IYN-7 - 2005-Autumn

ISSUE NUMBER 7 - AUTUMN 2005
IYENGAR YOGA ®
www.iyengaryoga.org.uk
ASSOCIATION (UK) President: Yogacharya Sri B.K.S. Iyengar
IYENGAR ® YOGA N EWS - I ssue n o.7 - A utumn 2 005

Editorial Board:
Kirsten Agar Ward, Debbie Bartholomew, E D I T O R I A L
Philippe Harari, Rachel Lovegrove, Helen Scarlett he theme of this issue of Iyengar Yoga News is Yoga
Printed by: Blueprint Press, Cambridge, on paper made using wood
from sustainable forests and without the use of chlorine
T and Children and the magazine features several
contributions on this issue; an authoritative article by Dr
Geeta S. Iyengar, reports from children’s and teenagers’
® used with permission of BKS IYENGAR,Trade Mark Owner classes in the UK and an interview with Rajiv and Swati
Chanchani, authors of “Yoga For Children”.
IYA (UK) SPRING CONVENTION 2006
& AGM This issue contains the second part of an interview with
Prashant Iyengar. We also publish the second part in our
June 17th - 21st 2006 series Guruji: Profile of a Yogi, describing how B. K. S.
Iyengar’s teaching reaches across barriers of all kinds of
sectarianism. There is an interview with three of the UK’s
Guest teacher : Jawahar Bangera most respected and Senior teachers, Jeanne Maslen, Pen
Brunel University, Uxbridge Reed and Lilian Biggs, and reports from Bellur and from
the 2005 IYA (UK) Spring Convention, held at Brunel
General Days University. Please note that next year’s Spring Conven-
Saturday 17th - Sunday 18th June tion will be held in the same venue and will have Jawahar
Bangera as the guest teacher. We have changed the
Teacher Days format of the convention with Saturday and Sunday
Monday 19th - Wednesday 21st June given over to general classes and the following Monday,
(Cer tified IYA (UK) teachers only) Tuesday and Wednesday for teachers only. IYN 8 will
contain a report of the Autumn convention in Bath
Application forms to be sent out Oct. 2005 which will have just taken place when you read this.
We are very pleased to announce that three new

Copy deadline for next issue (IYN no. 8): Iyengar Yoga Institutes have recently been formed, two
Friday 25th November, 2005 in Scotland and one in the the South of England. This
IYN 8 will be published in February 2006 brings the total of affiliated Institutes around the country
Articles, letters, adverts, photographs and up to 15.
illustrations should be sent to:
Kirsten Agar Ward Finally, we are very keen to receive articles and photo-
graphs from members for the next issue of IYN.
12 Station Road,
Lower Weston, Bath BA2 3DY
office@bath-ii yengar-yy oga.com
The drawing on the front cover is by Angela Köhn

(aged 12). The photograph on the back cover is of
the Patanjali Temple in the village of
Bellur, Karnataka, India.
C O N T E N T S
YOGA AND CHILDREN
2 Yoga for School Children: Dr Geeta S. Iyengar writes about introducing yoga into the school curriculum
9 Yoga in Education: Korinna Pilafidis-Williams reports on the Research on Yoga in Education seminar
10 Yoga for Children: interview with Rajiv and Swati Chanchani
12 Children and Yoga: Kirsten Agar Ward on practising yoga with children
14 Yoga and Exam Stress: Kimberley Green describes how yoga has helped her cope with exams
15 Teenagers on Yoga: What teenage students at the Maida Vale Institute have to say about yoga
16 Classes for Children: Korinna Pilafidis-Williams and Johanna Heckman-Mohan on teaching children
18 Children on Yoga: What children practising at the Bath Iyengar Yoga Centre have to say about yoga
ARTICLES
20 Interview with Prashantji II: The second part of Richard Agar Ward’s interview with Prashant S. Iyengar
29 A Soulful Experience: Margaret Rawlinson describes an intensive yoga course in Pune
30 Yoga United: Louise McMullan writes about teaching yoga to professional footballers
34 Guruji: Profile of a Yogi - non-ssectarianism: Kirsten and Richard Agar Ward present part II of this series
38 Bygone Days: Debbie Bartholomew interviews Jeanne Maslen, Pen Reed and Lilian Biggs
51 Endings and Beginnings: Helen Graham writes about Iyengar yoga in the West of Scotland
REPORTS
27 Latest from Bellur: Judith Jones provides a bulletin and Fiona Dewar describes fundraising in Edinburgh
28 Astadala Yogamala: Brigid Philip heralds the publication of volumes 4 and 5 of Astadala Yogamala
45 Location, Location, Convention: Carol Brown writes about the IYA (UK) Spring 2005 Convention
46 In the Lab, Not in the Gym: Liz Brown and Philippe Harari on the teaching at the Spring Convention
50 Three New Institutes: Three Institutes are launched, 2 in Scotland and 1 in Dorset and Hampshire
52 Report from the Chair and Treasurer of the IYA (UK)
53 Report from the Treasurer of the IYA (UK)
54 Report from the Membership and Office Manager of the IYA (UK)
MISCELLANEOUS
32 Events Listings: your guide to Iyengar Institutes in the UK

