting etc. Efforts should be made to see if there are other,
unreported victims of the abuse.
If the CPT concludes that abuse has in fact occurred:

b) Appropriate reports are filed with Child Protection Services of the

Department of Social Services and with the police. Please note that the referral
may not be accepted by DSS for investigation since most DSS's only have
jurisdiction over cases involving parents and/ or caretakers as well as schools
and daycare centers. The police may only get involved if the victim's parents
wish to press charges. It is quite possible that neither the DSS nor the police will
be involved and the case will be an internal ISKCON matter.

c) The local CPT notifies the local temple president, local GBC, and local
gurukula if the alleged offender is a student or has access to the students.

d) The case is reported to the police (in countries where there is a justice system
which responds to child abuse reports) if the parents of the alleged victim want
to file charges.

e) The CPT in consultation with central office, local temple president, local GBC,
director of local gurukula designs a Supervision Contract among the parents of
the abuser, the abuser personally, and the local ISKCON temple.

f) The parents of the offender must agree to the terms, if their child is to have any
access to or involvement in ISKCON activities/ facilities.

g) The supervision contract specifies how the alleged offender's access to the
victim(s) should be restricted to avoid more abuse and to minimize emotional
trauma for the victim(s). It should specify how the perpetrator will be
supervised to protect other children. For example, it might read "No sleepovers"
or "no unsupervised play dates" or "No attendance at any Temple function
without strict supervision.” This contract should be in effect until the teen is
evaluated by a specialist in adolescent sexual behavior problems. It may be
revised accordingly after evaluation and risk assessment.

h) The parents of the abuser must take their child to a health professional trained
in the field of adolescent sex offenders for evaluations, risk assessment, and
treatment/counseling.
 i) If treatment is recommended by a specialist in adolescent sexual behavior
problems, the parents of the abuser must agree in writing to see that their child
obtains and attends such counseling sessions. Failure to do so will automatically
bar their child from involvement in and or attendance at any ISKCON function.

j) The CPT should establish a mood of compassion yet clearly maintain the
necessity for protective intervention for both the victim and the offender. All
good faith efforts to avoid stigmatization should be made. The families of the
victim and the abuser will both need community support.

k) If a teenager perpetrator was previously abused by an ISKCON authority or

while under ISKCON's care, ISKCON has a moral obligation to help with the
teenager's counseling.

VII RELEVANT GBC RESOLUTIONS

(Voted into ISKCON law February, 1998)

A. Decisions of judges are final. No appeal process except as outline in this proposal.

B. GBC chair is responsible to see that decisions are enforced and will issue time limits for
verdicts to be enacted. Local GBCs and temple presidents are to help GBC chair in implementing
these verdicts.

C. If individuals named in a decision are in their area of responsibility, the local GBCs and
temple presidents are obliged to work together with the director of the central office to see that
verdicts of this system are carried out.

D. Failure to assist as outlined in "b" and "c" will result in censures as described in existing GBC
resolutions. In such cases, the GBC executive committee can then intercede and direct the local
temple president and local GBC etc to implement these verdicts and standards.

E. It is every GBC's duty to be sure there are active and trained CPTs in place at the temples/
projects/ schools under their supervision with help and reminders from central and or regional
office

F. Until a police investigation, trial, and verdict and or a case has gone through ISKCON's child
protection court system, the local CPT, with guidance and confirmation from the regional or
central child protection office, determines the interim protection requirements for alleged victim
and restrictions on alleged abuser. The local leaders and GBC must respect and help implement
those guidelines.

Modifications of the above and the appeal process can be found in section labeled, "Appeal Process".

Note, this system removes the current GBC resolution of a a three-fourths vote of the householders being the criteria
for deciding whether a convicted abuser can live on ISKCON property. (From experience, those working this field
have found that method to be fraught with faults and complications.)

G. All ISKCON leaders (GBCs, gurus, temple presidents, project directors and managers etc.) are
obliged to follow the guidelines for screen those who live on ISKCON property and serve with
our temples, schools, farms, and other projects.
 H. The task force, in consultation with the director of the central office, may find that additional
standards, guidelines, and resolutions are required to implement and improve this proposed
system. Those additional standards, guidelines, and/ or resolutions will be reviewed by the GBC
executive committee first, and with the GBC executive committee's approval, they will become
provisionally binding on all ISKCON members, until they are reviewed and accepted, revised, or
rejected at the next annual GBC meeting or GBC e-mail voting session whichever method is
selected by the GBC executive committee.

Bibliography

Selected References
Ürmilä Devi Däsé

The reader may legitimately ask from where I get the information compiled in this handbook. The
primary source is the Lord, Çré Kåñëa, who says that He “preserves what we have and carries what we
lack”. The Lord reveals knowledge of how to serve Him, in the field of education as in all others, through
Çréla Prabhupäda, my spiritual master. His instructions, as given in his books, letters, taped lectures
and conversations, as well as personally to various devotees, form my main inspiration. His
instructions are also the standard by which I measure all other knowledge and experience. I have
learned so much, also, from various devotees who are experienced in education – Bhürijana,
Chandrikä, Jagadéçä Swämé and many, many others. I have talked with them, observed their students
and invited them into our classrooms.

Kåñëa also gives us knowledge by directing us to the proper source. He has guided me to people who
shared their teaching/administrative experience through their course, video/audio tapes and books. I
cannot list them all here – I didn’t try to keep an extensive record through the years and some materials
have been given or lent to others who were in great need. This list should include most of the resources
listed in the various places in this book; those that aren’t were simply overlooked and actually belong here.

Not included here are the literally hundreds of children’s books I’ve read and reviewed in addition to the
oes specifically reviewed in this guidebook.

