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About the Author

VH International Business Solutions, Inc. Since 1990. Offering unbeatable service to individuals, small and mid sized local companies; as well as larger domestic and international firms seeking to establish a presence in the U.S., and particularly in the New York market. As the pioneer of offering Virtual Office services online in New York City, we are the leader and have the most expertise of working with local and global businesses when entering the New York marketplace. While others emphasize services, we emphasize service. Manhattan Virtual Office How can VH International Business Solutions help you?
Tel: 1.212.627.8900 Fax: 1.646.861.6610 Since 1990.

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Charter Schools: Passing or Failing?

 

 

 

CHARTER SCHOOLS: PASSING OR FAILING?

 

 

 

 

Charter Schools: Passing or Failing
Patti Bonner

Strayer University, Summer 2008

 

Abstract

This study’s objective was to Research of a “choice†school that operates under a performance contract which details specifics as the school’s mission, program, goals, demographics of the students served, methods of assessment, and ways to assess success. Such educational arrangements are known as charter schools, which are publicly funded schools that have greater accountability for academic assessment and fiscal practices, while receiving more independence and experiencing fewer regulations than traditional public schools. Research shows that there is a fair amount of success with this type of contractual education, and that a fair amount of issues accompany the success, such as fluctuating changes in student performance that are immeasurable by test scores. Another issue with the contractual educational facilities that is heating up in recent months is the conflict that arises between this type of learning environment versus the traditional public school system. This paper examines differing authorities in an attempt to determine whether charter schools are achieving their intended missions, or falling short of their goals – the verdict of this author’s research is that the structure is conducive to innovative practices, although the overall end results demonstrated by charter schools does not measure up to their tangible and intangible costs.

 

Charter Schools: Passing or Failing

This study into the report card of charter schools in the United States will attempt to decide whether this mode of education is more or less successful in the quest of education.  The unique research covered in this study represents the most recent journal articles that are related to these public schools that are operated independently of the local school board. Charter schools being unique in that they differ in various degrees from the curriculum and educational philosophy of other schools in the same system, they can also take the form of experimental public schools for mainly primary, but some secondary, education.

Charter schools do not charge tuition and frequently have lottery based admissions. They, therefore, provide an alternative to public schools, oftentimes offering a curriculum that specializes in a certain field– e.g. arts, mathematics, etc. Others simply seek to provide a better and more efficient general education than nearby public schools.

Public school funding in the United States is not a product of intelligent design. Funding programs have grown willy-nilly based on political entrepreneurship, interest group pressure, and intergovernmental competition. Consequently, now that Americans feel the need to educate all children to high standards, no one knows for sure how money is used or how it might be used more effectively (Hill, 2008).

 

These institutions are also exclusive in that some are created and organized by teachers and or parents and or community leaders, in a totally autonomous school environment, while others are state-run charters that are unaffiliated with local school districts and founded by non-profits such as universities and government entities that may appear in clusters across a geographic area.

The term “charter” possibly originated in the 1970s when Ray Budde, a New England university professor, suggested that small groups of teachers be given contracts or “charters” by their local school boards to discover new approaches to education. Albert Shanker, former president of the American Federation of Teachers, then publicized the idea, suggesting that local boards could charter an entire school with union and teacher approval. One of the first charter schools was a well-known institution called the H-B Woodlawn Program, as a part of the educational movements that fueled such innovative education in the 1960s and 1970s, it was established to provide a more individualized and caring environment to students.

As they were originally envisioned, the ideal model of a charter school appeared as a legally and financially autonomous public school – void of tuition, religious affiliation, or discriminatory student admissions. Charter schools were also foreseen to operate much like a private business.  In the business sense of being free from many state laws and district regulations, the charter-school beginnings grew on the premise that they were more accountable for student outcomes rather than for processes or inputs that were believed to be enhanced through stipulations such as Carnegie Units and teacher certification requirements.

The charter school movement has roots in a number of other reform ideas, including:

• alternative schools
• site-based management
• magnet schools
• public school choice
• privatization
• community-parental empowerment

 

In the late 1980s Philadelphia started a number of schools-within-schools and called them “charters.” Some of them were schools of choice. The idea was further refined in Minnesota where charter schools were developed according to three basic values: opportunity, choice, and responsibility for results.

In 1991 Minnesota passed the first charter school law, with California following suit in 1992. By 1995, 19 states had signed laws allowing for the creation of charter schools, and by 2003 that number increased to 40 states, Puerto Rico, and the District of Columbia. From 1997 to 2006 the number of charters in the US grew from 693 to 3,977. Perhaps surprisingly, given this growth, previous work has found mixed evidence on the impacts of charter schools on student performance. However, these studies focus almost exclusively on test scores as the outcome of interest. Thus, one potential explanation for this discrepancy is that charter schools affect student performance in ways that cannot be measured by test scores.

The charter school data is gathered at least annually, collected by mostly independent groups, is largely captured by survey. The U.S. Charter Schools Organization is said to statistics that consist of information related to size, scope, demographics (Figure 1), operations, and management of public charter schools (Charter schools data, n. d.).

It is because of conflicting and diverse initial findings that this research is important to the author’s personal curiosity. On one hand, the appeal of fresh, new approaches to teaching and learning is the stimulus for continued education. On the other hand, a constant vigil over money and test scores to prove the worth of the methodology defeats the main purpose of acting as vehicle for education. The analysis of a sampling of literature is expected to illuminate the more constant and logical explanation of the evidence examined.

Opportunity

In this paper new, longitudinal data from an anonymous large urban school district is used to assess how charter schools affect student discipline, attendance, and retention; these are compared to test score impacts. Using individual fixed-effects analyses shows that schools which begin as charters generate improvements in student behavior and attendance but not test scores. Charters that convert from regular public schools have mixed effects on test scores. While there is evidence of selection into charter schools based on changes in outcomes, these results change little after applying intermittent panel strategies. Finally, there is little evidence that charter schools generate long-term benefits if students return to non-charter schools.

A report prepared by the Center for Education Reform in 2006 states the opportunity posed by charter schools well by saying, “when the charter school concept was born in the days prior to the advent of The No Child Left Behind Act, the bargain was freedom in exchange for accountability†(CER, 2006). As an educational watchdog for learning and teaching communities, the CER felt that charter schools were a chance to try to provide a tailored education to some students through a more micro-managed, yet opportunistic, educational environment and respond to needs expressed by parents, students, and communities (including the teaching community).

According to the National Education Association (NEA), for-profit charter schools rarely outperform traditional public schools, even when the charter receives higher funding. Although the U.S. Department of Education’s findings agree with those of the NEA, their study points out the limitations of such studies and the inability to hold constant other important factors, and notes that “study design does not allow us to determine whether or not traditional public schools are more effective than charter schools” (NEA, 1998).

Choice

Counselor interviews, professional journals, litigation, and the most recent data and statistics on the subject of charter schools is evidence that is examined at the primary and secondary levels of education. Many of the inherent organizational challenges found therein, are to be analyzed for themes that are perpendicular and those that are parallel.  Earlier reviews on the topic has used the words perverse and “spectacle of fear†to describe charter schools in their failing and miserable attempts to reform the contemporary schools under the guise of the 2002 No Child Left Behind ideal (Granger, 2008). In only a few of the sources consulted in this study has this harsh language been used to describe the effects of charter schooling.  The majority of the literary sources have been supportive of the innovation that is placed in those type of schools.

