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Inside Imagine having J.

Krishnamurti as the president

Register for Annual of your local parent-teacher association.
Gathering — Page 7 A couple, Vicki and Stan Hodson, did so,
Programme in Bombay and it changed the course of their lives,
— Page 8 making them realize that
Forthcoming releases
— Page 8 Krishnamurti gave us
the gift of our ignorance
I n 1976 we moved from Seattle, Washington, to Ojai, California, so
that our son, who was then ten years old, could attend The Oak
Grove School run by the Krishnamurti Foundation of America. We
were attracted to the school by the sincerity and depth of Krishnamurti’s
concern for children, as indicated in his books on learning and
Because of our association with The Oak Grove School, we not only
worked with the teachers and the other parents to organize and help
manage Krishnamurti’s annual talks in the Oak Grove in Ojai; we
also took park in the parent-teacher meetings of twenty to forty people,

which Krishnamurti held whenever he was in town.

Vasanta Vihar

Anyone who has attended Krishnamurti’s talks in the Oak Grove

is familiar with the characteristic penetration which he brought even
to such large public gatherings. In our parent-teacher meetings with
Krishnamurti he was, if anything, more intense and rigorous than he
was in his public talks. Most of the teachers and parents were people

in their mid-twenties to mid-thirties. Krishnamurti was then in his

early 80s and still very vital. The power of his presence was a palpable
Continued on next page

What have you done with your life?

By J. Krishnamurti

Y ou have lived ten years,

thirty years, or eighty years;
what have you done with your life?
you done? Distorted it, tortured it,
torn it to pieces, divided it, brought
about violence, destruction,
Yes, sir. Don’t say, ‘I’m going to hatred, without love, without
fulfil next life.’ There is only the compassion, without passion.
present, the beauty of the present, So when you ask that
the richness of the present. You question—and I hope you are

have had this life, this asking it seriously—what you

extraordinary thing called life, in have done with your life,
which there is sorrow, pleasure, inevitably, if you are all sensitive,
fear, guilt, all the tortures and the you will have tears in your eyes.
loneliness and the despair of life, But you will have tears because
and the beauty of life. You have you are thinking of the past, of
had it, and what have you done what you might have done—tears
with it? Do consider it; it is very of self pity. So don’t have tears.
important to ask it and to answer For the question is asked, and the
it, not to the speaker, to yourself. answer lies only in the present,
When you ask it, don’t go to not tomorrow or in the past. Which
bed with sorrow because you have means, what are you doing, now,
done nothing, you have done with the life that has been given—
absolutely nothing. A life was now, not tomorrow?
given to you, the most precious From a Talk in Bombay on 14
thing in the world, and what have December 1969P
Vasanta Vihar Newsletter July - October 2008