Courses
Mary Balwin College
Diagnosing Reading Problems

Christian Light Education

Correspondence course in school teaching and administration

Bob Jones University

Elementary and Secondary Education – one day workshops that included:
Secondary Literature, Elemental Math Concepts and Jr/Sr America High History

I.N.C.H. Education Conferences

Elementary and Secondary Education – one day workshops/attended three years. A sample of
workshops attended: Textbooks: the Springboard for Spontaneous Teaching, Understanding
Attention Deficit Disorder and Other Learning Disorders, Teaching Reading Comprehension and
Study Skills, Preparing Students for College Entrance.

Clonlara HBEP Home Education Conference

Elementary and Secondary Education – one day workshops that included: High School at Home,
Responding to Children’s Writing, Mathematics is All Around us, Can You Go to College if You Don’t
Go to High School?

Association of Christian Schools International

Elementary and Secondary Education teaching and administration – two day workshops attended for
five years. A sample of workshops attended: Essential Qualities of Teaching Excellence, Collegiate
Literature Expectations and the Implications for Student Preparation, Take the Pain Out of Scripture
Memorisation, Teacher Self-Assessment, American Government: Learning More ad Liking It, Student
Writing and the Use of Reference Materials, Goals ad Methods in Elementary Language Art, Keys to
Administrative Organization , What Works: Applying Research to Evaluation, Long Range Planning
and Administration, Effective Classroom Teaching for the LD Child.

Mortensen Math
One day workshop that gives practical teaching experience with hands-on sensorial math, using
manipulatives which develop critical thinking skills, conceptualisation and visualisation.

Video
Where Do We Go From Here?
How to improve educational organization ; teacher as professional; student’s responsibility.

Learning in America: The Conspiracy of Good Intentions – A textbook Case.

Examines the problems ad highlights of America’s textbook industry and it’s effects on the teacher,
classroom and student.

The Effective Teacher

Suggestions for improving teaching methods and skills

The Day the Universe Changed: In the Light of the Above

History of education from 500AD to present

Learning in America: Teachers

Comparing US education with foreign countries

In Search of Super Children

Gifted children and prodigies

Mortensen math training:

1. Level 1 (K-3)
2. Level 2 (4-5)
3. Level 2 Algebra
Little Patriots’ Kindergarten Program
Alpha Omega

Dr Bloom and John Saxon: A Discussion of Mastery Learning

Saxon Mathematics: The Incremental Approach

CSI: Using Writing Rainbow Effectively

Audio

National Home School Convention

Duffy, Cathy, Learning Styles

Panel, Teaching Teens

Myers, Phil, Developing the Thirst to Learn

Wengert, Dr. Harold, Right Brain/Left Brain

Green, Dr. Albert, Help for the Fragmented Curriclum

Rose, James, The Principle Approach

Bob Jones University

Fremont, Dr. Walter, Standards – Too Strict or Too Loose

Heintz, Melva and Smith, Dr. Phil, Administrations Policies and Procedures

Polson, Lonnie, Developing the High School Speech Course

Churdar, Dr. John, Legal Liability of Teachers, Coaches, Administrators and School Boards

Fremont, Trudy, Understanding Learning Problems

Hankins, Steve, How to Deal with Attitude Problems

Davis, James, Organizational Principles for Elementary Multigrade Schools

Massi, Jeri, Comprehension in Reading – Do you Teach It or Just Test It?

Davis, James, Effective Teaching Methods for Multigrade

Smith, Dr. Phillip, Personnel Recruitment, Selection, Supervision and Development

Yost, Dr. Bill, Characteristics of Successful Teachers

Deuink, Dr. Jim, Teaching Practices That Antagonize Students

Gladin, Dr. Wade, Reading Aloud for More than Pleasure: Why, How, What?

Walker, Dr. Charles, Dealing with Government Rules and Regulations

Watkins, Dawn, Teaching and Grading Creative Writing in the Secondary School

Association of Christian Schools International

Gangel, Dr. Kenneth, Key to Administrative Organization

Wiersma, Mark, Problems Solving for Students and Teachers

Steinburg, Gloria, Evaluation and Placement of New Students

Foreman, Mark, Discipline in the High School Classroom

Mutzabaugh, Grace, Auditory Perception –What is it?

Jefferson, Joyce, Basic Steps in Teaching a Child to Read

Ittermann, Dr. Loreen, Improving Thinking Skills Through Play

Gangel, Dr. Kenneth, Long Range Planning and Administration

Norbeck, K, A Thematic Approach to Classroom Decor and Discipline

Preston, Robert, Motivating Students to Excel

Hopkins, Kathy, Learning Disabilities – Problems and Solution

Middel, Dennis, Time: Use it or Lose it

Wernberg, Donna, Superstars on the Horizon (Gifted Children)

Hobbie, Douglas, Enriching Your History Classes – On a Budget

Hopkins, Kathy, The Overlooked Underachiever

Books
Baker, Virginia Birt, Teaching Your Children at Home, 1981

Barin, Ken, When Saying No Isn’t Enough: How to Keep the Children You Love Off Drugs, Penguin
Books, Ontario, 1989

Bhürijana Däsa, Language Arts in the Gurukula, ISKCON Press, Dallas, 1984

Blumenfeld, Samuel, How to Tutor, Mott Media, LI, 1973

Blumenfeld, Samuel, Is Public Education Necessary?, Paradigm Company, Boise, Idaho, 1985

Bodonis, David, The Body Book (chapters include: Emotions, Fear and Anger: Stress and Worry),
Little and Brown, Boston, 1973

Brookes, Mona, Drawing with Children, Jeremy Tarcher, Los Angeles, 1986

Burron, Arnold, Discipline That Can’t Fail, Mott Media, MI, 1984

Collins Marva and Tamarkin, Olivia, Marva Collin’s Way, Jeremy Tarcher, LA, CA, 1982

Deuink, James and Herbster, Carl, Effective Christian School Management, Bob Jones U Press, S
Carolina, 1986

Dobson, Dr. James, Preparing for Adolescence, Regal, CA, 1978

Educational Research Analysts handbooks (from the Gablers): 19-B Textbook Comparison; 19-A
Textbook Rating; 22 Background information on Textbook Problems; 22 recommended
Reading/Literature; 7 Drug Education; 6 Acceptable Private School Textbooks.