It is the latter positive contributions consulted in this paper, which convinced the writer to theorize that charter schools are one of the fastest growing innovations in education policy because they have a tendency to invoke a positive learning outcome in their students. Broad bipartisan support from governors, state legislators, and past and present secretaries of education contribute to the solidarity of this concept and the general research opinion. In his 1997 State of the Union Address, former President Clinton called for the creation of 3,000 charter schools by the year 2002. In 2002, President Bush called for $200 million to support charter schools. His proposed budget called for another $100 million for a new Credit Enhancement for Charter Schools Facilities Program. Since 1994, the U.S. Department of Education has provided grants to support states’ charter school efforts, starting with $6 million in fiscal year 1995.

Another point of kudos for the charter school system that was evident through this research was the issue of the choice processes that charter students have at their disposal that public schools make available only on a limited and or unobservable basis. Substantiation of these alternatives and support that are more-readily made available to charter school students was noted in a report on the charter school counseling by Stanton-Salazar & Dornbusch (1995) and mentioned in a professional high school journal article entitled, “College Counseling in Charter High Schools: Examining the Opportunities and Challengesâ€. (Farmer-Hinton & McCullough, 2008). The schools’ staff generally promotes college as a normal and viable postsecondary choice that is communicated through the charter schools counselors’ open relationship with their students.

Responsibility for Results

The mere premise of a charter school is to exhibit results in many major areas. Through the research of this paper, it is evidenced that the charter schools are displaying a great deal of positive results with respect to the subject areas listed in most of their legal charters. The original thesis was that the cost of these results versus the benefit of their results was questionable. During this research, only one professional article was readily available to discuss this particular subject, although there are many legal causes, some are mentioned in this writing, that indicate that this is a huge concern with the public, as well.

There is an important consideration when drafting or revising the legislation for a charter school, however, that addresses “whether to include an appeals process for organizers whose initial proposals are rejected†(The Charter School Roadmap, 1998). Many of these are shown in a report (Table 1) that tracks the variables of applicants within established guidelines.

Many states have seen the concept of charter schools in their state supreme courts on mostly monetary issues, but a unique case of the governing authority over a charter school application for its charter was heard in Beaufort County Board of Education v. Lighthouse Charter School Committee, et al. (1999).  This case went a long way towards resolving many of the issues surrounding charter schools in the state of South Carolina. “The Court’s decision made it clear that a local school board has the authority, under the S.C. Charter Schools Act of 1996, to require a charter school applicant to comply with the Act’s provisions before a charter is approved and, once the local board makes a decision concerning a charter school applicant, the local board’s decision must be upheld by the State Department of Education if that decision is supported by substantial evidence on the record†(Duff, White & Turner, LLC, 1999).

Presidential mandates are indicative of the popularity of charter-school types with the constituents and the general public at large. “In the end, school improvement is accomplished through the hard work of school staff, with administrative and parent support†(NEA, 1998) – stated exactly as a common knowledge and belief to the author of this research.

The results of the literature consulted and cited in this paper have been found to emphasize the original theory that the overall benefits produced by charter schools are almost equal to, if they don’t exceed, the cost that is incurred. The fact that this paradigm exists is not believed to be intentional, but rather more of an undefined direction for charter schools and an existing incompetence at truly managing a budget.

Previous research, although truly controversial, was not found to reveal a huge imbalance of the overall end results as opposed to the cost of such at present.  Charter schools were found financially unaccountable, whereby their products outweigh the sum of their tangible and intangible costs, by only one professional review. The research of this independent review was even concluded with the following, “recent three initiatives – an R&D intermediary, using charters as the point of the lance, and creation of a level playing field for competition – could set off a wave of innovation and escalating school performance. This, in turn, could tell Americans what they need to spend for effective schools†(Hill, 2008).

This lack of professional review to the contrary is not believed to be a limitation, yet an indication that the concept of the charter schools is a sound one that is being refined into a more efficient and effective educational environment. Therefore, the conclusion of this research is found to be that the charter schools are passing on their score card – marginally, at present, but they are expected to become better stewards of their funds and expenses in the future, thus increasing their passing score.

 

References

Charter School Closures: An Opportunity for Accountability. (2006, February). Center for Education Reform.

Charter schools data. (n. d.). USCharterSchools.org. Retrieved July 21, 2008, from http://www.uscharterschools.org

The Charter School Roadmap. (1998, September). Department of Education. Retrieved August 30, 2008, from http://www.ed.gov/pubs/Roadmap/index.html .

Duff, White & Turner, LLC. (1999). S.C. Supreme Court Decision On Charter Schools. FindLaw. Retrieved August 29, 2008, from http://library.findlaw.com/1999/Jul/1/126674.html .

Farmer-Hinton, R., & McCullough, R. (2008, April). College Counseling in Charter High Schools: Examining the Opportunities and Challenges. High School Journal, 91(4), 77-90. Retrieved July 27, 2008, from Academic Search Premier database.

Granger, D. (2008, May). No Child Left Behind and the Spectacle of Failing Schools: The Mythology of Contemporary School Reform. Educational Studies, 43(3), 206-228. Retrieved July 27, 2008, from Academic Search Premier database.

Hill, P. (2008, April). Spending Money When It Is Not Clear What Works. PJE. Peabody Journal of Education, 83(2), 238-258. Retrieved July 27, 2008, from Academic Search Premier database.

Imberman, S.A. (2007).  Achievement and Behavior in Charter Schools: Drawing a More Complete Picture.

National Education Association (1998, July). “For-Profit Management of Public Schools”. CorpWatch.

 

Table 1

State-by-State Analysis of Charter School Laws

Appeals and Approval

 

State

# of Schools/Students

Application

Appeals & Approval

School Limit

Student Limit

Eligible Operators

Sponsors

Appeals

Alaska

30 (limits are defined geographically)

None

Anyone; law does not specify

Local school board; subject to state school board approval

None

Arizona

25 SEA per year 25 charter board per year; no limit on local board-sponsored schools

None

Public body, private person or private organization

Local school board, state board of education or state charter school board

May apply to other sponsor

Arkansas

None

None

Existing public school

State board with approval of local board

None; SEA may request hearing but cannot overturn a decision

California

250 charter schools for the 1998-99 school year with an additional 100 charter schools per school year thereafter

None

Existing public schools; new start-ups; no private or home-based schools allowed

Local school board, county board of education, state board of education

May apply to other sponsor

Colorado

None

None

Anyone; no private or home schools

Local school board

None

Connecticut

24 schools (distinction between local and state and number in congressional district removed in 1997)

No state school can enroll more than 250 students or 25% of the district enrollment, whichever is less

Anyone; no private or home schools

Local or state school board

None

Delaware

No statewide limit, but limited five schools per year for the first three years

None; must serve at least 200 students (waiver for at-risk)

Any person, university, college or nonreligious, nonhome-based, nonsectarian entity

LEA or SEA (local board only for conversions)

None

District of Columbia

For FY97, 10 schools per board, for total of 20 schools per year

None

Anyone; no home schools

D.C Board or Education; Public Charter School Board

None

Florida

Limits defined according to district student enrollment; district may request cap waiver from State Board of Education

None

Anyone; no private or home schools; private schools may disband and reincorporate as charter school

LEA, state universities developmental research schools in consultation with local board

Appeal to SEA; District makes final decision

Georgia

None

None

Local school, private organization, or state or local public entity. No private or home schools.