Krishnamurti gave us the gift of our ignorance

From page 1 teacher meetings was: however know “What does it mean to learn?
quality in the room, and the brilliant or helpful yesterday’s What does it mean to teach?”’
atmosphere of his meeting with us meeting may have been, Then he would go on to raise
was often electric. In these small yesterday is gone—we are here questions, both wide-ranging and
gatherings Krishnamurti was today, not to repeat ourselves but quite specific, about our lives—
very accessible and completely to discover just what it means to questions about right livelihood,
open to the give and take of be here today. about the proper kind of security
serious discussion. And being We sat in a loose semi-circle for children, about punctuality, or
primarily devoted to school facing him. Krishnamurti often diet, or peer pressure (both of us
matters, the parent-teacher began by asking us whether we and for our kids), about teaching
meetings were more focussed than had any questions. When our methods, etc.
the public talks. group first met him, many of us These parent-teacher meet-
There was a quite definite responded to this invitation by ings with Krishnamurti were
pattern to the parent-teacher indulging in trumped-up consistently interesting and
meetings. Whether we met in the questions, questions which arose challenging—in fact, they were
Oak Grove at the school or at from our strong desire to show most interesting when they were
his home, Krishnamurti was how clever or sincere or profound challenging. The challenge of
always impeccably dressed and we were. For many of us the Krishnamurti’s company lay in
groomed. Though he might smile Krishnamurti legend got in the two things: in his willingness to
and shake hands with old way of our genuine encounter let his life intersect the lives of
friends as he arrived for a with Krishnamurti the man. We his companions, and in his trust—
meeting, once the talk began there wanted him to approve of us, to exercised all of his life,
were no familiars—and certainly certify our lives somehow, or—at apparently—that Truth is
no favourites. Indeed, it was as the very least—to like us. discoverable at any moment with
though there were absolutely no Krishnamurti’s disposition of anyone. For most of us, therefore,
past. For instance, he did not false question was both merciless Krishnamurti’s company was
want to be reminded of what we and immediate. Oftentimes he something of a two-edged sword.
had accomplished the day before, simply flinched away from them, Most of us flattered ourselves
of where was had left off, etc. He turning his whole body in his that we were seekers of Truth.
didn’t trust keen memories. In chair. At such times his face was After all, hadn’t our search
fact, when it came to the highest like a new-born baby’s face, brought us to Ojai in the first
matters, he didn’t seem to trust completely expressive of an place? In truth, however, most of
retentiveness of any kind. emotion or reaction for one instant us acted as though we did not
It is easy now to write about and then completely clear the really believe that we were meant
this trait of his—too easy—and next. To this day we have never to see Truth. That was a special
almost impossible to convey just seen anything quite like it in a calling, for someone like
how frustrating yet exhilarating grown man or woman. As our Krishnamurti. He was the seer—
it was for most of us to try to group became better acquainted he would report and we would
conduct the ongoing business of with Krishnamurti, we learnt not draw near and listen. Much of the
our households and The Oak to rush in at his first invitation. ‘abrasiveness’ of Krishnamurti’s
Grove School in the new way Most often we sat in silence; that manner in his later years seemed
that Krishnamurti insisted on was our answer to his request for to come from his utter and
—a mode of conduct that questions. profound weariness of this kind of
was knowledgeable but not Sometimes we would greet our ‘spiritual division of labour’. He
specialized, engaged but not silence with a chiding remark. ‘No simply would not abide it. His
preoccupied, steady but not rigid, questions! Shall we go home?’ reaction to the guru cliche was
dedicated but now worried, etc. Whether he really meant this we immediate—physical, even.
The man was a perpetual never knew, because he never Whenever any of us treated
wonder and a caution to us. He called off a meeting at that point. Krishnamurti like a guru, it
was maddeningly perceptive, Instead, he would sit for a while seemed to cause him physical
profoundly uncompromising, and in silence himself. Then he would pain. He would finish away from
uncannily responsive to our say something like, ‘So we have a us in a gesture similar to his
individual and collective moods. school. We are engaged in reaction to false questions.
The implicit rule of those parent- learning together. We want to In any case, he would not