Elkind, David, All Grown Up and No Place to Go: Teenagers in Crisis, Addision-Wesley, Mass, 1984

Faber, Adele and Mazlish, Elaine, How to Talk so Kids Will Listen and How to Listen so Kids Will Talk,
Avon, Ny, 1982

Gabler, Mel and Norma, What are They Teaching Our Children?, Victor Books, IL, 1977

Geiwitz, James, Looking at Ourselves: An Invitation to Psychology, Little and Brown, Boston, 1976

Gelner, Judy, College Admissions: A Guide for Home Schoolers, Poppyseed Press, Colorado, 1988

Graves, Donald, Writing: Teachers and Children at Work, Heinemann Educational Books, University of
New Hampshire, 1983

Griswold, David, How to Study, Longman, NY, 1983

Hefley, James, Textbooks on Trial, Victor Books, IL, 1977

Johnson, Eric W., Teaching School, National Assoc of Independent Schools, Boston, 1987

Kesler, Jay, Ten Mistakes Parents Make with Teenagers and How to Avoid them, Wolgemuth and Hyatt,
Tenn, 1988

Lowrie, Roy Jr, editor, Administration of the Christian School, ACSI, 1984

Mitchell, Richard, The Graves of Academe, Little and Brown, Boston, 1981

Pecci, Mary, A Reading Method for Every Child (sight and phonetics), San Francisco, 1982

Pecci, Mary, How to Discipline Your Class for Joyful Teaching, San Francisco, 1982

Pride, Mary, Schoolproof, Crosswa, IL, 1988

Pride, Mary, The Big Book of Home Learning , Crossway

Volume 1 Getting Started, 1990
Volume 2` Preschool and Elementary, 1991
Volume 3 Teen and Adult, 1991
Volume 4 Afterschooling and Exrras, 1990

Pride, Mary, The Child Abuse Industry, Crossway, IL, 1986

Raths, Louis, Teaching for Learning, Merrill, Ohio, 1969

Sanders, Norris, M., Classroom Questios: What Kinds?, Harper and Row, NY, 1966

Smart, Mollie S. and Russell C., Preschools Children: Development and Relationships, Macmillan and
Collier, NY, 1973

Speech Foundation of America, Stuttering: Treatment of the Young Stutterer in the School, Tenn, 1964

US Dept of Education, Drug Prevention Curricula, 1984

Whitehead, John and Bird, Wendell, Home Education and Consitutional Liberties, Crossway, IL, 1984

Wilson, Elizabeth, Books Children Love, Crossway, 1987

Win, Marie, The Plug-In Drug: Television, Children and the Family, Penguin, NY, 2nd Ed, 1985
About the Author
Urmilā taught primary and secondary students in gurukula (ages 5-18) for 22 years, 18 of
which she was also head-teacher (principal). For one year she was deputy head (assistant
principal) in a government primary school with 450 students. She managed and taught in a
pre-school for 5 years. For 10 years she was a member of ISKCON’s international board of
education, and for 7 years was vice-chairman of the North American board. Urmila is a
professor of education at Bhaktivedanta College in Radhadesh. She’s the author of Dr. Best
Learn to Read, an 83 book complete primary literacy program with technology enabling the
story books to speak in 25 languages at the touch of a special “pen”. Urmilahas a Masters of
School Administration, and PhD in Educational Leadership, from the University of North
Carolina at Chapel Hill. In 1973 Urmilā became a disciple of His Divine Grace A.C.
Bhaktivedanta Swami Prabhupāda. She and her husband have been in the vānaprastha order
of renunciation since 1996. They have three children and twelve grandchildren.
End Notes
i Vedic religion can be defined as philosophy and practices based on the sacred writings called the “veda” which
include the four Vedas, Vedanta sutra, puranas, Mahabharata, etc. Vedic religion can also be called sanatana
dharma
ii There are six problems with empiricism: 1) Relativity of light of reason, or what is obvious to one person may

not be to others or may not be truth at all, 2) Theory-laden perception, or that observation is not neutral but is
based on prior bias, 3) Undertermination of theory by evidence, or that there are many stories that will fit
evidence rather than evidence suggesting only one explanation, 4) Duhen-Quine Thesis and Auxiliary
Assumptions, or the fact that there is rarely absolute causation because there may be other unconsidered
factors, 5) Problem of induction, or that induction is not absolute, just probable, and it is very difficult to
calculate probability, and 6) Social nature of scientific research, or what we perceive is affected by what is
socially acceptable by our particular group and time
iii “Regarding your first question, who is the speaker of Isopanisad? The speaker is the Vedas personified. In the

