Changes

The supramental thought is a form of the knowledge by identity and a development, in the idea, of the truth presented to the supramental vision. The identity and the vision give the truth in its essence, its body and its parts in a single view: the thought translates this direct consciousness and immediate power of the truth into idea-knowledge and will. It adds or need add otherwise nothing new, but reproduces, articulates, moves round the body of the knowledge. Where, however, the identity and the vision are still incomplete, the supramental thought has a larger office and reveals, interprets or recalls as it were to the soul's memory what they are not yet ready to give. And where these greater states and powers are still veiled, the thought comes in front and prepares and to a certain extent effects a partial rending or helps actively in the removal of the veil. Therefore in the development out of the mental ignorance into the supramental knowledge this illumined thought comes to us often though not always first, to open the way to the vision or else to give first supports to the growing consciousness of identity and its greater knowledge. This thought is also an effective means of communication and expression and helps to an impression or fixation of the truth whether on one's own lower mind and being or on that of others. The supramental thought differs from the intellectual not only because it is the direct truth idea and not a representation of truth to the ignorance,—it is the truth consciousness of the spirit always presenting to itself its own right forms, the ''satyam'' and ''ṛtam'' of the Veda,—but because of its strong reality, body of light and substance. <ref>http://incarnateword.in/cwsa/24/the-supramental-thought-and-knowledge#p13</ref>

[In Education]One thing could be done once, at least once: you set a subject, like that, from the course of subjects, you set it and tell them, “For a quarter of an hour we shall remain silent, silent; no noise, no one should make any noise. We shall remain silent for a quarter of an hour. For a quarter of an hour try to remain completely silent, still and attentive, and then we shall see in a quarter of an hour what comes out of it.” You can reduce it to five minutes to begin with, three minutes, two minutes, it doesn’t matter. A quarter of an hour is a lot, but you should do… try that… see. Some of them will start to fidget. Very few children, perhaps, know how to keep still; or else they fall asleep—but it doesn’t matter if they fall asleep. You could try that at least once, see what happens: “Let’s see! Who will answer my question after ten minutes’ silence? And not ten minutes which you will spend trying to get hold of everything you may know mentally about the subject, no, no—ten minutes during which you will be just like this, blank, still, silent, attentive… attentive and silent.”