Within a short space of time two university students have committed atrocious crimes and five secondary students ? 4 boys and 1 girl - have indulged in amateur pornography. It shows that our system creates false and unreasonable expectations. No doubt the ideal educational system as the ideal civilization remains so far a utopia. The aim of education should be to enhance human capabilities. The natural tendency to learn is present in every child.

According to research, if intellectual powers of children are to develop, they must gain control over their thinking and learn to move beyond the five senses. They need fostering of latent power, not repressive discipline or dreading instructions. Every child is born in the model of nature for a purpose.

Children have a lot of potential for learning. The educational process should not only provide a chance for children to use their five senses but also cultivate their insight. Children can thus grow not only physically and mentally but also morally and spiritually.

Learning is a journey, not a destination as understood by the present rat race system ? to exploit matter for sense gratification and achieve power and position among people. We need a system that de-emphasises academic utopia and the need for private tuition. Children would no longer believe that one?s professional life and one?s private life are separate matters, if ?human virtues? are placed at the centre of educational system. Will it not by extension undo corruption, violence and inhumanity?

The aim of education is not to pour knowledge into the resting brain and impose a stereotyped rule of conduct on its struggling impulses. It is to help the child develop his nature through relevant nurture and change him from within rather than crush him from without. The education imparted not only fits man for his role in life but gives him a general idea of the conditions of spiritual life.

Children are victims of the flawed standards society uses to assess their worth. Not everyone is seen as worthy or accepted. Instead it reserves praise and admiration for the few who have been blessed from birth with the characteristics we wrongly value most highly - beauty, brains, riches. It is a vicious system and we must counterbalance its impact by helping young people to develop self-esteem. All children are created worthy and deserve the right to personal respect and dignity.

<B>How to do v/s how to live</B>

Every child moves in his own way and at his own rate. To explore and discover are his highest urges. A successful society is one which reduces disappointment of individuals as ?drop-outs?. If the educational system and goals are not such desired by the young generation, we have doubled their anxiety. While helping the child to compete as best he can, we must instruct him in the timeless values of life ? love for mankind, integrity, truthfulness and devotion to God.

No doubt everyday mental life, which includes asking ?how?, has its practical place in the world of auto mechanics or running a computer. These tasks are governed by the mental life. Living and working in this physical world, it is necessary to ask ?how? to do. However, when it comes to ?how to live? above and outside the self, the same mental life that can safely deliver man to the moon cannot take us any higher than its loftiest thoughts.

Real success is not measured by what you are driven by the mental world to achieve but by what you can quietly understand. Right education is the first step ? from the intellect to the inspired. Spiritual development is an equal opportunity for all. We all live under the same inner laws.

The destiny of a nation is framed in its classrooms provided the programme covers the whole of human existence: emotions, thoughts, actions, worship, social relationships, spiritual aspirations and how to reach out to those least valuable members of society. A school as such is four walls with tomorrow inside.

Children are not mechanical gadgets subject to quick reparation. As living beings, they are impressionable, volatile, sensitive, afraid and affectionate. Various factors could make them obstinate, impudent and unreasonably mischievous - wrong diet, lack of rest, family wrangles or any hidden fear. Addiction to success inevitably means acquisitive fear of failure. Education based on individual advancement, craving for power, position and authority breeds conflict within ourselves and with our neighbours and colleagues. It leads to competition, envy, animosity, and finally to war.

Is the child given a milieu to comprehend himself and the significance of life with its conflicts and pains, self awareness to understand his own urges and fears, as tool to confront intelligently human problems?

The key problem is how to develop an integrated individual and promote an enlightened society based on love. Unfortunately, our failing system is the result of family values in our relationship to people, property and ideas. The fragmented spatio - temporal being as ?man? differs from that of an instrument or machine. We may judge the latter by its capacity to produce certain goods, external to it, by its speed and efficiency in its productivity. We are not right in judging human civilization by the same standard though we actually do so. When a society is things-directed rather than people-oriented, it lacks the inner dynamism as precondition for world welfare and responsibility for humanity.

Failure affects both rich and poor</B>