Vedic age a disciple heard from the Spiritual Master messages which were coming down in disciplic succession,
so a disciple, whatever he heard from his bona fide Spiritual Master, would recite. The Vedic mantras are known
as Sruti, to hear from authoritative source and then repeat it, chanting. So there is no question of who wrote it,
it is said that no human being has compiled them. Later on, before the beginning of Kali Yuga, all Vedic mantras
were written in books, most of them were done by Srila Vyasadeva Mahamuni and his different disciples.”
(Bhaktivedanta Swami Prabhupäda’s Letter to: Citsukhananda -- Los Angeles 28 April, 1970 0
iv Such as multi-culturalism and intercultural education, do we educate for students to fit in with modern

society or for an ideal society, kind of sex education needed, should teaching be thematic or systematic,
educating the disabled and the gifted
v Let this temporary body be burnt to ashes, and let the air of life be merged with the totality of air. Now, O my

Lord, please remember all my sacrifices, and because You are the ultimate beneficiary, please remember all that
I have done for You, Éçopaniñad mantra 17
vi And whoever, at the end of his life, quits his body remembering Me alone, at once attains My nature. Of this

there is no doubt, Bhagavad-gétä 8.5

vii Unless one is accustomed to devotional practice, what will he remember at the time of death, when the body

is dislocated, and how can he pray to the almighty Lord to remember his sacrifices? Sacrifice means denying the
interest of the senses. One has to learn this art by employing the senses in the service of the Lord during one's
lifetime. One can utilize the results of such practice at the time of death, Éçopaniñad mantra 17, Bhaktivedanta
Purport
viii Bhaktivedanta purport, Éçopaniñad Mantra seventeen
ix I am the goal, the sustainer, the master, the witness, the abode, the refuge, and the most dear friend. I am the

creation and the annihilation, the basis of everything, the resting place and the eternal seed, Bhagavad-gétä 9.18,
and The Personality of Godhead … who has been fulfilling everyone's desire since time immemorial, Éçopaniñad
Mantra eight.
x By all the Vedas, I am to be known, Bhagavad-gétä 15.15
xi Bhaktivedanta purport, Éçopaniñad mantra ten
xii there is no truth superior to Me, 7.7, and I am the basis of the impersonal Brahman, 14.27
xiii The consciousness and vision of genuine gurus is described in Éçopaniñad Mantras Six, Seven, and Eight.
xiv Éçopaniñad Mantra Two and Bhagavad-gétä 3.9-16
xv learn the process of nescience and that of transcendental knowledge side by side, Éçopaniñad mantra 11
xvi One should know perfectly the Personality of Godhead Sri Kåñëa and His transcendental name, form,

qualities and pastimes, as well as the temporary material creation with its temporary demigods, men and
animals. When one knows these, he surpasses death and the ephemeral cosmic manifestation with it, and in the
eternal kingdom of God he enjoys his eternal life of bliss and knowledge, Éçopaniñad mantra 14
xvii Please remove the effulgence of Your transcendental rays so that I can see Your form of bliss. You are the

eternal Supreme Personality of Godhead, like unto the sun, as am I, Éçopaniñad mantra 16
xviii Whenever such a devotee assembles with similar devotees, they have no engagement but the glorification of

the Lord's transcendental activities, Éçopaniñad mantra 16, and The thoughts of My pure devotees dwell in Me,
their lives are fully devoted to My service, and they derive great satisfaction and bliss from always enlightening
one another and conversing about Me, Bhagavad-gétä 10.9. Particularly note the Sanskrit word, parasparam—
meaning “among themselves”
xix A conditioned soul has to act for double functions—namely for the maintenance of the body and again for
self-realization. Social status, mental development, cleanliness, austerity, nourishment and the struggle for
existence are all for the maintenance of the body. The self-realization part of one's activities is executed in one's
occupation as a devotee of the Lord, and one performs actions in that connection also, Bhaktivedanta purport to
Éçopaniñad mantra 17, and According to the three modes of material nature and the work associated with them,
the four divisions of human society are created by Me, Bhagavad-gétä, 4.13
xx Care of the body and mind is necessary for self-realization, Bhaktivedanta purport, Éçopaniñad Mantra eleven

and one should use one’s occupation in Kåñëa’s service, Bhaktivedanta purport, Éçopaniñad Mantra Two, and:
From the age of five years, [a student] … is trained ...to understand the values of life along with taking specific
training for a livelihood, Bhaktivedanta purport, Srimad Bhagavatam 2.7.6
xxi One who always sees all living entities as spiritual sparks, in quality one with the Lord, becomes a true

knower of things. What, then, can be illusion or anxiety for him? Éçopaniñad Mantra seven
xxii One should become a perfect gentleman and learn to give proper respect to others, Bhaktivedanta purport

Éçopaniñad Mantra ten and Bhagavad-gétä, 13.8-12

xxiii When a sensible man ceases to see different identities due to different material bodies and he sees how

beings are expanded everywhere, he attains to the Brahman conception, Bhagavad-gétä, 13.31
xxiv Bhaktivedanta purport Éçopaniñad Mantra ten and Bhagavad-gétä, 13.8-12
xxv Éçopaniñad Mantra One
xxvi Economic development is meant for good health, Bhaktivedanta purports Éçopaniñad Mantra eleven, and:

One may aspire to live for hundreds of years if he continuously goes on working in that way, for that sort of
work will not bind him to the law of karma, Éçopaniñad mantra 2
xxvii One must distinguish between knowledge, false knowledge, and ignorance, Éçopaniñad Mantras nine and

ten, and: One must distinguish between what is absolute and what is relative, Éçopaniñad Manatras twelve and
thirteen, and: One should become a philosopher, Bhaktivedanta purport Éçopaniñad Mantra ten
xxviii Bhaktivedanta purport, Éçopaniñad mantra ten
xxix When altruistic activities are executed in the spirit of Sri Éçopaniñad, they become a form of karma-yoga,

