The Teaching of Hazrat Inayat Khan      

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Volume

Sayings

Social Gathekas

Religious Gathekas

The Message Papers

The Healing Papers

Vol. 1, The Way of Illumination

Vol. 1, The Inner Life

Vol. 1, The Soul, Whence And Whither?

Vol. 1, The Purpose of Life

Vol. 2, The Mysticism of Sound and Music

Vol. 2, The Mysticism of Sound

Vol. 2, Cosmic Language

Vol. 2, The Power of the Word

Vol. 3, Education

Vol. 3, Life's Creative Forces: Rasa Shastra

Vol. 3, Character and Personality

Vol. 4, Healing And The Mind World

Vol. 4, Mental Purification

Vol. 4, The Mind-World

Vol. 5, A Sufi Message Of Spiritual Liberty

Vol. 5, Aqibat, Life After Death

Vol. 5, The Phenomenon of the Soul

Vol. 5, Love, Human and Divine

Vol. 5, Pearls from the Ocean Unseen

Vol. 5, Metaphysics, The Experience of the Soul Through the Different Planes of Existence

Vol. 6, The Alchemy of Happiness

Vol. 7, In an Eastern Rose Garden

Vol. 8, Health and Order of Body and Mind

Vol. 8, The Privilege of Being Human

Vol. 8a, Sufi Teachings

Vol. 9, The Unity of Religious Ideals

Vol. 10, Sufi Mysticism

Vol. 10, The Path of Initiation and Discipleship

Vol. 10, Sufi Poetry

Vol. 10, Art: Yesterday, Today, and Tomorrow

Vol. 10, The Problem of the Day

Vol. 11, Philosophy

Vol. 11, Psychology

Vol. 11, Mysticism in Life

Vol. 12, The Vision of God and Man

Vol. 12, Confessions: Autobiographical Essays of Hazat Inayat Khan

Vol. 12, Four Plays

Vol. 13, Gathas

Vol. 14, The Smiling Forehead

By Date

THE SUPPLEMENTARY PAPERS

Heading

1. The Problem of the Day (1)

2. The Problem of the Day (2)

3. World Reconstruction

4. The Need of Religion

5. The Present Need of the World

6. East and West

7. Brotherhood (1)

8. Brotherhood (2)

Sub-Heading

-ALL-

Financial Condition

Education

Nations

Religion

Reconstruction

Vol. 10, The Problem of the Day

3. World Reconstruction

Education

Leaving this financial question and coming to the problem of education, in spite of all the progress that has been made in this field, any thoughtful person will be struck by the amount of work which a little child is given to do considering its age and its strength. It seems that in the enthusiasm for making education richer and richer, a load has been heaped upon the minds of the children. And what happens? It is like a dish which was meant to be cooked for half an hour but is being made ready in five minutes. It will perhaps be burnt, or perhaps it is underdone. The child knows too much for its age; it knows what it does not require, what it does not value, what is a load to it, what is forced upon its mind.

And how few of us stop to think of this question, that childhood is a kingliness in itself. It is a gift from above that the child is growing and that during the time of its growth it is unaware of the woes and worries and anxieties of life. These are the only days for experiencing the kingliness of life, the days when the child should play, when it should be near to nature, when it should absorb what nature gradually teaches.

The whole of childhood is devoted to study, study of material knowledge; and as soon as the child has grown into a youth, the burden of life is put on its shoulders, a burden which is becoming heavier and heavier for rich and poor. The result of this is that there is strife between the political parties, that there is disagreement between labor and capital; and this life full of struggle to which the child opens its eyes never leaves it time to be one with nature, to dive deep within itself, or to think beyond this life in the crowd.