Vasanta Vihar Newsletter July - October 2008

abide being treated like a guru. Stan forgot himself. He didn’t just of time, a kind of dropping of the
And this was the crux of his effect sit quietly with Krishnamurti’s ego and of one’s own time and
on us. When we were speaking or question for a while. He answered place so as to be someone and
acting from what he called our right up, asserting that the best somewhere else. And wasn’t that
‘second-hand lives’, he would not way to bring history alive for exactly what Krishnamurti was
abide us. That was the harsh side students was to introduce them to always recommending as the way
of his behaviour, his rudeness, if the interesting and powerful fact to live?!
you will. Once by way of warning that the inner life of each person ‘No sir!’ he said. No
he said to us, ‘I am not a nice has all of history within it, that in qualification, no extenuation.
man.’ However within his the life of each boy and girl there This abruptness was typical of
apparent rudeness or impatience are the seeds of kings and slaves, Krishnamurti during the years
there was a stunningly powerful victors and victims, and all the that we were associated with the
and positive attitude towards us. stages of society, from hunter- Oak Grove School. Oftentimes he
However little we actually gatherers to the sophistication of did not say the ‘rational’ thing or
expected of our lives, the modern era. even the ‘fair’ thing. For instance,
Krishnamurti always proceeded The answer met with murmurs he did not say to Stan, ‘Well sir,
as though we were capable of of assent from some of the perhaps there is some merit in
Truth—today, right now, here. He gathering and murmurs of what you say, but on the other
always behaved as though our misgiving from others, but hand...’ etc. That sort of response
lives were the very stuff of which would probably have been lost on
Truth is made, or not at all. The Stan at the time—and on anyone
upshot was that though many of
We tried to cajole else who was similarly launched
us had worked with teachers who Krishnamurti, to threaten into a defence of one of his or her
were nicer, none of us had ever him, to seduce him, to flatter pet theories.
met anyone who took us as him. We complained to him. Over the years, Krishnamurti
seriously as Krishnamurti did. We were angry with him, hurt had met up with whole
So it was that our most fruitful by him, even downright generations of passionately
parent-teacher meetings with contrived theories about
disgusted with him. But,
Krishnamurti took the form of important matters. In the face of
challenges, of wrestling matches,
finally, never disappointed. them, what he said was ‘No!’ In
of confrontation. The household Stan’s case what Krishnamurti
that comprised our group were Krishnamurti’s response was meant—in his look, his bearing
‘second-hand’ in their various immediate and sure. ‘No, sir!’ he and his seriousness—was
ways so the confrontations varied, said. ‘No, sir!’ he repeated. ‘The something like: ‘Sir, you have
as now this person’s life and then speaker does not need to know wasted too much time and energy
that person’s life came into that he contains all of humanity. on your precious humanities. It is
intersection with the force of That path starts with the time that you stopped inflicting
Krishnamurti’s attention. The personality—with the ego—and it them on yourself, your friends,
most important life-lesson for our can go on forever, collecting and your co-workers, and the children.
particular household came up one interpreting one’s dreams, seeking You, sir, are doing yourself harm
day during an encounter between evidence of past lives, spending by analysing your own depths.
Stan and Krishnamurti on the years in psychoanalysis. Since the Let the whole of humanity be your
question of creating teaching chain of causation is unending, depth and your “own” life will
methods. Krishnamurti had asked the analysis of causes is come round.’
our group how we thought unending. It is not important for That was always
children should be taught history. one to know that K is mankind, Krishnamurti’s way with us—to
As it turned out, my husband had rather that mankind is K.’ start from wholeness. The risk
thought about this matter; he had Stan didn’t want to hear this with such a procedure is that a
been an educator for some time, He was deeply attached to the arts meeting may never get moving at
teaching college classes in various and to the humanities, and all. On the other hand, a meet-
subjects. So Stan not only had a Krishnamurti’s response seemed ing that starts with particulars
ready answer for Krishnamurti’s to be a radical devaluation of always gets moving but often
question, he had an answer that those disciplines. Stan argued never achieves universality.
he was proud of. A deadly passionately that the secret of the Krishnamurti apparently
combination. humanities—their magical core, preferred the first risk to the
In his desire to give his answer, even—was a kind of cancellation second. In a sense,

Vasanta Vihar Newsletter July - October 2008

Krishnamurti’s ‘stubbornness’ Krishnamurti’s commitment to time—then it absolutely did not