Bhaktivedanta purport Éçopaniñad mantra two, and Acts of sacrifice, charity and penance are not to be given up;
they must be performed. Indeed, sacrifice, charity and penance purify even the great souls, Bhagavad-gétä 18.5,
and The completeness of human life can be realized only when one engages in the service of the Complete
Whole. All services in this world -- whether social, political, communal, international or even interplanetary --
will remain incomplete until they are dovetailed with the Complete Whole. When everything is dovetailed with
the Complete Whole, the attached parts and parcels also become complete in themselves, Bhaktivedanta
purport, Éçopaniñad Invocation.
xxx Everything animate or inanimate that is within the universe is controlled and owned by the Lord. One

should therefore accept only those things necessary for himself, which are set aside as his quota, and one should
not accept other things, knowing well to whom they belong, Éçopaniñad mantra one.
xxxi A human being is therefore required to recognize the authority of the Supreme Lord and become His

devotee. He must offer everything for the Lord's service and partake only of the remnants of food offered to the
Lord. This will enable him to discharge his duty properly, Bhaktivedanta purport, Éçopaniñad mantra one, and
The devotees of the Lord are released from all kinds of sins because they eat food which is offered first for
sacrifice. Others, who prepare food for personal sense enjoyment, verily eat only sin, Bhagavad-gétä 3.13
xxxii go—of cows; rakñya—protection, Bhagavad-gétä, 18.44
xxxiii One who always sees all living entities as spiritual sparks, in quality one with the Lord, becomes a true

knower of things, Éçopaniñad mantra seven

xxxiv The path of religion is actually meant for self-realization, Bhaktivedanta purport, Éçopaniñad mantra eleven
xxxv The kaniñöha-adhikäré is in the lowest stage of realization. He goes to a place of worship, such as a temple,

church or mosque, according to his religious faith, and worships there according to scriptural injunctions.
Devotees in this stage consider the Lord to be present at the place of worship and nowhere else. They cannot
ascertain who is in what position in devotional service, nor can they tell who has realized the Supreme Lord.
Such devotees follow the routine formulas and sometimes quarrel among themselves, considering one type of
devotion better than another. These kaniñöha-adhikärés are actually materialistic devotees who are simply trying
to transcend the material boundary to reach the spiritual plane. Those who have attained the second stage of
realization are called madhyama-adhikärés. These devotees observe the distinctions between four categories of
being: (1) the Supreme Lord; (2) the devotees of the Lord; (3) the innocent, who have no knowledge of the
Lord; and (4) the atheists, who have no faith in the Lord and hate those in devotional service. The madhyama-
adhikäré behaves differently toward these four classes of person. He adores the Lord, considering Him the object
of love; he makes friends with those who are in devotional service; he tries to awaken the dormant love of God
in the hearts of the innocent; and he avoids the atheists, who deride the very name of the Lord. Above the
madhyama-adhikäré is the uttama-adhikäré, who sees everything in relation to the Supreme Lord. Such a
devotee does not discriminate between an atheist and a theist but sees everyone as part and parcel of God,
Bhaktivedanta purport, Éçopaniñad mantra six
xxxvi Bhaktivedanta purport, Éçopaniñad mantra ten
xxxvii The living entities in this conditioned world are My eternal fragmental parts, Bhagavad-gétä 15.7.
xxxviii Although fixed in His abode, the Personality of Godhead is swifter than the mind and can overcome all

others running. The powerful demigods cannot approach Him. Although in one place, He controls those who
supply the air and rain. He surpasses all in excellence, Éçopaniñad mantra four.
xxxix You are the eternal Supreme Personality of Godhead, like unto the sun, as am I, Éçopaniñad mantra sixteen

and the Lord and the living entities are one and the same in quality, Bhaktivedanta purport, Éçopaniñad mantra
sixteen.
xl Every part and parcel of the Complete Whole is endowed with some particular energy to act according to the

Lord's will. When the part-and-parcel living entity forgets his particular activities under the Lord's will, he is
considered to be in mäyä, illusion. Thus from the very beginning Çré Éçopaniñad warns us to be very careful to
play the part designated for us by the Lord. This does not mean that the individual soul has no initiative of his
own. Because he is part and parcel of the Lord, he must partake of the initiative of the Lord as well. When a
person properly utilizes his initiative, or active nature, with intelligence, understanding that everything is the
Lord's potency, he can revive his original consciousness, which was lost due to association with mäyä, the
external energy, Bhaktivedanta purport, Éçopaniñad mantra four.
xli Let this temporary body be burnt to ashes, and let the air of life be merged with the totality of air. Now, O my

Lord, please remember all my sacrifices, and because You are the ultimate beneficiary, please remember all that
I have done for You, Éçopaniñad mantra seventeen, and For the soul there is neither birth nor death at any time.
He has not come into being, does not come into being, and will not come into being. He is unborn, eternal,
ever-existing and primeval. He is not slain when the body is slain, Bhagavad-gétä 2.20.
xlii Such a person must factually know the greatest of all, the Personality of Godhead, who is unembodied,

omniscient, beyond reproach, without veins, pure and uncontaminated, the self-sufficient philosopher who has
been fulfilling everyone's desire since time immemorial, Éçopaniñad mantra eight and Here is a description of the
transcendental and eternal form of the Absolute Personality of Godhead. The Supreme Lord is not formless. He
has His own transcendental form, which is not at all similar to the forms of the mundane world. The forms of
the living entities in this world are embodied in material nature, and they work like any material machine. The
anatomy of a material body must have a mechanical construction with veins and so forth, but the
transcendental body of the Supreme Lord has nothing like veins. It is clearly stated here that He is unembodied,
which means that there is no difference between His body and His soul. Nor is He forced to accept a body
according to the laws of nature, as we are. In materially conditioned life, the soul is different from the gross
embodiment and subtle mind. For the Supreme Lord, however, there is never any such difference between Him
and His body and mind. He is the Complete Whole, and His mind, body and He Himself are all one and the
same, Bhaktivedanta purport, Éçopaniñad mantra eight.
xliii The killer of the soul, whoever he may be, must enter into the planets known as the worlds of the faithless,