SEA with LEA approval.

The state board may still grant a charter if the local school board does not approve of the application.

Hawaii

25

None

Existing public school

SEA

None

 

Idaho

Not more that 60 schools in the first five years; not more that 12 schools per year; not more than 2 schools within an educational classification region; not more that 1 school per district in a year. If fewer than 12 applications, the unused allotments shall be assigned to a statewide pool for other requesting districts with distribution to be determined by random drawing.

None

Any person. No private or home school; for profits cannot operate charter schools.

Local School Board

Appeal to a hearing officer selected by the start superintendent of public instruction. if the decision is not reversed, an appeal to the state board of education with sponsorship of the school under the state board of education.

Illinois

45 with distribution based on population

None

Teachers, administrators, local school councils, colleges or universities, public community colleges, corporations or other entities; no private or home schools

LEA with SEA review for compliance with law

Appeal to state board; recommendation is nonbinding

Kansas

15

None

Anyone; no private or home schools

LEA with SEA review for adherence to state laws, rules and regulations

None

Louisiana

42 (no more than 20 prior to February 1, 1998)

None

Three or more certified teachers alone or partnership with 10 or more citizens, public service organization, business or corporation, college or university, or faculty and staff of any city or parish or any LEA; no private of home schools

LEA or SEA depending on type of charter

 

None

Massachusetts

50 (13 of which must be Horace Mann conversion schools)

No more that 25% of the total number of students attending public schools in the state

A business, two or more teachers, 10 or more parents or others; no private or home schools

State secretary of education (Horace Mann schools also must be approved by local district and local collective bargaining agent)

None

Michigan

None; state university can sponsor 150 through 1999

None

Any person or entity

Local school board, intermediate school board, community college or state public university

None

Minnesota

None

None

One or more licensed teachers; no home schools

LEA, community colleges, state university, technical and private colleges; SEA must approve all schools

If local board denies application, and at least two members vote to sponsor, state may choose to sponsor

Mississippi

Six (one in each congressional district)

None

Existing public schools

SEA with approval by LEA in district where the charter is located

None

Nevada

21 (allocated based on county population); unlimited number serving at-risk students

None

At least three licensed teachers alone or in partnership with: 10 or more members of general public, organization devoted to serving the general public, private business or college or university; no private or home schools

LEA after receiving permission from SEA to solicit applications; charter also must be approved by SEA

None

New Hampshire

Five prior to 1/1/97; 10 per year through 1999; law defines geographical limitations

School districts may impose limits

Nonprofit organizations, two or more certified teachers, 10 or more parents; no nonpublic or home schools

LEA with state then granting or denying proposed contract

SEA which may then approve and grant charter

New Jersey

135 (12.95-12/97) Minimum of three schools allocated to each county

No more than 500 students or 25% of student body of school district, whichever is less

Teachers and/or parents of public school children; higher education institutions and/or private entities may join teachers and parents; no private or home schools

Commissioner and local board or state superintendent in state-operated school district; commissioner has final authority

SEA within 30 days or

New Mexico

Five

None

Existing public schools

SEA

None

North Carolina

100 (five per district per year)

Charter must enroll 65 students and have at least three teachers (can request waiver in application with compelling reason)

Anyone; no home schools

SEA, LEA or state university; final approval by SEA

SEA which may approve charter

Ohio

20 start-ups in Lucas County; unlimited conversions in all school districts statewide; unlimited in “Big Eight” school districts

Schools must have minimum of 25 students

Anyone; no home schools

City, local, exempted village or joint vocational board of education; statewide SEA for Big Eight districts only; Lucas County Education Service Center and the University of Toledo in Lucas County only

None

Pennsylvania

None

None

Individual; one or more teachers who will teach at proposed school; parents or guardians of students who will attend school; any nonsectarian university or museum; any nonprofit, corporation, association, partnership or combination thereof; no private or home schools

LEA, two or more local boards may grant regional charter beginning in 1999-2000 school year

State Charter School Appeal Board (with 2% or 1,000 district resident signatures whichever is less after 7/1/99)

Rhode Island

20 (no more than 2 per district or four in districts with over 20,000 students)

No more than 6% of state’s school-age population

Existing public schools, groups of public school personnel or public school districts; no private or home schools

State board of regents with approval from commissioner of elementary and secondary education or LEA

None

South Carolina

None

None

Anyone; no home schools

LEA

SEA

Texas

120 SEA approved; unlimited local sponsored and at-risk

None

Public or private higher education institutions, nonprofit organizations, government entities, groups of parents or teachers; no home schools

LEA; SEA for open-enrollment charters

None

Utah

8 for a three year pilot program

None

An individual or group of individuals, including teachers and parents or guardians of students who will attend the school, or a not-for-profit legal entity organized under the laws of the state. No private or home schools.

State board of education. The local board will review the application and may offer suggestions or recommendations to which the state board shall give due consideration. 

None (final action subject to judicial review).

Virginia

The total number of schools shall not exceed ten percent of the school division’s total number of school, or two charter schools, whichever is greater.  Local school boards are authorized to limit the number of charter schools.

None

Any person, group or organization. No private or home schools.

Local school district.

None

Wisconsin

20 (10 districts may sponsor up to two schools each)

None

Anyone, but petition must be signed by 10% of teachers employed by district or 50% of teachers employed at one school; no private or home schools.

LEA applies to state superintendent for approval to sponsor; schools apply to local board; mayor can sponsor in Milwaukee

None (except in Milwaukee)

Wyoming

None

None

Anyone, but petition must be signed by 10% of the district’s teachers or 50% of the teachers in a school, and by 10% of parents of pupils in districts or 50% of parents of students in school; no private or home schools.

LEA

None

Appendix Table C. The Charter School Roadmap, September 1998.

 

Figure Captions

Figure 1.  Figure 1. Demographics of Profiled Charter Schools.  Data from Charter schools data, (n. d.).

 

Figure 1. Demographics of Profiled Charter Schools

School and Location

Year First Chartered and Authorizer

Grades

Enrollment

Student Ethnicity

English Learners

Subsidized Meals

Special Needs

Per Pupil Spending

Distinctive Programs and Features

The Arts and Technology
Academy Public Charter School
Washington, D.C.

1998 Special charter school board

Pre-K-6

615

98% Afr. Am.
2% Other

0%

97%

7%

$8,650

• Basic skills plus arts
• Extended day/year
• Mosaica national management affiliation

BASIS School, Inc. Tucson, Ariz.