came to this. He refused to start children and education than to matter how bright we were, or
from anywhere but wholeness. say that in all of his dealings with how good at fund-raising, how
He would not let a meeting begin the parents and teachers of The wealthy or how poor, how well-
anywhere else. Oak Grove School, he had one and intentioned or committed to
This is easy to say, harder to only the measure of what he Krishnamurti’s broader work, etc.
do—even with just oneself, and called our seriousness—the If our children were not well,
very hard to manage with a group happiness and well-being of the there were absolutely no excuses.
of people, even a small group. The children. There was a rule, a Nothing counted but the children.
force of Krishnamurti’s insight ground rule all the more powerful Once again, this is easy to say. We
and integrity was such that in his perhaps for never being explicitly had never seen another place
presence whole groups of people stated. The rule was this: since we where this was true in quite so
learnt how to begin. Most often, already had children under our radical a way. In our particular
that is all that our group managed care, our highest possible calling case, the discipline of
to do, and only on our ‘good’ days. was as parents and teachers. Krishnamurti’s ‘teaching’ on
For the entire one-and-a-half or Krishnamurti’s concern for parenting was a lesson that
two hours of our sessions with the welfare of ‘our’ children was changed the direction of our lives.
him, he would hold us to a single there in everything he said and
question. did toward us. It was simple. If Published in 1986 in
He invited us to sit with him our children were unhappy and Macromuse, a journal on
and endure the crucial issues of distraught—and in those years macrobiotics, which folded up in
our lives until we had exhausted many of them were much of the 1988. From the KFI Archives. P
the fidgets of our merely plausible
or brilliant answers. Concerning What have you done to your children?
the most important matters of our
(The following is Krishnamurti’s Forgive me; I ask forgiveness of
lives, he leaned on us until we
reply at a Question and Answer the boy who has put this question,
could say, ‘I don’t know’—and Meeting in Madras on 31 December if he is here. Please come
mean it. These were painful 1981. It is from a forthcoming book, Saturday or Sunday, we will
realizations for most of us, details of which are given on the last answer it.
because until then we had lived page) But see, sir, what we have done
our whole adult lives in the Question: I am a 12-year-old boy. to our children. What have you
presumption of knowing. In short, I am constantly afraid of death. done to your children? You have
Krishnamurti gave us the gift of How shall I be rid of this fear? them by the galore—many, many
our ignorance.
KRISHNAMURTI: How tragic children; there is overpopulation.
To be honest, this was
this is! Isn’t it a tragedy that a 12- What have you done to them? You
gruelling, bruising work. Often
year-old boy should think about marry them off—off! You send
when we left such a session with
death; not about living but about them off to schools; if you are rich
Krishnamurti, we were dry in the
death? What has happened to enough, to boarding schools,
mouth, our heads ached, and our
your culture, to your civilization, residential schools. And at home
stomachs were upset. At times
of which you are so proud that a you are constantly scolding them:
during those meetings, we raised
boy can ask such a question? The ‘Do this, don’t do that’, ‘Be like
our voices. We tried to cajole
other day, in Rishi Valley, a boy your father.’ So you are all the
Krishnamurti, to threaten him, to
asked the same question. He was time bullying that boy. And he
seduce him, to flatter him. We
probably still younger. He must grows up to bully others. This is
tried to enlist him in school
have seen death, seen a dead bird, happening. And we don’t see that
debates that had arisen during
or seen in his family somebody it is our responsibility to create a
his absence. We complained to
dying and all the people good human being. Neither the
him. We were angry with him,
weeping—weeping for their own educators nor the parents see that
hurt by him, even downright
amusement, for their own self- we have to create a new society, a
disgusted with him. But, finally,
pity, for their own loneliness. And new human being. We don’t feel
never disappointed. In his
this little boy wants to know what the responsibility of that. And it
meetings with us, Krishnamurti
death is, not how to live. Why? It is very difficult to have good
brought a single-mindedness that
is a very complex question; I don’t teachers too. They pass some
was both sobering and freeing.
want to answer it now because it exams, get a little title, and
We can think of no better way
is a very complex question. because they can’t get better jobs,
to convey the essential depth of
Continued on next page
Vasanta Vihar Newsletter July - October 2008

