INTRODUCTION To be able to sit quietly for a few minutes with the attention turned inwards towards a peace-filled realm of limitless proportions is a quality long sought after by many adults. University research has found that when such a practice is established in the childhood years, the rewards are truly remarkable, particularly for those young people with debilitating hyperactivity.
The Educare method of teaching embraced by Toogoolawa Schools and several other educational institutions worldwide includes a regular daily exercise of five to ten minutes of meditation and another five minutes of prayer. On his very first day at school the new Toogololawa student realises that sitting quietly at the beginning and close of each school day is a vital part of the teaching mosaic.
Some of the boys struggle for weeks to develop self-control in the meditation sessions, while others - sometimes even those who arrive with a history of severe class-disruptive behaviour - take to it like a duck to water, sitting rocksteady with eyes closed right from the start. All students benefit enormously from the practice.
AIMS and OBJECTIVES Toogoolawa students are told that the reason for doing Silent Sitting is to become 'master' of the mind rather than its 'slave'. We say to them:
"The way we act or behave is a direct result of what we are thinking. If we can regulate our thoughts, we can be in charge of our own behaviour. The one who can decide what thoughts are to remain in the mind and which ones are to be ignored or turned away, is a 'mastermind' - such a man can do great things with his life. If we cannot sit still and control our thoughts, we are at the mercy of whatever ideas pop into our mind at any time."
We can remind the student of that common experience of looking into a very still container of water and seeing our own reflection; in contrast, when the surface of the water is disturbed, we cannot see ourselves at all. This introduction usually leads into a discussion of what happens when our mind is agitated by many thoughts compared to when it is relatively still.
The students come to understand that, when our mind is full of one thought after another, we are not able to look inside ourselves and 'see' who we really are. In contrast, when we have inner stillness we can see and experience our inborn qualities of Peace, Love, Truth, Right Conduct and Non-Violence that are always present within us. In other words, learning to have a quiet mind opens the door to being able to live according to these noble Human Values.
Overall we can say that the aim in using Silent Sitting in Toogoolawa Schools is to develop, in students and teachers, the following qualities:
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The ability to be calm and to concentrate (physical relaxation and mental alertness)
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The skill of listening to and being aware of one's inner feelings and inner voice (our conscience)
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The awareness that happiness, peace and love come from inside and not from outside.
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The creation of an inner world of positive images and feelings, building confidence in oneself and good feelings towards others.
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The ability to identify with others, to expand the positive feelings to include all of the outside world.
The old saying, 'as a man thinks so he becomes', remains ever true and relevant. If we think good thoughts, we will say and do good things - if bad, then bad actions will follow. This is the language we use with the students.
There is another saying: 'haste makes waste, waste makes worry, so why be in a hurry'. Students readily understand that, by having practice in sitting still and letting go of intrusive thoughts during Silent Sitting, they will be able to let angry or negative thoughts pass on by in everyday situations without 'jumping the gun' and creating havoc in their lives and others.
Methods of Silent Sitting
The students and teaching staff take time out for Silent Sitting on several occasions during each school day. Two of the occasions are guided by a teacher, while the others are led by a student reading from a prepared script.
Silent Sitting - led by a teacher
1. Components of Silent Sitting
Teachers utilising the Education in Human Values Program (Educare) generally follow certain guidelines for teaching Silent Sitting to their students. These are dealt with under four headings:
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Posture
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Eyes and hands
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Time and Place
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Object of concentration
1.1 Posture The first step towards inner peace is to quieten the restless body. The technique of Silent Sitting requires that you sit in a comfortable position with the spine straight, the neck upright, the legs uncrossed and feet flat on the floor (if sitting on a chair), without tensing or straining any muscles. The body is to be kept still and silent, as much as is possible, apart from the act of breathing. We can explain to the students:
"Why do we ask you to sit quietly with your back straight during meditation?"
( Some students give their ideas) - "Yes, for all of these reasons, but also it is because when the body is straight and quiet, the mind inside is also straight and quiet. If you cannot control your body, how do you control your mind?
The main reason for your mind wandering is that your physical body is also wandering. So, the first thing you have to learn is how to sit still. Try as hard as you can to be like a mountain - no matter what happens, the mountain never moves."
Recognition, praise and reward points are given during and after the Silent Sitting as individual students make progress. For some it is very difficult to keep the body still, but with patience, encouragement and perserverance they finally succeed.