1998 State

5-12

246

74% White 12% Hispanic
4% Afr. Am.
10% Asian Am.

1%

Not applicable

1%

$5,339

• European academic tradition
• 12 of 30 courses qualify as Advanced Placement
• Only Arizona school to have scores above the 90th percentile on math SAT 9 in all grades

Community of Peace Academy St. Paul, Minn.

1995 Local district

K-12

546

70% Hmong
20% Afr. Am.
10% Hispanic, Eritrian, White, Vietnamese, & Am. Indian

75%

80%

10%

$10,355

• Non-violent community focus and award-winning character education program
• High levels of support for English language learners
• Looping to build relationships and support

KIPP Academy Houston Houston, Texas

1994 State

5-8

346

77% Hispanic
21% Afr. Am.
2% Asian Am. & White

8%

86%

5%

$8,670

• KIPP, Inc. national college prep program
• Extended day/year
• 85% of students enter college; 94% are first-generation college students

Oglethorpe Charter School Savannah, Ga.

1998 Local district

6-8

319

51% White
38% Afr. Am.
4% Asian Am.
3% Hispanic
4% Other

0%

20%

5%

$6,000

• Parent contract to donate 20 hours a year
• Core Knowledge curriculum
• Character education focus

Ralph A. Gates Elementary School
Lake Forest, Calif. (Los Angeles Basin)

1999 Local district

K-6

850

72% Hispanic
22% White
2% Asian Am.
2% Filipino
1% Afr. Am.
1% Multi-racial

44%

63%

5%

$5,367

• School facility houses two-way Spanish-English immersion charter program for 43% of students
• Multiple language programs during and after school for students and parents
• Regrouping across classes and grades for reading and math

Roxbury Preparatory Charter School Boston, Mass.

1999 State

6-8

180

80% Afr. Am.
20% Hispanic

0%

56%

7%

$12,910

• 66% of students enter below grade level; 100% continue in college prep high schools
• Mandated homework support, Saturday school, summer school for poor grades
• Curriculum developed by staff based on student performance on school comprehensive exams

The School of Arts and Sciences Tallahassee, Fla.

1999 Local district

K-8

226

62% White
22% Afr. Am.
6% Hispanic
3% Asian Am.
7% Multi-racial

2%

19%

22%

$5,750

• Multi-age classrooms, looping
• Developmental, project-based approach
• No grades; student portfolios

 

 

 

 

About the Author

An administrative career of over 26 years in the civil service has coupled with a lifetime of learning in various forums. I wish to share my knowledge and wisdom through written expression, as I strongly believe that how to learn is the most important lesson gained from academic studies tempered with real-life experience.

Steps in starting my career as a seaplane business owner?

My goal is to own a business flying seaplanes and possibly helicopters mainly for tourism. I have researched this but have not found the specific answers I am searching for. I know you need a commercial pilot’s license to be paid for flying people, and that you start with a private pilots license, and I also know the cost of flight school will be about $6,000. But, what are the steps after getting your private pilots license, do you need to go to school again? Any help would be great. P.S. if anyone knows of any good flight programs/schools in or around the Daytona Beach, Florida area, please include that in your answer. Thanks.

Elizabeth, go over to Jack Browns Seaplane base in Winter haven
He is a great ole character. I am sure he would be happy to answer your questions. I guarantee, after you get your private (single engine land) he will give you some of the best seaplane training available for the add on rating.

For your private, instrument, Commercial.check out Epic Aviation at New Smyrna Beach Municipal Airport. (I am assuming they are still in business, it has been a couple of years since I had a check out flight with the Chief Instructor to rent one of their Cessna 182’s for a flight to the Bahamas.)

Pilot’s License Found in Calif. May Be Fossett’s

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POWER OF PRAYER

KALIDASA –“0 Megh, listen to me for directions To my beloved: Take what you need Through every pore; if your tired feet Must rest, on mountaintops repose With crystal waters to quench your thirst — Then do carry on your task.”           

KALIDASA –“A rainbow, stamping his jewel colours on your Grey, termite mound-like body, Decorates you like Vishnu Radiant in peacock plumage, Shining in elegance.”           

KALIDASA –“At this time, people enjoy abiding in the medial places of their residences, whose ventilators are blockaded for the passage of chilly air, and at fireplaces, in sunrays, with heavy clothing, and along with mature women of age, for they too will be passionately steamy.. Presently not the sandal-paste, which ; I  will be cool like the moonbeam, nor the building tops that were once rendered pleasant with immaculate moonshine, nor the breezes, that are chilled by dense sleet… none is delightful for the people… The nights are unenjoyable, for they are chilled with the huddles of snow, and further chilled by moonbeams. Besides, these nights are ornamented with clusters of white stars… In this season, abundant are the new sugar-candies and their modified sweetmeats, new rice is relishable, juice of new sugarcane is delightful, intensified will be the disport of lovemaking, for the self-conceit of Love-god occasions anew,  but this season alone will be the cause for scorching the hearts of those that are devoid of their loved ones, and thus let this winter season be always there for your propitious ness…”

KALIDASA –“Is the mountain peak still all there? The Siddhi girls gazed up to ask in wonder As a sharp gale blew over their valley, Not knowing him as your helmsman. Steer clear Of wild elephants stomping-down wet Kunja lands— Lift off and be northbound.”             

KALIDASA –“Listen to the Exhortation of the Dawn! Look to this Day! / For it is Life, the very Life of Life./ In its brief course lie all the/ Verities and Realities of your Existence. The Bliss of Growth,/ The Glory of Action,/ The splendour of Beauty; For Yesterday is but a Dream,/ And Tomorrow is only a Vision;/ But Today well lived makes/ Every Yesterday a Dream of Happiness,/ And every Tomorrow a Vision of Hope. Look well therefore to this Day! / Such is the Salutation of the Dawn!”        KARLKAPP –“If there had been a computer in 1872 it would have predicted that by now there would be so many horse- drawn vehicles that the entire surface of the earth would be 10 feet deep in horse manure.”      

KALIDASA –“Love, the cause of my torment, now brings me joy, / Like a day of low dark clouds showers away the heat.”     

KALIDASA –“of Beauty; For Yesterday is but a Dream, And Tomorrow is only a Vision; But Today well-lived makes Every Yesterday a Dream of Happiness, And every Tomorrow a Vision of Hope. Look well therefore to this Day! Such is the Salutation of the Dawn!”      

KALIDASA –“Stacks of ripe rice and sugarcane cover the earth the air rings with the hidden calls of curlews; love grows exuberant: Dear to lovely women, winter is now here; hear now, my love. People close their windows tight, light fires, keep warm in the sun and wear heavy garments… Neither liquid sandal chilled by moonbeams nor breezes cool with falling dew, nor terraces of mansions bright with the autumnal moon, delight the mind at this time of the year. Cold, cold, with heavy dews falling thick, and colder yet with the moonbeams’ icy glitter, lit with ethereal beauty by wan stars, these nights give no comfort or joy to people. Wives eager for love, their lotus-faces fragrant with flower-wine, enter their chambers aromatic with the incense of black aloes, taking betel-rolls and garlands and hot perfumes… This wintry season that abounds with sweet rice, and sugarcane, and mounds of dark palm-sugar dainties: when Love waxes proud and love’s sport is at fever-pitch; when the anguish is intense of parted lover? May this season be to you ever auspicious.”  