full of darkness and ignorance, Éçopaniñad mantra three, and All living entities are born into delusion,
bewildered by dualities arisen from desire and hate, Bhagavad-gétä 7.27.
xliv Even a man of knowledge acts according to his own nature, for everyone follows the nature he has acquired

from the three modes. What can repression accomplish? Bhagavad-gétä 3.33 and Bhaktivedanta purport on the
same: Unless one is situated on the transcendental platform of Kåñëa consciousness, he cannot get free from the
influence of the modes of material nature.
xlv Bhaktivedanta purport Éçopaniñad mantra eleven
xlvi Bhaktivedanta purport Éçopaniñad mantra eighteen
xlvii Bhaktivedanta purport Éçopaniñad mantra thirteen
xlviii The killer of the soul, whoever he may be, must enter into the planets known as the worlds of the faithless,

full of darkness and ignorance, Éçopaniñad mantra three, and One may aspire to live for hundreds of years if he
continuously goes on working in that way, for that sort of work will not bind him to the law of karma,
Éçopaniñad mantra two.
xlix When a person properly utilizes his initiative, or active nature, with intelligence, understanding that
everything is the Lord's potency, he can revive his original consciousness, Bhaktivedanta purport Éçopaniñad
mantra four
l Bhaktivedanta purport, Bhagavad-gétä 4.34
li He [Arjuna] offers himself to Kåñëa as a disciple. He wants to stop friendly talks. Talks between the master

and the disciple are serious, Bhaktivedanta purport, Bhagavad-gétä 2.27

lii This knowledge is the king of education, the most secret of all secrets. It is the purest knowledge, and because

it gives direct perception of the self by realization, it is the perfection of religion. It is everlasting, and it is
joyfully performed, Bhagavad-gétä 9.2
liii All the facilities suggested in this mantra can be easily obtained by constant contact with the personal feature

of the Absolute Truth. Devotional service to the Lord consists essentially of nine transcendental activities: (1)
hearing about the Lord, (2) glorifying the Lord, (3) remembering the Lord, (4) serving the lotus feet of the
Lord, (5) worshiping the Lord, (6) offering prayers to the Lord, (7) serving the Lord, (8) enjoying friendly
association with the Lord, and (9) surrendering everything unto the Lord. These nine principles of devotional
service -- taken all together or one by one -- help a devotee remain constantly in touch with God. In this way, at
the end of life it is easy for the devotee to remember the Lord, Bhaktivedanta purport, Éçopaniñad mantra
seventeen.
liv Bhaktivedanta purport, Éçopaniñad mantra two, and If you cannot practice the regulations of bhakti-yoga,

then just try to work for Me, because by working for Me you will come to the perfect stage, Bhagavad-gétä
12.10.
lv One must hear submissively from a dhéra [sober, learned and realised person] in order to attain actual

education, Bhaktivedanta purport Éçopaniñad mantra ten.

lvi It is clearly mentioned in this sixth mantra that one should "observe," or systematically see. This means that

one must follow the previous äcäryas, the perfected teachers. Anupaçyati is the exact Sanskrit word used in this
connection. Anu means "to follow," and paçyati means "to observe." Thus the word anupaçyati means that one
should not see things as he does with the naked eye but should follow the previous acaryas, Bhaktivedanta
purport, Éçopaniñad mantra six, and This knowledge is the king of education, the most secret of all secrets. It is
the purest knowledge, and because it gives direct perception of the self by realization, it is the perfection of
religion. It is everlasting, and it is joyfully performed, Bhagavad-gétä 9.2 [note the Sanskrit word pratyakña,
which means direct sense perception.]
lvii As all surrender unto Me, I reward them accordingly, Bhagavad-gétä 4.11.
lviii Above the senses is the mind, and above the mind is the intelligence, and above the intelligence is the soul,

Bhaktivedanta purport, Éçopaniñad mantra nine.

lix The wise have explained, Éçopaniñad mantra ten [note the Sanskrit term dhéra] and one must hear

submissively from a dhéra in order to attain actual education, Bhaktivedanta purport, Éçopaniñad mantra ten
lx Those who engage in the culture of nescient activities shall enter into the darkest region of ignorance. Worse

still are those engaged in the culture of so-called knowledge, Éçopaniñad mantra nine, and One must approach a
bona fide spiritual master, Bhaktivedanta purport Éçopaniñad mantra nine, and One who has not undergone the
training of a dhéra cannot be an instructive leader, Bhaktivedanta purports, Éçopaniñad mantra ten.
lxi Just try to learn the truth by approaching a spiritual master. Inquire from him submissively and render

service unto him. The self-realized souls can impart knowledge unto you because they have seen the truth,
Bhagavad-gétä 4.34.
lxii Éçopaniñad mantra ten
lxiii Bhaktivedanta purport, Éçopaniñad mantra six
lxiv Bhaktivedanta purport, Éçopaniñad mantra eighteen
lxv Brahman is the aspect most easily perceived by the beginner; Paramätmä, the Supersoul, is realized by those

who have further progressed; and Bhagavän realization is the ultimate realization of the Absolute Truth,
Bhaktivedanta purport, Éçopaniñad manta fifteen
lxvi Bhagavad-gétä 12.5
lxvii Bhaktivedanta purports, Éçopaniñad mantras nine and fifteen
lxviii Bhaktivedanta purport, Éçopaniñad mantra twelve
lxix Those who engage in the culture of nescient activities shall enter into the darkest region of ignorance. Worse