1.2 Eyes and Hands Without being too strict on these two matters the students can be guided to disengage the eyes and hold the hands in a certain manner. Some children are better with eyes fully closed so that looking at others does not distract them. If a student is unable to close his eyes - perhaps out of anxiety or 'looking cool' - he can sit with his back to the group to avoid the temptation of disturbing others. As students develop self-discipline, they can have the eyes partly closed, caste downwards. With the hand position, we give the students the choice between:
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folding the hands in the lap, with one hand under the other, and thumbs touching each other; or
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resting the back of the hands on the thighs, with the thumb and forefinger joined at the ends, and the other three fingers of both hands left open and apart
1.3 Time and Place In the Toogoolawa School setting, Silent Sitting is conducted in a special room variously referred to as Shanti (meaning Peace), the Prayer Room or the Chapel, depending on the school. This room has a special ambiance, with candles and the Human Values symbol on an altar, around which the students and teachers sit in a semicircle. After certain prayers and rituals (see: 'Prayers and Quotations'), the meditation begins.
In Toogoolawa Schools, the Silent Sitting takes place upon arrival at the school at 9.00 am and for ten minutes prior to departure at 2.00pm. Students stand in silence outside of the Prayer Room until all are still and quiet; then they enter the room in an orderly way - this waiting develops respect for the room as a sacred place, a room of peace. It is well known that meditation is most effective when it is performed at a fixed time and at the same place every day, and according to a well-regulated procedure. We can also add here that it is advisable to sit on wood or natural fibre and to avoid sitting directly on concrete, metal or the ground.
1.4 Object of Concentration The Educare system of education believes that practice in concentration is of utmost importance for young people, particularly so in modern society when the thinking of diverse things at the one time is becoming more and more common amongst them. The essential thing is to concentrate on one chosen aspect of the body (e.g. observing the breath) and/or one train of thinking (e.g. repeating silently, 'I breathe in love, I breathe out anger") or imagining (e.g. walking along a beach), or it could involve looking at an external object (e.g. a candle flame) or listening to a particular sound.
In Toogoolawa Schools, teachers often lead the students into meditation using one of the methods presented below. What follows are some of the phrases used in various forms of Silent Sitting:
* Observing the breath at the nostrils: "Observe the breath going in and going out ...each time the mind wanders off, bring it back to observing the breath at the nostrils... as thoughts come, just let them go like leaves in the wind... keep returning the attention to the breath at the nostrils..." and so on.
* Observing the breath, as above, then adding to this the silent repetition of the ancient Sanskrit word 'So-Ham' in time with the breath: 'So' with the in-breath, and 'Ham' with the out-breath. The language used to explain So-Ham goes like this:
"When you repeat the word 'So' in your mind, imagine you are drawing into yourself all of the five Human Values. You are breathing in Love, Peace, Truth, Right Conduct and Non-violence. Then, each time you breathe out and say 'Ham', let go of all that is opposite to the Values. Let go of anger; let go of fear; let go of tension.... Keep repeating Soham, to yourself, each time you breathe in and breathe out of the nostrils... repeating Soham with the in- and out-breath.." and so on.
* Observing the breath, as above, and adding to this the silent repetition of "I breathe in love"
with the in-breath, and "I let go of anger" with the out-breath. Any combination of positive and negative feelings can be used here, depending upon the perceived needs of the group.
For example: " I breathe in peace, I let go restlessness"; "I breathe in happiness, I let go sadness" and so on. The language used includes the following:
"When you breathe in 'love', remember that you are full of love, love is everywhere.
When you let go 'anger', remember that anger is not part of you; it's like an old coat
you are taking off and throwing away"... and so on.
* Candle gazing: The students are asked to look at the flame of one of the candles on the altar, without blinking if possible, allowing only thoughts about the flame (its colour, movement, beauty, etc), letting go of all other thoughts, and resisting the urge to look away. Frequent encouraging reminders are helpful at first.
Five to ten minutes is sufficient.
* Light meditation: After a few seconds of gazing at the candle, the teacher says something like, "Imagine the flame coming towards your forehead; a cool, healing flame.... Imagine the flame entering your head just above your eyebrows, in the middle.... See it burning brightly inside your mind; the light is banishing all dark thoughts, all are now happy thoughts; the flame is lighting up everything inside of your head....Now imagine the flame travelling down, down, to the centre of your chest, to your heart centre.
"There it sits inside a flower that is closed up. Imagine the flame burning brighter and brighter, and that one by one the petals of the flower begin to open. This allows more and more light to shine out, banishing all dark thoughts, all dark feelings, all dark emotions...