KALIDASA –“The bloom of tender flowers is past/ And lilies droop forlorn,/ For ; winter-time is come at last,/ Rich with its ripened corn;/ Yet for the wealth of blossoms lost/ Some hardier flowers appear/ That bid defiance to the frost/ Of sterner days, my dear.”  

KALIDASA –“The fields, 0 Megh, depend on your fruitful rains. Thus, the hard-working village women Glance at you with soft, admiring eyes. Climbing high above the sweet-smelling, Freshly-tilled plain, you again descend To rest — then once again head north…”              

KALIDASA –“The forest seems to show its glee In flowering nipa plants; In waving twigs of many a tree Wind-swept, it seems to dance; Its ketak-blossom’s opening sheath Is like a smile put on To greet the rain’s reviving breath, Now pain and heat are gone.”  

KALIDASA –“The rain advances like a king in awful majesty; Hear, dearest, how his thunders ring like royal drums, and see His lightning-banners wave; a cloud For elephant he rides, And finds his welcome from the crowd Of lovers and of brides.”

KALIDASA –“The silver clouds that vie with the whiteness of white lotuses are kissing the black boulders of mountains on mountaintops, while the mountainsides are bestrewn with mountain-rapids, and widespread with debut dancing of peacocks, and all this is inducing a carnivalesque visual revelry…”

KALIDASA –“The sky on every side is shrouded by rain clouds/ Which wear the beauty of deep blue lotus petals, / And here look like heaps of made-up eye-salve, and there/ Possess the charm of breasts of women with child.”

KALIDASA –“To you, dear, may the cloudy time Bring all that you desire, Bring every pleasure, perfect, prime, To set a bride on fire; May rain whereby life wakes and shines Where there is power of life, The unchanging friend of clinging vines, Shower blessings on my wife.”   

KALIDASA –“With streaming clouds trumpeting like haughty tuskers,/ with lightning banners and drum beats of thunder claps,/ in towering majesty the season of rains/ welcome to lovers, now comes like a king, my love.”     

HABAKKUK –“God, the Lord, is my strength; he makes my feet like hind’s feet, he makes me tread upon high places.”

HADITH –“God is beautiful and loves beauty.”  

HADITH OF ABU DAWUD –“Surely Allah will raise for this community at the beginning of every century one who shall revive for it its faith.”

HADITH OF ABU DAWUD –“Surely Allah will raise for this community at the beginning of every century one who shall revive for it its faith.”   

HADITH OF BAIHAQI –“As you are so will you have rulers put over you.”  

HADITH OF BUKHARI AND MUSLIM –“Abu Huraira reported God’s Messenger as saying, “The strong man is not the good wrestler; the strong man is only he who controls himself when he is angry”.”  

HADITH OF BUKHARI –The best of men are those who are useful to others.”

HADITH OF MUSLIM –“By God, any official who takes anything from the public funds without justification will meet his Lord carrying it on himself on the Day of Judgment.” 

HADITH OF MUSLIM –“Verily God forgives my people the evil promptings which arise within their hearts as long as they do not speak about them and did not act upon them.”     

HADITH OF TIRMIDHI –“For everything there is an appropriate way of polishing; the heart’s polishing is the remembrance of God.”

HAFIZ –“Even after all this time The sun never says to the earth, “You owe Me” Look what happens with A love like that, It lights the Whole Sky.”   

HAFIZ –“One day the sun admitted, I am just a shadow. I wish I could show you ; The Infinite Incandescence (Tej) That has cast my brilliant image! I wish I could show you, When you are lonely I or in darkness, The astonishing Light Of your own Being!”    

HAFIZ –“We are the guardians/ Of His Beauty/ We are the protectors/ Of the Sun./There is only one reason/ We have followed God into this world:/ To encourage laughter, freedom, dance/ And love./ Let a noble cry inside of you speak to me/ Saying, “Hafiz,/ Don’t just sit there on the moon tonight/ Doing nothing —/ Help unfurl my heart into the Friend’s Mind,/Help, Old Man, to heal my wounded wings!”/We are the companions of His Beauty/We are the guardians/Of Truth./ Every man, plant and creature in Existence,/ Every woman, child, vein and note/ Is a servant of purr Beloved —/ A harbinger of joy,/  The harbinger of Light.”

HAFLZ –“When I became a lover I thought I had gained the Pearl of the Goal; foolish I did not know that this Pearl lies on the floor of an ocean which has innumerable waves to be encountered and great depths to be sounded.” 

HAFTZ –“Even after all this time/ The sun never says to the earth,/ “You owe Me”./ Look what happens with A love like that,/It lights the Whole Sky.”    

HAFTZ- “I have learned so much from God that I can no longer call myself a Christian, a Hindu, a Muslim, a Buddhist, a Jew.”

HAIDAKHAN BABAJI –“0 benevolent Lord, benevolent Lord, You who are the personification of all that is good. I bow down to you again and again. Husband of Girija daughter of the mountain, Carrying Ganga in your locks. Shiva Hara Hara, you take away all the miseries of life. I bow down to you again and again.”  

HELENA BLAVATSKY -“That which is part of our souls is eternal… Those lives are countless, but the soul or spirit that animates us throughout these myriads of existences is the same. Though “the book and volume” of the physical brain may forget events within the scope of one terrestrial life, the bulk of collective recollections can never desert the divine soul within us.”   

HELENA BLAVATSKY –“That which is part of our souls is eternal… Those lives are countless, but the soul or spirit that animates us throughout these myriads of existences is the same; and though “the book and volume” of the physical brain may forget events within the scope of one terrestrial life, the bulk of collective recollections can never desert the divine soul within us. Its whispers may be too soft, the sound of its words too far off the plane perceived by our physical senses; yet the shadow of events that were, just as much as the shadow of the events that are to come, is within its perceptive powers, and is ever I    present before its mind’s eye.”         

HIPPOCRATES –“As to diseases, make a habit of two things — to help, or at least, to do no harm… Healing is a matter of time, but it is sometimes also a matter of opportunity.” 

HIPPOCRATES-“Leave your drugs in the chemist’s pot if you can heal the patient with food.” 

HOLY BIBLE –“And above all, things have fervent charity among yourselves, for charity shall cover the multitude of sins.”  

HOLY BIBLE –“As far man, his days are as grass, as a flower of the field, so he flourisheth.”

HOLY BIBLE –“Be strong and of good courage; be not afraid, neither be thou dismayed: for the Lord thy God is with thee, whithersoever thougoest.”

HOLY BIBLE –“For by grace are ye saved through faith; and that not of yourselves: it is the gift of God: Not of works, lest any man should boast.”    

HOLY BIBLE –“Let no one judge you in food or in drink, or regarding a festival or a new moon or Sabbaths.”           

HOLY BIBLE –“Let us eat and drink, for tomorrow we shall die.”  

HOLY BIBLE –“Suffering produces endurance, and endurance produces character, and character produces hope.”