still are those engaged in the culture of so-called knowledge, Éçopaniñad mantra nine, and This mantra offers a
comparative study of vidyä and avidyä. Avidyä, or ignorance, is undoubtedly dangerous, but vidyä, or
knowledge, is even more dangerous when mistaken or misguided. This mantra of Çré Éçopaniñad is more
applicable today than at any time in the past. Modern civilization has advanced considerably in the field of mass
education, but the result is that people are more unhappy than ever before because of the stress placed on
material advancement to the exclusion of the most important part of life, the spiritual aspect, Bhaktivedanta
purport, Éçopaniñad mantra nine.
lxx Bhaktivedanta purport, Éçopaniñad mantra ten
lxxi amänitvam—humility
lxxii Bhagavad-gétä chapters fourteen, seventeen and eighteen detail various aspects of life and how they are

differently affected by various modes.

lxxiii This mantra states that the instructions of vidyä (knowledge) must be acquired from a dhéra. A dhéra is one

who is not disturbed by material illusion. No one can be undisturbed unless he is perfectly spiritually realized,
Bhaktivedanta purport, Éçopaniñad mantra ten
lxxiv “One can become a dhéra only by submissively hearing from a bona fide spiritual master.” Bhaktivedanta

purport, Éçopaniñad mantra ten

lxxv This is my doubt, O Kåñëa, and I ask You to dispel it completely. But for You, no one is to be found who can

destroy this doubt, Bhagavad-gétä 6.39 and Arjuna said: O Kåñëa, first of all You ask me to renounce work, and
then again You recommend work with devotion. Now will You kindly tell me definitely which of the two is
more beneficial? Bhagavad-gétä 5.1
lxxvi Éçopaniñad mantras six, seven, and eight
lxxvii Éçopaniñad mantas eleven and fourteen
lxxviii Éçopaniñad mantras one, two, and three
lxxix The Supreme Personality of Godhead said: It is lust only, Arjuna, which is born of contact with the material

mode of passion and later transformed into wrath, and which is the all-devouring sinful enemy of this world,
Bhagavad-gétä 3.37, and Bhaktivedanta purport: When a living entity comes in contact with the material
creation, his eternal love for Kåñëa is transformed into lust, in association with the mode of passion. Or, in other
words, the sense of love of God becomes transformed into lust, as milk in contact with sour tamarind is
transformed into yogurt. Then again, when lust is unsatisfied, it turns into wrath; wrath is transformed into
illusion, and illusion continues the material existence. Therefore, lust is the greatest enemy of the living entity,
and it is lust only which induces the pure living entity to remain entangled in the material world. Wrath is the
manifestation of the mode of ignorance; these modes exhibit themselves as wrath and other corollaries. If,
therefore, the mode of passion, instead of being degraded into the mode of ignorance, is elevated to the mode of
goodness by the prescribed method of living and acting, then one can be saved from the degradation of wrath by
spiritual attachment.
lxxx Éçopaniñad mantras nine, ten, eleven, twelve, thirteen, and fourteen
lxxxi Éçopaniñad mantra six and seven
lxxxii A teacher who is heavy with knowledge and realization of truth
lxxxiii Bhaktivedanta purport, Bhagavad-gétä 4.34
lxxxiv Bhaktivedanta purport, Éçopaniñad mantra six
lxxxv sarva-bhüteñu—in every living being; ca—and; ätmänam—the Supersoul, Éçopaniñad mantra six, and

Bhaktivedanta purport, Éçopaniñad mantra eighteen, and I am seated in everyone's heart, and from Me come
remembrance, knowledge and forgetfulness, Bhagavad-gétä 15.15
lxxxvi Anupaçyati, Éçopaniñad mantra six, and pratyakña, Bhagavad-gétä 9.2 and paçyämi—I may see, Éçopaniñad

mantra sixteen,
lxxxvii Every part and parcel of the Complete Whole is endowed with some particular energy to act according to

the Lord's will, Bhaktivedanta purport Éçopaniñad mantra four, and Kåñëa has given everyone something
extraordinary and to serve Kåñëa with one's extraordinary talent means successful life, Bhaktivedanta letter to:
Sukadeva — Calcutta 17 4 March, 1973
lxxxviii Execute his activities in relation with éçäväsya, the God-centered conception, Bhaktivedanta purport,

Éçopaniñad mantra two.

lxxxix What, then, can be illusion or anxiety for him?, Éçopaniñad mantra seven, and The real center of enjoyment

is the Supreme Lord, who is the center of the sublime and spiritual räsa dance. We are all meant to join Him
and enjoy life with one transcendental interest and without any clash. That is the highest platform of spiritual
interest, and as soon as one realizes this perfect form of oneness, there can be no question of illusion (moha) or
lamentation (çoka), Bhaktivedanta purport Éçopaniñad mantra seven.
xc Bhaktivedanta purport, Éçopaniñad mantra thirteen
xci iti çuçruma dhéräëäà, Éçopaniñad mantra ten
xcii eva—only; anupaçyati—observes in a systematic way, Éçopaniñad mantra six, and anupaçyataù—of one who
sees through authority, Éçopaniñad mantra seven
xciii vijänataù—of one who knows (this term indicates realised knowledge rather than theoretical knowledge),

