bles and perplexities.

We may perhaps add that discrimination is a most important qualification
for those whose duty it is to choose the teachers. High character and
the love-nature of which we have already spoken are absolutely necessary
if the above suggestions are to be carried out.

III. DESIRELESSNESS

The next qualification to be considered is Desirelessness.

There are many difficulties in the way of the teacher when he tries to
acquire desirelessness, and it also requires special consideration from
the standpoint of the student.

As has been said in _At the Feet of the Master_: "In the light of His
holy Presence all desire dies, _but_ the desire to be like Him." It is
also said in the Bhagavad Gita that all desire dies "when once the
Supreme is seen." This is the ideal at which to aim, that the One Will
shall take the place of changing desires. This Will is seen in our
dharma, and in a true teacher, one whose dharma is teaching, his one
desire will be to teach, and to teach well. In fact, unless this desire
is felt, teaching is not his dharma, for the presence of this desire is
inseparable from real capacity to teach.

We have already said that little honour, unfortunately, is attached to
the post of a teacher, and that a man often takes the position because
he can get nothing else, instead of because he really wants to teach,
and knows that he can teach. The result is that he thinks more about
salary than anything else, and is always looking about for the chance of
a higher salary. This becomes his chief desire. While the teacher is no
doubt partly to blame for this, it is the system which is mostly in
fault, for the teacher needs enough to support himself and his family,
and this is a right and natural wish on his part. It is the duty of the
nation to see that he is not placed in a position in which he is obliged
to be always desiring increase of salary, or must take private tuition
in order to earn enough to live. Only when this has been done will the
teacher feel contented and happy in the position he occupies, and feel
the dignity of his office as a teacher, whatever may be his position
among other teachers--which is, I fear, now marked chiefly by the amount
of his salary. Only the man who is really contented and happy can have
his mind free to teach well.

The teacher should not desire to gain credit for himself by forcing a
boy along his own line, but should consider the special talent of