HOLY BIBLE –“The joyfulness of a man prolongeth his days.”

HOLY BIBLE –“Then Jesus said unto them, yet a little while is the light with you. Walk while ye have the light, lest darkness come upon you: For he that walketh in darkness knoweth not whither he goeth.”   

HOLY NIGHT –“Truly He taught us to love one another His law is love and His gospel is peace Chains shall He break for the slave is our brother And in His name all ‘: oppression shall cease Sweet hymns of joy in grateful chorus raise we, Let all within us praise His holy name.”   

JESUS CHRIST –“Thou shalt love the lord thy God with all thy heart and with all thy soul, and with all thy mind. This is the first and great commandment. And the second is: Thou shalt love thy neighbour as thyself.”   

JEWISH PROVERB –“A mother understands what a child does not say.”    

JEWISH PROVERB –“God could not be everywhere and therefore he made mothers.”     

JEWISH PROVERB –“If you are bitter at heart, sugar in the mouth will not help you.”

JEWISH SAYING –“Who finds a faithful friend, finds a treasure.”     

MATTHEW –“And immediately Jesus stretched forth his hand, and caught him, and said unto him, 0 thou of little faith, wherefore didst thou doubt?”

MATTHEW –“And they stripped him, and put on him a scarlet robe. And when they had plaited a crown of thorns, they put it upon his head, and a reed in his

MATTHEW –“God makes his sun rise on the evil and on the good, and sends rain on the just and on the unjust.”

MATTHEW –“If you are offering your gift at the altar, and there remember that your brother has something against you, leave your gift there before the altar and go; first be reconciled to your brother, and then come and offer your gift.”  

MATTHEW –“Love your enemies and pray for those who persecute you.”  

MATTHEW –“Peter came to Jesus and asked, “Lord, how many times shall I forgive my brother when he sins against me? Up to seven times?” Jesus answered, “I tell you, not seven times, but seventy-seven times”.”     

MATTHEW –“You have heard that it was said to the men of old, “You shall not kill and whoever kills shall be liable to judgment”. But I say to you that everyone who is angry with his brother shall be liable to judgment; whoever insults his brother shall be liable to the council, and whoever says “You fool!” shall be liable to the hell of fire.”   

MATTHEW –“You will know them by their fruits. Are grapes gathered fro thorns or figs from thistles? Every sound tree bears good fruit, but the bad tree bears evil fruit. A sound tree cannot bear evil fruit, nor can a bad tree bear good fruit.”

MATTHEW –“You, therefore, must be perfect; as you’re heavenly Father is perfect.” 

MOTHER TERESA –“A joyful heart is the inevitable result of a heart burning with love.”

MOTHER TERESA –“Convey God’s love- not a dead God but a living God.”

MOTHER TERESA –“Do not wait for leaders; do it alone, person to person.”    

MOTHER TERESA –“Everybody today seems to be in such a terrible rush; anxious for greater developments and greater wishes and so on; so that children have very little time for their parents.  Parents have very little time for each other; and the home begins the disruption of the peace of the world.”  

MOTHER TERESA –“He who is faultless does not care for the opinion of others”

MOTHER TERESA –“Hungry not only for bread — but hungry for love. Naked not only for clothing — but naked for human dignity and respect. Homeless not only for want of a room of bricks — but homeless because of rejection.”         

MOTHER TERESA –“I fear just one thing; money! Greed was what motivated Judas to sell Jesus.” 

MOTHER TERESA –“I have found the paradox that if I love until it hurts, then there is no hurt, but only more love.”

MOTHER TERESA –“If you are humble nothing will touch you, neither praise nor disgrace, because you know what you are.”

MOTHER TERESA –“If you are successful, you may win false friends and true enemies. Succeed anyway.”    

MOTHER TERESA –“If you judge people, you have no time to love them.”

MOTHER TERESA –“In this life we cannot do great things. We can only do small things with great love.”  

MOTHER TERESA –“It is easier to give a cup of rice to relieve hunger than to relieve the loneliness and pain of someone unloved in our own home. Bring love into your own home for this is where our love for each other must start.”   

MOTHER TERESA –“It’s not how much we give but how much love we put into giving.”   

MOTHER TERESA –“Joy is a net of love by which you can catch souls.”

MOTHER TERESA –“Kind words can be short and easy to speak, but their echoes are truly endless.”   

MOTHER TERESA –“Let no one ever come to you without leaving better and happier; be the living expression of God’s kindness: kindness in your face, kindness in your eyes, and kindness in your smile.”  

MOTHER TERESA –“Let no one ever come to you without leaving better and happier.”  

MOTHER TERESA –“Loneliness and the feeling of being unwanted is the most terrible.” 

MOTHER TERESA –“Love is a fruit in season at all times, and within reach of every hand.”  

MOTHER TERESA –“The hunger for love is much more difficult to remove than the hunger for bread.” 

MOTHER TERESA –“The more you have, the more you are occupied, the less you give.”         

MOTHER TERESA –“The most beautiful thing is to see a person smiling and even more beautiful is knowing that you are the reason behind it. Be a reason for others to smile.”     

MOTHER TERESA –“There is a light in this world, a healing spirit more powerful than any darkness we may encounter. We sometime lose sight of this force when there is suffering, and too much pain. Then suddenly the spirit will emerge through the lives of ordinary people who hear a call and answer in extraordinary ways.”     

MOTHER TERESA –“There is a net of love by which you can catch souls.”   

MOTHER TERESA –“There is more hunger for love in this world than for bread.”         

MOTHER TERESA –“There should be less talk. A preaching point is not a meeting point.”    

MOTHER TERESA –“To keep a lamp burning we have to keep putting oil in it.”      

MOTHER TERESA –“We can do no great things, only small things with great love.”  

MOTHER TERESA –“We need lots of love to forgive, but we need much more humility to ask for forgiveness.”    

MOTHER TERESA –“We need to find God, and he cannot be found in noise and restlessness.  God is the friend of silence. See how nature — trees, flowers; grass-grows in silence; see the stars, the moon and the sun, how they move in silence… We need silence to be able to touch souls.”   

MOTHER TERESA –“We need to find God, and he cannot be found in noise and restlessness. God is the friend of silence.”         

MOTHER TERESA –“What I do you cannot do but what you do, I cannot do. The needs are great, and none of us, including me, ever do great things. But we can all do small things, with great love, and together we can do something wonderful, Be faithful in small things because it is in them that your strength lies.”   

MOTHER TERESA –“You and I have been created for greater things. We have not been created to just pass through this life without aim. And that greater aim is to love and be loved.”   

MOTHER TERESA-“Do not wait for leaders; do it alone, person to person”

OSHO –“A creative person comes into the world, enhances the beauty of the World — a song here, a painting there. He makes the world dance better, enjoy better, love better, meditate better. When he leaves this world, he leaves a better world behind him.”      

OSHO –“A man of consciousness responds, and his responses are spontaneous. He is mirror-like: he reflects whatsoever confronts him. And out of this spontaneity, out of this consciousness, a new kind of action is born. That action never creates any bondage, any karma. That action frees you.”          