Éçopaniñad mantra seven, and paryagät—must know in fact, Éçopaniñad mantra eight
xciv This is one of many examples: Everything animate or inanimate that is within the universe is controlled and

owned by the Lord. One should therefore accept only those things necessary for himself, which are set aside as
his quota, and one should not accept other things, knowing well to whom they belong, Éçopaniñad mantra one
xcv Éçopaniñad mantras fifteen-eighteen
xcvi Invocation: repetition of pürëam, and mantra seventeen: repetition of krato smara
xcvii Mantra four and five contrast seeming opposite qualities of the Lord, as He is fixed but swift, walks but

doesn’t walk; Mantras nine, ten, twelve, and thirteen compare the nature and results of knowledge/ignorance
and relative/absolute
xcviii Mantra two: living for hundreds of years; Mantra eleven: enjoying immortality
xcix Mantras fifteen through eighteen are prayers for revelation and service to the Lord
c Mantra one: living with one’s quota; Mantra two: living without accruing karmic reactions; Mantras six and

seven: seeing everything in relation to Krishna

ci Mantra six: living without any hatred; Mantra seventeen: that all sacrifices will be counted as done for the

Lord; Mantra eighteen: all hindrances to spiritual life removed

cii Mantras four and five: summary of the seeming contradictory nature of the Lord; Mantras six and seven:

summary of the vision and consciousness of a God and self-realised soul

ciii Mantra five: summary definition of God as one with seeming contrary qualities; Mantra sixteen: summary of

definition of God as primeval philosopher, etc.

civ Mantras one-three: summarize the process of material entanglement and liberation through describing the

cause and effect of pious work, impious work, and liberated work
cv Mantra seventeen asks that all sacrifices done in life be considered having been done for the Supreme, thus

acknowledging effort regardless of result

cvi Mantra fourteen states that one should know both the spiritual and material, which would involve much

individual study and practice

cvii Mantras nine through fifteen: classifying what is knowledge or ignorance, and what is the absolute and what

is relative
cviii Mantra two: live long and without karmic reactions; Mantra seven: seeing equally; Mantra eight: knowing

Krishna’s qualities; Mantra ten: the different results from knowledge and ignorance; Mantras eleven and
fourteen: knowing matter and spirit, in detail
cix Mantra fifteen: analogy of Lord’s effulgence to a covering; Mantra eighteen: analogy of Lord to power of fire
cx Only one who can learn the process of nescience and that of transcendental knowledge side by side can

transcend the influence of repeated birth and death and enjoy the full blessings of immortality, Éçopaniñad
mantra eleven, and One should know perfectly the Personality of Godhead Çré Kåñëa and His transcendental
name, form, qualities and pastimes, as well as the temporary material creation with its temporary demigods,
men and animals, Éçopaniñad mantra fourteen.
cxi the culture of knowledge, Éçopaniñad mantra ten, and Bhaktivedanta purport to Éçopaniñad mantra ten: As

advised in Chapter Thirteen of the Bhagavad-gétä (13.8-12), one should culture knowledge in the following
way:
(1) One should become a perfect gentleman and learn to give proper respect to others.
(2) One should not pose himself as a religionist simply for name and fame.
(3) One should not become a source of anxiety to others by the actions of his body, by the thoughts of his
mind, or by his words.
(4) One should learn forbearance even in the face of provocation from others.
(5) One should learn to avoid duplicity in his dealings with others.
(6) One should search out a bona fide spiritual master who can lead him gradually to the stage of spiritual
realization, and one must submit himself to such a spiritual master, render him service and ask relevant
questions.
(7) In order to approach the platform of self-realization, one must follow the regulative principles enjoined in
the revealed scriptures.
(8) One must be fixed in the tenets of the revealed scriptures.
(9) One should completely refrain from practices which are detrimental to the interest of self-realization.
(10) One should not accept more than he requires for the maintenance of the body.
(11) One should not falsely identify himself with the gross material body, nor should one consider those who
are related to his body to be his own.
(12) One should always remember that as long as he has a material body he must face the miseries of repeated
birth, old age, disease and death. There is no use in making plans to get rid of these miseries of the material
body. The best course is to find out the means by which one may regain his spiritual identity.
(13) One should not be attached to more than the necessities of life required for spiritual advancement.
(14) One should not be more attached to wife, children and home than the revealed scriptures ordain.
(15) One should not be happy or distressed over desirables and undesirables, knowing that such feelings are
just created by the mind.
(16) One should become an unalloyed devotee of the Personality of Godhead, Çré Kåñëa, and serve Him with
rapt attention.
(17) One should develop a liking for residence in a secluded place with a calm and quiet atmosphere favorable
for spiritual culture, and one should avoid congested places where nondevotees congregate.
(18) One should become a scientist or philosopher and conduct research into spiritual knowledge, recognizing
that spiritual knowledge is permanent whereas material knowledge ends with the death of the body.
cxii Everything animate or inanimate that is within the universe is controlled and owned by the Lord. One

should therefore accept only those things necessary for himself, which are set aside as his quota, and one should
not accept other things, knowing well to whom they belong, Éçopaniñad mantra one.
cxiii Those who engage in the culture of nescient activities shall enter into the darkest region of ignorance. Worse

still are those engaged in the culture of so-called knowledge, Éçopaniñad mantra nine
cxiv Éçopaniñad mantras nine, ten, eleven, twelve, thirteen, and fourteen
cxv In order for individuals to apply the principle of mantra two, they would, in many cases, need to think

creatively
cxvi O my Lord, please remember all my sacrifices, and because You are the ultimate beneficiary, please

remember all that I have done for You, Éçopaniñad mantra seventeen.
cxvii Bhagavad-gétä 12.8-12, 6.43-45, and Bhaktivedanta purport Éçopaniñad mantra six
cxviii Those who engage in the culture of nescient activities shall enter into the darkest region of ignorance.

Worse still are those engaged in the culture of so-called knowledge, Éçopaniñad mantra nine.