Merely to discuss what is right education is stupid

Question: Since till now a foreign treading on your neck, but a thought, of feeling, of values. That
government has prevented the brown man is, who is your own radical revolution can be brought
right kind of education among our brother and much more ruthless. about only by you and me; a
beloved people, what should be Don’t you know he is much more revolution that will create a new,
the right kind of education in a ruthless, having no morality? integrated individual, must begin
free India? What do you mean by a ‘free’ with you and me. Since you are
India? You will probably have not putting a stop to racialism,
KRISHNAMURTI: What do you your own army and navy—you organized dogmatism in your
mean by a ‘free’ India? You have are following after the rest of the religion, how can you produce a
succeeded in substituting one world with their armies, navies, new culture, a new education?
government for another, one air forces, and regimentation. To You can speculate about it, you
bureaucracy for another; but are see an old people like you playing can write volumes about what the
you free? The exploiter exists as with things that children should new education should be; but that
before, only now he is brown, and play with is a sad sight, is it not? is an infantile process, another
you are exploited by him as you It is just like an old man flirting escape. There can be no creation
were by the other. The usurer with a young girl; it is an ugly until you throw down the barriers
exists as before, the thing. That is what you call ‘free’, and are free, and then you will be
communalism, the class divisions, and you ask what kind of able to build a new culture, a new
the quarrels over separate education you should have in a order, which means you have to
provinces, over which province ‘free’ India! revolt against the present
shall have more or less, over which First, to have education of the conditions, against present
group in that province shall have right kind, you must become values—revolt in the sense of
the jobs—all these factors still intelligent. You cannot be seeing their true significance,
exist. So the same conditions intelligent by merely substituting understanding them intelligently,
continue as before, only now there one government for another, one and thinking things out anew. It
is a difference which is exploiter for another, one class for is comparatively easy to dream of
psychological. You have got rid of another. To bring about a new an Utopia, a brave, new world;
a group of people, and this acts kind of education, all these must but that is sacrificing the present
on you psychologically. You can go, must they not? You must start for the future—and the future is
stand up again now; now, at least anew. That means radical so uncertain. No man can know
you are a man whereas, before, revolution—not of the bloody what the future will be, there are
somebody was treading on your kind, which does not solve a thing, so many elements intervening
neck. The white man may not be but a radical revolution of between now and the future. We
hope that by creating a conceptual
What have you done to your children? Utopia, a mental idealization, and
From previous page working for it, we shall have
has love, consideration, sympathy, solved the problem; but we shall
they turn to teaching. And you generosity. Will you see to it for certainly not solve the problem
despise teachers, but you respect your own children, demanding the that way. What we can do, if we
the governor. What a crazy world right teachers? Pay them. You see, are intelligent people, is to tackle
this is! You entrust your children you don’t. So we are creating a the problem ourselves in the
to somebody who is not interested generation of people like present. Now is the only eternity,
in your children; nor are you ourselves—dull, insensitive, not the future. I must give full
interested in your children, and superstitious, and very clever at attention to the problem now.
so they grow up in fear, in business, at making money. As a Merely to discuss what should
solitude, in anxiety. There is no parent your interest is that he be the right kind of education for
love at home, no love at school. should get a degree and get a good people in a free India is quite
Right? Please see your job, and then you wash your obviously stupid. India is not free:
responsibility, for God’s sake! hands of him completely. That is there is no free India. You have a
Education is meant not merely what every parent in the world is flag and a new anthem, but surely
to have some academic capacities concerned with—get him a good that is not freedom. You speak in
but to bring about a good human job, let him marry, and settle your mother tongue, and think
being who will know what down. Settle down to what? To you are awfully patriotic,
affection is, who will care, who misery, right? P
Continued on next page

Vasanta Vihar Newsletter July - October 2008

Merely to discuss what is right education is stupid

From previous page great deal of intelligence, worthy, has very little signi-
nationalistic, and that you have alertness and affection on the part ficance. If the teacher himself is
solved the problem. Sir, solving of the teacher, does it not? It not really intelligent, when we
this problem requires thinking means classes limited to five or adopt systems we are hindering
anew, not looking through the six. Such a school would be intelligence. Systems do not make
spectacles of the old formula. That extraordinarily expensive, for intelligence. Intelligence comes
is why it is imperative, for those therefore we resort to a system. only through integration, a
who are serious, to create a Systems obviously do not bring complete understanding of the
revolution by regenerating about an integrated individual. total process of oneself and of the
themselves; and there cannot be System may help you to child. Therefore it is necessary for
regeneration unless you break understand the child; but surely a teacher to study the child
away from the old values, the primary necessity is that you, directly and not merely to follow
examining them and seeing their who are the teacher, should have a particular system, either of the
significance and their worth, not
blindly accepting any one of them
as good.
That is why it is important to
look into ourselves and to see the
manner, the ways of our own
thinking and feeling. It is only
then that we are free, only then
that we can produce a new culture
and a new education.

Question: Do you approve of the

Montessori and other systems of
education? Have you any to

implied in a system of education?
A framework into which you the intelligence to use a system left or of the right, either
are fitting the child; and the when necessary, and to drop it Montessori or any other. To study
questioner wants to know which when it is not necessary. But the child implies a swift mind, a
framework will best help the child. when we turn to a system in place quick response, and that can take
Will any system of education really of affection, understanding and place only when there is affection.
help to bring about integration? intelligence, then the teacher But in a class of sixty children,
Or must there be, not a particular becomes merely a machine, and how can you have such affection?
system, but intelligence on the therefore the child grows up an Modern society demands that
part of the teacher to understand unintegrated individual. Systems boys and girls should learn certain
the child, to see what kind of child have a use only in the hands of professions, and for that there
he is? There must be very few an intelligent teacher: your own must be efficiency in education.
children for each teacher. intelligence is the factor that will When your object is to produce,
It is very easy to have a system help. not intelligent, alert human
for a large number of people—that But most of us who are teachers beings, but efficient machines,
is why systems are popular. You have very little intelligence, obviously you must have a system.
can force a great number of boys therefore we turn to systems. It is Such a system cannot produce
and girls into a particular system, so much easier to learn a system whole, integrated individuals who
and then you, the teacher, need and to apply it, whether understand the importance of life,
not spend your thought on them. Montessori or any other, for then but only machines with certain
You practise your system on the the teacher can sit back and responses; and that is why the
poor children. Whereas, when you watch. Surely, that is not present civilization is destroying
have no system, you must study education. Mere dependence on a itself.
each child, and that requires a particular system, however The Collected Works, Vol. V. P