OSHO –“A religious person has nothing to do with organised religion, but he has something to do with the inner poetry, the poetry of life. He has something to do with the inner dance; he has a dancing energy He is in deep romance with life, he is in romantic love with life. He is immensely grateful for each moment of joy that God goes on giving. And we are not even worthy. We don’t deserve it. We have not earned it. It is a gift.”

OSHO –“Be creative. Don’t be worried about what you are doing — one has to do many things —but do everything creatively, with devotion. Then your work becomes worship. If the atom can have so much energy, what to say about man? What to say about this small flame of consciousness in man? If some day this small flame bursts forth, it is bound to become an infinite source of energy and light. That’s how it I has happened to a Buddha, or to a Jesus.”    

OSHO –“Bloom in love, release the fragrance of love — that is prayer.”   

OSHO –“Certainly it will be uncomfortable, inconvenient, but nothing valuable is ever gained without inconvenience.”  

OSHO –“Death is a door to God those who know how to die know how to enter in to God. Clingers clinging to life never know what God is.”

OSHO –“Enlightenment is simply recognizing your being, recognizing the eternity of your being, recognizing that there has been no death before, nor is there any death to come — that death is a fiction. Seeing your being in its utter nakedness, in its absolute beauty, its grandeur, its silence, its blissfulness, its ecstasy — all that is involved in the word ‘enlightenment’.”  

OSHO –“Existence wants your life to become a festival … because when you are unhappy, you also throw unhappiness all around.”   

OSHO –“I am saying something about the ineffable. I am saying something about the ultimate mystery. You can understand it, yet you can never understand it totally It is elusive, it escapes. It is within reach, but it is not within grasp; You are always coming closer and closer to it, but you never arrive. And the day you arrive, then you are no more there; the distinction between the seeker and the sought disappears. Then you are it. That art thou — then you are it!”     

OSHO –“I condemn the politicians in the same way I condemn organized religions. They are nothing but politics.”

OSHO –“I have seen lovers promising each other that they will love each other forever and forever. And not knowing anything about the next moment! If they are a little alert, they will say: “It feels in this moment, it is a truth of this moment…” That is why lovers always prove to be deceivers to each other. In the end they think they have been cheated. They have both promised things which they cannot deliver.”   

OSHO –“I say unto you that suffering is not holding you, you are holding suffering… And when you become good at the art of letting sufferings go, then you’ll come to realize what you were dragging around with you. And for that, no one else other than you was responsible… The truth is that existence wants your life to become a festival…because when you are unhappy, you also throw unhappiness all around.”   

OSHO –“I speak against politics because I don’t want you to remain ignorant of who the real criminals are in this world. You have to be aware of who the criminals are. The problem is that those criminals are thought to be great leaders, saints, mahatmas and they are tremendously respected around the world; you would never think that they could be criminals…”

OSHO –“I would like you to relate with people, to love, to move in millions of relationships — because they enrich — and yet remain capable of closing your doors and sometimes having a holiday from all relationships… so that you can relate with your own being also.”

OSHO –“If someone goes to dance on the grounds where Krishna once danced with his gopis he can hear the echoes of the maha-raas even today If someone can play a flute near the hills that in the past echoed with the music of Krishna’s flute, he can hear those hills still echoing it, everlastingly The raas symbolises the overflowing, outpouring of the primeval energy as it is divided between man and woman. And if we accept this definition, the Raas is as relevant today as it was in the times of Krishna. Then it is everlastingly relevant.”

OSHO –“In the inner world no effort is needed. Once you start slipping inwards, you suddenly see everything is happening as it should. Life is perfect. There is no way to improve upon it Then celebration starts.”    

OSHO –“Just become a child, and your eyes will be able to see the point. And from that moment, growth goes on happening.”   

OSHO –“Life becomes richer a love grows. And this sensitivity will create new friendships for you — friendships with trees, birds, animals, mountains, rivers, oceans, with stars.”  

OSHO –“Life is not esoteric at all. It is written on each leaf of each tree, on each pebble on the seashore it is contained in each ray of the sun — whatever you come across is life in all its beauty.”   

OSHO –“Love is not a talent, but everybody’s potential.”   

OSHO –“Meditation is just courage to be silent and alone. Slowly, slowly, you start feeling a new quality to yourself, a new aliveness, a new beauty, a new intelligence which is not borrowed from anybody, which is growing, within you. It has roots in our existence.”     

OSHO –“Meditation’s ultimate conclusion is, live the omen to its totality, intensively, joyously, because there is nothing to be feared —because even death is a fiction. Don’t separate yourself from existence, become part of it and existence will take care of you. It is already taking care of you.”  

OSHO –“Once you know yourself, there is no death. Death was only in your ignorance. In your meditative consciousness, death disappears just as darkness disappears when there is light brought in.” 

OSHO –“Remember one thin Meditation means awareness, Whatsoever you do with awareness is meditation. Action is not the question, but the quality that you bring to your action. Walking can be a meditation if you walk alertly. Sitting can be a meditation if you sit alertly. Listening to the birds can be a meditation if you listen with awareness. Just listening to the inner noise of you mind can be a meditation if you remain alert and watchful.”   

OSHO –“Satsang is to be in the presence of a Master, in a loving communion. It is a very special word —it cannot be translated into any western language, because nothing like this has ever happened there; it is uniquely eastern. In fact, the relationship between a disciple and a Master is an eastern phenomenon, a contribution of the East to the world of consciousness. Between a Master and a disciple the question is not of knowledge but of being. Not that the Master knows more than the disciple —  sometimes the disciple may know more. The Master is more than the disciple, not that he knows more. He has more being, he has more soul. It is not a question of his memory; it is a question of his existence; he has a totally different kind of existence — integrated, centred, rooted.”  

OSHO –“Tensions are our guests; we have invited them. Relaxation is our nature; we don’t have to invite it. You don’t have to relax; you have just to stop inviting tensions, and relaxation will start on its own accord. In your very being, in every fiber, in every cell of your being there will be relaxation. This relaxation is the beginning of meditation.”

OSHO –“The one who cares about happiness — about his own happiness — becomes careful about everybody else’s happiness, because happiness happens only in a happy climate.”  

OSHO –“The truth is that existence wants your life to become a festival… because when you are unhappy, you also throw unhappiness all around.”   

OSHO –“’The word ‘guru’ is untranslatable,, Neithe:, does the word ‘teacher nor the word ‘Master’ has that beauty. In fact the phenomenon of the guru is so deeply Indian that no other language of any country is capable of translating it. It is something intrinsically Eastern. The word ‘guru’ is made of two words, ‘gu’ and ‘ru’.'Gu’ means darkness, ‘ru’ means one who dispels it. Guru literally means/the light’.”   

OSHO –“There is no need for problems to be. We create problems with one hand and we try to solve the problems with the other hand — and both are our hands!”   

OSHO –“Think of a life without death, and it will be unendurable pain, an unendurable existence. It will be impossible to live without death. Death defines life, gives it a kind of intensity; because life is fleeting, each moment becomes precious. If life is eternal, then who cares? One can wait for tomorrow forever —then who will live now and here? Because tomorrow there is death, it forces you to live now and here. You have to plunge into the present moment; you have to go to its ultimate depth, because who knows, the next moment may come, may not come.”    

