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FOR YOUTH
would like to discuss with you the
problem of freedom
. It is a ve
soblem, needing deep study and
understanding. We hear much talk about
ry complex
rishnamurty
freedom, reigious freedom, and the
freedom to do what one would like to do
Volumes have been written ơn all this by
scholars. But I think we can approach it
very simply and directly, and perhaps that
will bring us to real solution
wonder if you have ever stopped to
observe the marvellous glow in the west as
the sun sets, with the shy young moon just
over the trees? Often at that hour the river
s very calm , and then everything is
reflected on its surface: the bridge, the
punishment
in that goes over it, the tender moon,
tra
and presently, as it grows dark, the stars
It is all very beautiful. And to observe, to
watch, to give your whole attention to
something beautiful, your mind must be
free of preoccupations, must it not? It must
not be occupied with problems, with
worries, with speculations. It is only when
the mind is very quiet that you can really
observe, for then the mind is sensitive to
extraordinary beauty; and perhaps here is
clue to our problem of freedom.
Now, what does it mean to be free? Is
freedom as matter of doing what happens
to suit you, going where you like, thinking
what you will? This you do anyhow. Merely
to have independence, does that mean
freedom? Many people in the world are
independent, but very few are free
chool.
Disagree
Freedom implies great intelligence, does it
not? To be free is to be intelligent, but
intelligence does not come into being by
just wishing to be free: it comes into being
only when you begin to understand your
whole environment, the social, religious
parental and traditional influences that
are continually closing in on you. But to
understand the various influences the
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