Vasanta Vihar Newsletter July - October 2008

Register for KFI Gathering: As

announced earlier, the News & Notes and individual study are the
general components of these
Krishnamurti Centre in workshops on Krishnamurti’s retreats, which generally last from
Sahyadri, near Pune, will be the teachings. This year’s schedule Friday evening till Monday
venue of this year’s annual begins in June 2008 and ends in morning and are attended by 15
gathering. The dates are 18 to 22 March 2009. The dates and to 20 people. Those who would like
November. For information themes for the forthcoming to come a few days before or stay
brochure and registration forms, workshops are: August 4–8: on after the retreats may intimate
log on to Relationship is a movement in us. For enquires about the
Or contact Krishnamurti Study action with another human being. forthcoming retreats, e-mail:
Centre Sahyadri, Post Tiwai Hill, September 11–17: Meditation is
Taluka Khed (Rajgurunagar), the way of total transformation. Braille editions: As announced
District Pune, Maharashtra - 410 October 10–16: Virtue is not in the last issue of the Newsletter,
513. Tel: (02135) 284278, 284346. imitation, virtue is creative living. KFI tied up with the National
E-mail: For registration, contact the Study Association for the Blind to
Kindly note that the books, Centre. produce Braille editions and Audio
DVDs, and MP3s released last
Marathi Gathering: The Books of Krishnamurti’s works in
year and the ones to be released
Annual Marathi Gathering was English, Hindi, Marathi, and
this year will be available at the
held on the Sahyadri campus Gujarati. Some of the editions will
from 22 to 27 May and was be released in the course of this
Newsletters in Marathi and attended by 153 people from year. We would like to thank those
Gujarati: KFI is happy to different parts of Maharashtra who have responded generously
announce the launch of two more and also from Karnataka, Orissa, to our appeal to support this
newsletters—in Marathi and and Madhya Pradesh; a group of project. Production of Braille
Gujarati—which, like the other five came from Thailand. There editions and Audio Books in other
newsletters, will be devoted solely were lectures, group dialogues, Indian languages will depend on
to Krishnamurti’s teachings and panel discussions and video- availability of funds.
will consist of selections from his screenings around the theme News from Philippines: Last
talks, writings, dialogues and so ‘Transformative meditation’. year, KFI was happy to donate a
on, besides information about
The second edition of the complete set of books and DVDs
books, DVDs, and events. The
Marathi translation of The Life to the Krishnamurti Student
Marathi newsletter, Antarlahari,
and Death of Krishnamurti and Centre of the University of
and the Gujarati newsletter,
a new translation of the booklet Philippines. This was done at the
Antarmel, will be published three
Mind in Meditation were brought request of Prof. Arturo Perez of
times a year—in January, May,
out. the Department of Philosophy of
and September—and will be sent
the University of Philippines.
free of cost to those on our mailing Doctor wanted for Rajghat Prof Perez writes: ‘The Centre
lists. Kindly help us to widen the Centre: KFI’s Rajghat Education is a pet project of the U.P. Society
circulation of these newsletters by Centre, Varanasi is looking for a for Krishnamurti Dialogues, a
suggesting the names of doctor to work in the school student organization designed to
institutions and individuals who dispensary as well as at the make Krishnamurti teachings
might be interested in re- Sanjivan Hospital for the available as widely as possible to
ceiving them. Communication villagers. Retired medical Filipino students in Metro Manila.
regarding both the newsletters practitioners can also apply. The books are very much in use
may be sent to: Write, with bio-data, to Secretary, at the U.P. Krishnamurti Student
Krishnamurti Foundation Rajghat Education Centre, Centre. This year a Krishnamurti
India, Bombay Executive Krishnamurti Foundation India, Student Centre was inaugurated
Committee, Himmat Niwas, 31, Rajghat Fort, Varanasi 221001, in Pampanga, located 100 km
Dongersey Rd., Malabar Hill, U.P. Details of the school and the north of Metro Manila, in
Mumbai - 400 006. Tel: (022) rural hospital are available at response to the demands of
23633856, Fax: (022) 24450694 Pampanga students to have a
Retreats in Vasanta Vihar: ‘Krishnamurti Centre.’
Workshops at Sahyadri: The Retreats are held regularly at the KFI has now donated a set of
Sahyadri Study Centre holds Study Centre in Vasanta Vihar, books and DVDs to the Pampanga
monthly residential study Chennai. Video-viewing, dialogue, Centre. P

