Graph 2—The so-called affluent society
Graph 2-The so-called affluent society
I. Spiritual poverty in the affluent society
A. The child born into prosperous conditions is high in standards of bodily hygiene, while at the same time his mind is perverted by manifold designations and prejudices. He learns to despise the poorer sections of society, and he develops false pride in physical beauty, nationality, and religious sectarianism.
B. The child is encouraged to compete in school for material goals and is punished if he does not defeat his competitors. Only material knowledge is offered in school, and the ignorant student is allured by false promises of fortune and fame into this trap of anxiety.
C. The frustration of his teen years leads to reckless driving, drinking, and drugs, and if he survives these, he then goes on to college and tries to enjoy all that was promised in his youth in the way of comfortable home and family life. His false pride increases, and he tries to impress others with an accumulation of useless commodities. He becomes bound to his false sense of proprietorship of things of this world, and this increases his fear of death, which ultimately takes away all his wealth. He strongly identifies with his extended body (his wife and children), and he hopes that by insurance plans he can continue himself after death through his extended body, the family.
D. All the plans of the materialist are subject to defeat by the changes of nature and by changes in the plans of those upon whom he depends. Therefore his life is fearful. As he grows older he continues to hope for a happy year, but he sees that his body is getting old. Due to a misdirected life of sense enjoyment, he is fearful of disease and despises old age and dependence. He makes a show of new youthfulness by imitating the dress and style of the younger generation, and he becomes falsely happy through intoxicants.
E. The bodily conception degrades him so much that as an elderly man he remains in ignorance of his spiritual self and simply engages in pampering his old and worn-out body. He takes pride in still being able to walk.
F. He becomes more diseased and feeble-minded and at last dies like a dog or cat in the best hospital money can buy.
G. According to his life's activities, he is awarded his next body, and thus his human mission is uselessly spoiled. Thus a lifetime wasted in affluent life is no better than a lifetime wasted in poverty.
II. Krsna Consciousness and the affluent society
A. As devotees gain use of the media, the mass of affluent people will see the practical result of becoming Krsna conscious. They will have the opportunity to meet devotees in their homes or in temples, and in some instances there may be exposition tents erected.
B. As in Graph No. 1, the family members will be reoriented in the real joyful values of life and will reconstruct their home and their attitudes of eating, sleeping, and working.
C. The details of the home schedule are presented in Graph No. 1.
D. Schools should be made available so that at the age of five, children would be able to attend a devotional school, staffed by intelligent men who are qualified devotees of the Lord. The main subject in the school should not differ from that in the home; that is, the criterion of advancement should be how one develops the qualities of a devotee of the Lord. Of course, education in material science would be as complete as it is presently, but it would be God-centered. The laws of nature should be taught to all students, and knowledge of the non-permanence of the body should be instructed. This would infuse everyone with a desire to fulfill his human mission. The Sanskrit Vedas contain complete knowledge of both matter and spirit, so there would be no need for speculative reasoning or misdirected experimentation on innocent animals. The present educational schedule and curriculum could be adapted as follows:
9 am Assemble for chanting the mantras for deliverance.
9:30 Philosophy of life class. Students will learn and discuss.
10:30 Classes.
11:30 All gather for offering prasadam and take noon meal.
12:30-2:30 Classes.
1) Subjects will remain as they are now, but with new emphasis on the Lord and upon spiritual development.
2) Sanskrit will be taught along with the national language.
3) History would center largely around the appearances of the Lord and His representatives throughout the ages and throughout the universes.
4) Agrarian culture and utilization of the gifts of nature for the service of the Lord would flavor every subject with practical applications.
5) Extra-curricular activities would include the following:
a) Cooking prasadam for the noon offering.
b) Learning musical accompaniment for prayers and chanting.
c) Staging festivals and dramas to teach the public the glories of the Lord.
d) Applying all kinds of arts and crafts, even military, in the service of the Lord.
6) Competitive sporting would vanish as children experience that the Lord is the only one they need to satisfy.
7) Since there are always two paths in life, the path of sense enjoyment and the path of devotional service to the Lord, children must be given all information to make the best use of this short life for their real mission.
One such school is now functioning in Dallas, Texas, and for further details, please inquire from: Gurukula, 5430 Gurley Street, Dallas, Texas 75219
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