Sri Aurobindo
Early Cultural Writings
(1890 — 1910)
Part Three. On Education
The Brain of India [IV]
We have stated, as succinctly as is consistent with clearness, the main psychological principles on which the ancient Indians based their scheme of education.
By the training of Brahmacharya they placed all the energy of which the system was capable and which could be spared from bodily functions, at the service of the brain.
In this way they not only strengthened the medhā or grasping power, the dhī or subtlety and swiftness of thought conception, the memory and the creative intellectual force, making the triple force of memory, invention, judgment comprehensive and analytic, but they greatly enlarged the range, no less than the intensity, of the absorbing, storing and generative mental activities.
Hence those astonishing feats of memory, various comprehension and versatility of creative work of which only a few extraordinary intellects have been capable in Occidental history, but which in ancient India were common and usual.
Mr. Gladstone was considered to be the possessor of an astonishing memory because he could repeat the whole of Homer’s Iliad, beginning from any passage suggested to him and flowing on as long as required; but to a Brahmin of the old times this would have been a proof of a capacity neither unusual nor astonishing, but rather, petty and limited.
The many-sidedness of an Eratosthenes or the range of a Herbert Spencer have created in Europe admiring or astonished comment; but the universality of the ordinary curriculum in ancient India was for every student and not for the exceptional few, and it implied, not a tasting of many subjects after the modern plan, but the thorough mastery of all.
The original achievement of a Kalidasa accomplishing the highest in every line of poetic creation is so incredible to the European mind that it has been sought to cleave that mighty master of harmonies into a committee of three.
Yet it is paralleled by the accomplishment 
in philosophy of Shankara in a short life of thirty-two years and dwarfed by the universal mastery of all possible spiritual knowledge and experience of Sri Ramakrishna in our own era.
These instances are not so common as the others, because pure creative genius is not common; but in Europe they are, with a single modern exception, non-existent.
The highest creative intellects in Europe have achieved sovereignty by limitation, by striving to excel only in one field of a single intellectual province or at most in two; when they have been versatile it has been by sacrificing height to breadth.
But in India it is the greatest who have been the most versatile and passed from one field of achievement to another without sacrificing an inch of their height or an iota of their creative intensity, easily, unfalteringly, with an assured mastery.
This easy and unfailing illumination crowning the unfailing energy created by Brahmacharya was due to the discipline which developed sattva or inner illumination.
This illumination makes the acquisition of knowledge and all other intellectual operations easy, spontaneous, swift, decisive and comparatively unfatiguing to body or brain.
In these two things lies the secret of Aryan intellectual achievement.
Brahmacharya and sattwic development created the brain of India: it was perfected by Yoga.
It is a common complaint that our students are too heavily burdened with many subjects and the studying of many books.
The complaint is utterly true and yet it is equally true that the range of studies is pitifully narrow and the books read miserably few.
What is the reason of this paradox, the justification of these two apparently contradictory truths?
It is this, that we neglect the basis and proceed at once to a superstructure small in bulk, disproportionately heavy in comparison with that bulk, and built on a foundation too weak to bear even the paltry and meagre edifice of our imparted knowledge.
The Indian brain is still in potentiality what it was; but it is being damaged, stunted and defaced.
The greatness of its innate possibilities is hidden by the greatness of its surface deterioration.
The old system hampered it with study in a foreign language which was not even imperfectly mastered at a time when the student was called upon to learn in that impossible medium a variety of alien and unfamiliar 
subjects.
In this unnatural process it was crippled by the disuse of judgment, observation, comprehension and creation, and the exclusive reliance on the deteriorating relics of the ancient Indian memory.
Finally, it was beggared and degraded by having to deal with snippets and insufficient packets of information instead of being richly stored and powerfully equipped.
The new system of National Education sought to undo the evil by employing the mother-tongue, restoring the use of the disused intellectual functions and providing for a richer and more real equipment of information, of the substance of knowledge and the materials for creation.
If it could not triumphantly succeed, that was partly because it had to deal with minds already vitiated by the old system and not often with the best even of these, because its teachers had themselves seldom a perfect grasp of the requirements of the new system, and because its controllers and directors were men of the old school who clung to familiar shibboleths and disastrous delusions.
But in the system itself there was a defect, which, though it would matter less in other epochs or other countries, is of primary importance in such periods of transition when bricks have to be made out of straw and the work now done will determine the future achievement of our nation.
While calling itself national, it neglected the very foundation of the great achievement of our forefathers and especially the perfection of the instrument of knowledge.
It is not our contention that the actual system of ancient instruction should be restored in its outward features, — a demand often made by fervid lovers of the past.
Many of them are not suited to modern requirements.
But its fundamental principles are for all time and its discipline can only be replaced by the discovery of a still more effective discipline, such as European education does not offer us.
The object of these articles has been to indicate the nature and psychological ideas of the old system and point out its essential relation of cause and effect to the splendid achievement of our ancestors.
How its principles can be reapplied or be completed and to some extent replaced by a still deeper psychology and a still more effective discipline is a subject fit for separate treatment.