"The light shines so brightly now, filling all of your body with light - your legs and feet, your arms and hands.... all of your body is now filled with light... and still the flame burns brighter still, giving off more and more light, so that now it begins to shine out of you, out of every pore of your skin. You are shining like a star... "
The teacher then tells the students to imagine the light expanding out from them; as it touches people and objects it fills them with light; the flame burning brighter and brighter, the light radiating out more and more until the whole universe is filled with light. Then the teacher can say,.. "This light is love; love is everywhere. This light is peace; peace is everywhere. This light is joy; joy is everywhere. You are the light everywhere. You are love. You are peace. You are joy..." or words to that effect.
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Serial flame: The teacher guides the imagery of the students, beginning with gazing at the candle flame. The flame enters the body at the forehead, and proceeds through the body in a 'cleansing' manner- for example...
"Now move the light to the eyes and let your two eyes be filled with light. You say to
yourself, 'Let me see the good in all things'..."; and so on for the mind, ears, tongue, heart, hands and feet. The light then goes out through the top of the head and enters into progressively more and more people, plants, animals, earth, water, sky, etc until all is light everywhere; everything is filled with light and love.
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Relaxing the muscles of the body.
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Imagining being in peaceful scenes in nature.
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And many other innovative methods devised by the teachers.
After the Silent Sitting on Mondays in the morning session the students discuss the Thought-for-the-Week (see: 'Quotations and Prayers') and listen to a story illustrating the quotation (see: 'Story Telling'); then, as on all other school days, recite certain prayers (see:'Quotations and Prayers') before concluding that first morning session. The Silent Sitting prior to the close of the school day, in the afternoon is not accompanied by any rituals or prayers.
Silent Sitting - led by a student
In addition to the 10 to 15 minute sessions of Silent Sitting at the start and close of each school day, there is also a 2-minute Silent Sitting prior to the beginning of each lesson. This is read aloud, in an appropriate tone, by a student who volunteers at the time. The words and timing follow a standard format, as shown below.
Silent Sitting Before Lessons (Led by a student)
Student Leader says (speaking slowly): Before we begin this lesson, let us prepare our mind and body for learning ….. (pause 2 seconds) Let us close our eyes …. (pause 2 seconds) Become aware of our breathing…. (pause 3 seconds) We observe the breath going in and going out…. (pause 5 seconds) We let the breath become slower and deeper…. (pause 2 seconds) Slower and deeper …. (pause 2 seconds) Now, each time we breathe in , let us repeat silently "I breathe is Good Habits" …. (pause 10 seconds) We keep saying. "I breathe in Good Habits", each time we breathe in… (pause 10 seconds) Now, each time we breathe out, we repeat silently, "I let go Bad Habits"… (pause 10 seconds) Each time we breathe out, we are saying, "I let go Bad Habits"… (pause 10 seconds) We are repeating "I breathe in Good Habits, I let go Bad Habits"; as we breathe in and breathe out… (pause 10 seconds) We are watching the breath and repeating those words ……. (pause 10 seconds) Let us do this for a little while longer… (pause 10 seconds) That will do. Now we can begin the lesson.
In the above example we have "Good Habits" being breathed in, and "Bad Habits" being let go with each exhalation. Other combinations are also used. For example, at the Toogoolawa School in Wickham (NSW), the teachers choose from five different pairings before the lesson begins, selecting the one which is most relevant to the challenges being faced by the students at that point in time. The five pairings, each one embedded in the standardised instructions on a separate sheet ready for use, are shown below:
I breathe in
Bad Habits
Honesty
Love
Kindness
Peace
.............
I let go
Bad Habits
Dishonesty
Blame
Anger
Agitation
Any number of pairings can be made available for the student-led Silent Sitting, according to need, such as Happiness/Sadness; Confidence/Self Doubt; Humility/Boasting; and so on.
- sometimes even those who arrive with a history of severe class-disruptive behaviour - take to it like a duck to water, sitting rocksteady with eyes closed right from the start. All students benefit enormously from the practice.
"The way we act or behave is a direct result of what we are thinking. If we can regulate our thoughts, we can be in charge of our own behaviour. The one who can decide what thoughts are to remain in the mind and which ones are to be ignored or turned away, is a 'mastermind' - such a man can do great things with his life. If we cannot sit still and control our thoughts, we are at the mercy of whatever ideas pop into our mind at any time."
We can remind the student of that common experience of looking into a very still container of water and seeing our own reflection; in contrast, when the surface of the water is disturbed, we cannot see ourselves at all. This introduction usually leads into a discussion of what happens when our mind is agitated by many thoughts compared to when it is relatively still. 
