As we are all aware J. Krishnamurti was not only a great seer but a wise educator, perhaps the most radical that this century has produced. His insights challenged educators to re-examine fundamental issues of education. With great penetration, he probed into questions that are very real for teachers, questions that relate to issues such as freedom and discipline, knowledge, intelligence, creativity, goodness and so on. A true revolutionary in spirit, he questioned all conventional patterns of thinking and action. He often dwelt on the responsibilities of educators in bringing about a new culture.

The question that naturally arises for us is: what are we doing in our schools with these insights? Do we share them? Do we hold them in our minds, explore and deepen them? What are our problems? What are the difficulties we face in our attempts? Krishnamurti schools offer to the teachers who are drawn to them the space and ambience in which to enquire and investigate, discover and learn about education and life. Some of our schools are residential, some are day schools. Some are in India and some are abroad. Nevertheless the same spirit informs them all. In fact Krishnamurti often referred to them as 'One School'.

The Journal of Krishnamurti Schools stems from a need that was felt for a forum wherein teachers could express their own understanding of this common vision, raise questions and doubts, discuss the problems they face or share the joys of their discoveries in the class room and elsewhere. This is, therefore, an In-House Journal. In fact Krishnaji had in the later years of his life often expressed his desire that such a Journal be started which would deal with the larger vision as also the creative movements and concerns of our schools.

We are happy that teachers and trustees of Krishnamurti Schools in India and from Brockwood Park in England and Oak Grove School in California, though always pressed for time, have sent in very thoughtful contributions. There are also contributions form institutions and people who share our vision. Those titled 'Observation, Leisure and Learning' and 'Reflections on the teaching of Mathematics' are from the Centre for Learning, Bangalore and from Schumacher College, UK. Stephan Harding writes on 'Ecological Perception'. We welcome their participation.

Many persons have helped in other ways to make this Journal possible. In particular we are indebted to Kamala Mukunda of CFL for the sustained interest, care and assistance she extended in the editing of the Journal. Jayashree Nambiar and O. R. Rao have made valuable suggestions. Our thanks are also due to Suneethi Rao for going through the manuscript carefully. It is a matter of pride for us that the Journal is designed by Deepa Kamath, an ex-student of Rishi Valley and currently a parent of The School, Madras.

As this first issue of the Journal goes to press we remember with affection a good friend and fellow-educator G. Narayan who worked at our schools for many long years. He passed away in October 1996. He was one of those who held at heart this spirit of oneness amongst our schools and was keen that such a journal should emerge. This issue, therefore carries an article by him that reflections the sensitivity and keenness of this mind.