OSHO –“What do you mean when you say: I am a Christian, or I am a Hindu, or I am a Buddhist? It means that I believe Gautama Buddha is going to be my redeemer, that I am simply waiting for Jesus Christ to come and redeem me. You have dropped every effort to transform yourself and that is the only way there is for any kind of transformation.”  

OSHO –“Your body is already dead. What gives you the impression that it is alive is your life force, your being, which radiates through the .body which fills the body with aliveness. All that you have seen when people die is .that something has disappeared. You don’t know where it has gone whether it has gone anywhere, or simply ceased to be. So from the outside the fiction of death has been created.” 

OSHO-“All moments are beautiful, only you have to be receptive and surrendering. All moments are blessings, only you have to be capable of seeing. All moments are benedictions. If you accept with deep gratitude, nothing ever goes wrong.”    

OSHO-“All the Buddhas of all the ages have been telling you a very simple fact: Be — don’t try to become. Within these two words, be and becoming, your whole life is contained. Being is enlightenment, becoming is ignorance.”

OSHO-“Be creative. Don’t be worried about what you are doing — one has to do many things — but do everything creatively, with devotion. Then your work becomes worship.”

OSHO-“Ecstasy is our very nature; to be ecstatic is natural, spontaneous. It needs no effort to be ecstatic, it needs great effort to be miserable. That’s why you look so tired, because misery is really hard work; to maintain it is really difficult, because you are doing something against nature.”

OSHO-“Experience life in all possible ways — good-bad, bitter-sweet, dark-light, summer- winter. Experience all the dualities. Don’t be afraid of experience… the more experience you have, the more mature you become.”

OSHO-“I am releasing a sense of humour in you, a deep laughter in you. Laughter is prayer, it is more spiritual than I chanting mantras, it is far more cosmic than going to a place of worship.”

OSHO-“if the atom can have so much energy, what to say about man? What to say about this small flame of consciousness in man If some day this small flame bursts forth, it is bound to become an infinite source of energy and light. That’s how it has happened to a Buddha, or to a Jesus.”

OSHO-“In love you disappear, your mind disappears. In love you come to an utter relaxation. That’s my teaching to you, I teach love. And there is nothing higher than love.”

OSHO-“In the inner world no effort is needed. Once you start slipping inwards, you suddenly see everything is happening as it should. Life is perfect. There is no way to improve upon it. Then celebration starts.”

OSHO-“Laughter has tremendous beauty, a lightness. It will bring lightness to you, and it will give you wings to fly. A good laugh is tremendously meditative.”  

OSHO-“Laughter is far more sacred than prayer, because prayer can be done by anyone whereas to laugh, one needs to have presence of mind; a quickness of seeing into things.”

OSHO-“Laughter is not irreligious. Laughter is one of the most evolved phenomena in human life. No other animal can laugh, it is only man who can laugh.” 

OSHO-“Let your laughter be your only prayer Let your joy be your only offering. Love life! Love small things! Don’t miss a single moment.”   

OSHO-“Life is not esoteric at all. It is written on each leaf of each tree, on each pebble on the seashore; it is contained in each ray  of the sun—whatever you come across is life in all its beauty.”

OSHO-“Love makes you a unity — and not a union, remember, but a unity. Because in a union those who join together remain separate. In a unity they dissolve, they become one, they melt into each other. And that moment I call the moment of truth, when love has given you unity First, love gives you unity in your innermost core. Then you are no more a body, no more a mind, no more a soul. You are simply one —unnamed, undefined, unclassified. No more determinate, definable, no more comprehensible. A mystery, a joy, a surprise, a jubilation, a great celebration.”

OSHO-“My whole teaching consists of two words, “meditation” and “love”. Meditate so that you can feel immense silence, and love so that your life can become a song, a dance, a celebration.”

OSHO-“Never go towards God seriously; go laughing and dancing, and your prayer will be heard… and your thank-you will reach the address.”

OSHO-“No dead principles can help, but only living consciousness. Be absolutely unprincipled and just follow life.”

OSHO-“Remain in wonder if you want the mysteries to open up for you. Mysteries never open up for those who go on questioning. Questioners sooner or later end up in a library. Questioners sooner or later end up with scriptures, because scriptures are full of answers. And answers are dangerous, they kill your wonder.”

OSHO-“The deeper your laughter, the deeper will become your prayer. If you can dance, you have entered the shrine, you have come close to God.”

OSHO-“The whole play of existence is so beautiful that laughter can be the only response to it.”

OSHO-“What should I give to you today? Because this is my birthday, I was incarnated into this body on this day This is the day I saw for the first time the green of the trees and the blue of the skies. This was the day I for the first time opened my eyes and saw God all around. Of course the word ‘God’ didn’t exist at that moment, but what I saw was God. I was thinking, what should I give to you today? Then I remembered a saying of Buddha: Sabba Danam Dhamma Danana Jnati —the gift of truth excels all other gifts. And my truth is love.”

OSHO-“You can go on changing the outer for lives and you will never be satisfied; something or other will remain to be changed. Unless the inner changes, the outer can never be perfect.”

POPE –“We think our fathers fools, so wise we grow; our wiser sons, no doubt, will think us so.”   

POPE- “Wit that can creep and pride that licks the dust.”

POPE GREGORY –“If the work of God could be comprehended by reason, it would be no longer wonderful.”    

POPE JHON PAUL –“Believe! Do not be afraid to believe.”

POPE JHON PAUL –“The church strives to be the interpreter of the thirst modern men and women have for dignity.”

POPE JHON PAUL II –“Man always travels along precipices. His trust obligation is to keep his balance.”

POPE JOHN PAUL II –“If, with regard to natural resources, especially under the pressure of industrialization, an irresponsible culture of “dominion” has been reinforced with devastating ecological consequences, this certainly does not correspond to God’s plan. “Fill the earth and subdue it; and have dominion over the fish of the sea and over! the birds of the air”. These famous words of Genesis entrust the earth to man’s use, not abuse.”       

POPE JOHN PAUL II –“Our future on this planet, exposed as it is to nuclear annihilation, depends on one single factor: Humanity must make a moral about-face.”     

POPE JOHN PAUL II –“Science can purify religion from error and superstition; religion can purify science from idolatry and false absolutes. Each can draw the other into a wider world, a world in which both can flourish… We need each other to be what we must be, what we are called to be.” 

POPE JOHN PAUL II –“Social justice cannot be attained by violence. Violence kills what it intends to create.”   

POPE JOHN PAUL II –“Story of Survival: From now on it is only through a conscious choice and through a deliberate policy that humanity can survive.”

POPE JOHN XXIII –“Anybody can be Pope; the proof of this is that I have become one.” 

POPE JOHN XXIII –“It is easier for a father to have children than for children to have a real father.”

POPE PAUL VI –“We see in these swift and skilful travellers a symbol of our life, which seeks to be a pilgrimage and a passage on this earth for the way of heaven.”   

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