Vasanta Vihar Newsletter July - October 2008

Two-day events Three thematic MP3s are to be

released this year. Five public

in Bombay talks that Krishnamurti gave on

the theme of meditation between
the years 1969 and 1978 will be

K rishnamurti Foundation
India and the Bombay
Executive Committee of the KFI
send us their addresses.
Please note that there is a
Krishnamurti Centre in Bombay,
made available under the title
‘The art of meditation’. The subject
of the second MP3 will be ‘Why
plan to hold a two-day event in the address of which is: man does not change’; this will
Bombay, on 18 and 19 October Bombay Executive Committee also consist of public talks given
2008, to create an awareness of – KFI, Himmat Nivas, 31 at various places.
Krishnamurti and his teachings. Dongersey Road, Malabar Hill, The third MP3 is meant mainly
To be held at the P.L. Bombay - 400 006. Tel: (022) for those interested in gaining an
Deshpande Maharashtra Kala 23633856. E-mail: overview of Krishnamurti’s vision
Academy in Prabhadevi, the of education—school-children,
programmes will consist of: college students, parents, and
1. A photo exhibition on the life Forthcoming teachers working in mainstream
and teachings of Krishnamurti
aimed at bringing home to the
releases schools and colleges. This includes
a statement made by
viewer the contemporary
relevance and the timeless quality
of the teachings.
T he question and answer
meetings that Krishnamurti
held in Madras, Bombay, and
Krishnamurti on education, his
talks to the school students of the
Rajghat Besant School in
2. Video screenings of Rajghat between 1981 and 1985 Varanasi and college students of
Krishnamurti’s talks/ docu- will form the contents of a new Bombay University and excerpts
mentaries, in English and book to be published by KFI and from his talks at a conference of
Marathi released later this year. parents and teachers, held at the
3. Brief, thematic video In 1981, Krishnamurti Rishi Valley School.
clippings switched over from the format of Since all these are under
4. Sale of books and DVDs free-wheeling discussions with the various stages of preparation, it
(English and Marathi) public to that of answering is not possible to indicate now
5. Information about the written questions. Fourteen such when they will be ready for sale.
Foundation, Study Centres, and discussions comprising nearly 75 However, if you wish to be notified
schools. questions are included in this at the time of release of each,
In addition, there will be two book, the title of which is yet to be kindly write to the Editor or
public talks on the morning of 19 decided. e-mail: P
October—one by Mr Nandan
Nilekani, Chairman of Insfosys,
Published in November, March, and July. Periodical
Registered with The Registrar of Newspapers
on the theme ‘Social for India under No. TNENG/2003/12846
Responsibility’, and the other by
well-known journalist Mr Ranjit
Hoskote on the theme ‘The
contemporary relevance of
Krishnamurti’s teachings’.
This will also be an occasion for
the launch and sale of new books,
DVDs, and MP3s.
Details of the events, which
will be open to one and all, are
being worked out. Those of you
who are on our Mailing List will
receive invitations in early
October. Announcements will If undelivered please return to:
Vasanta Vihar, 124, 126 Greenways Road
Chennai - 600 028. Tel: 24937803/24937596
If you wish invitations to be
sent to those known to you, kindly Websites:

Published by G. Rajeev on behalf of the Krishnamurti Foundation India, Vasanta Vihar, 124,126 Greenways Road, Chennai - 600 028.
Printed by N. Subramanian at Sudarsan Graphics Offset Press, 27 Neelakanta Mehta Street, T. Nagar, Chennai – 600 017. Editor: K. Krishnamurthy