48 Classes at RIMYI: details and application form
56 The Certification Mark: Judi Sweeting and Elaine Pidgeon explain how teachers can qualify
55 Assessment Congratulations
57 Miscellaneous Announcements
58 IYA (UK) Merchandise - incuding newly arrived Light on Life by B. K. S. Iyengar
59 Yoga Rahasya: details and application form
60 Advertisements
64 IYA (UK) Executive Council
65 Guide to the Pronunciation of Sanskrit
YOGA FOR SCHOOL CHILDREN
This article, by Dr Geeta S. Iyengar, is reprinted with kind permission of Yoga
Rahasya, the magazine of the Ramamani Iyengar Memorial Yoga Institute in
Pune, India. See page 59 for details of how to subscribe to this publication.
oga is a subject which has universal appeal. It is a The yoga teacher should therefore have physical agility
Y science and an art for culturing the mind and devel-
oping personality. Educationalists have started thinking of
and mental sharpness. He must himself be a keen practi-
tioner of yoga. He should be able to do the àsanas
introducing yoga as a subject in schools. However, yoga is along with the children and not just demand and
a vast and multifaceted subject and school authorities are command them to do the poses. His subjective involve-
confused as to which aspect of yoga should be introduced ment is crucial as children essentially learn by seeing and
to the students. Some authorities are only familiar with imitating. Their eyes catch movement quickly while they
the philosophical aspects of yoga while others are only detest lengthy explanations. In any case, quick and agile
aware of the diverse methods of meditation. There are movements cannot be explained and have to be imparted
some teachers who think that yoga merely implies directly.
relaxing in ÷avàsana with the eyes closed. Some school
authorities are apprehensive as they equate yoga to a set The teacher should remember that the children have a
of mild and orthodox physical exercises. They wonder tremendous defensive strength and do not get injured
why one should switch to these archaic yoga àsanas easily. Children stop immediately if something goes wrong
when so many modern forms of vigorous physical exer- while performing the àsana.They have a safe-guarding and
cises are available. All these doubts stem from ignorance. self- protecting intelligence which is inherent at that age.
They are not adamant like elders but are very courageous.
Yoga àsanas should be introduced in schools
The aspect of yoga which should be introduced in schools

for children between the ages of 6 and 16 years, is the
àsanas. âsana is the only limb of yoga that can be
directly imparted. Properly imparted and practised,
àsanas will provide the children with sound physical and
mental health, and will lead to balanced growth. âsanas
are well suited for children as they are basically active and
outgoing by nature. Children enjoy action, movement and
creativity that the àsanas provide.Thus, the children will
readily take to àsanas . Furthermore, the àsanas are
safe and can easily be corrected. By exposing the children
to yoga àsanas at the middle school level, interest in the
subject of yoga will be created at the right age. Later, at
the high school level, when these children are more
mature, they can take up the higher aspects of yoga -
theory, philosophy, pràõàyàma etc.
The role of the yoga teacher
The role of the yoga teacher is of foremost importance if

yoga is to be successfully introduced into schools. The
teacher must create interest in the pupils and arouse their
desire to learn. He must inspire and enthuse the children
and be cheerful in the class.
Iyengar Yoga News 7 - Autumn 2005 2

Should yoga in schools be compulsory or voluntary? Children who chose to do yoga voluntarily were much
more enthusiastic. They were eager to learn and always
There is a debate as to whether yoga should be compul- wished to learn something new. They appreciated a chal-
sory or voluntary in schools. 1 have taught yoga in schools lenge and made every effort to try difficult, complicated
where the subject was compulsory as well as to groups of and advanced àsanas . They were attentive pupils and
pupils who chose to practise yoga voluntarily. The made repeated attempts with a fresh mind.
psychology and the mental attitudes of these two groups
were completely different. Varying attitudes of children towards yoga
When children were compelled, they didn't like to prac- I have taught yoga to children from different socio-
tice yoga. They were reluctant, naughty and rebelled. For economic backgrounds for over twenty years. Here I
such children, I had to change my approach in teaching. I would like to make certain observations. For this purpose,
started by teaching them simple àsanas . Then I further I shall divide the schools into four categories:
simplified these àsanas by teaching them in easy stages.
For example, in utthita trikoõàsana, I merely asked them a) Lower class schools:These children are often underfed
to jump, spread the legs apart, and take the arms to the and were generally upright.These poor children never
side. Initially the children did not hesitate to perform such shirked from "king" efforts.They were agile though they
soft and simple movements. However, after a few turns looked fragile. They were bold in their approach and
the children themselves realized that though these move- their sense of balance in poses like ÷ãrùàsana,
ments were painless, they were also effective. Then I bakàsana, and årdhva kukkutàsana was very good.
would demonstrate something special or difficult, an eye These children can certainly acquire skills in the art of
catching àsana. Immediately the children would make an yoga if they are given better nourishment.
effort to do it. This is how interest in the subject was
created. b) Middle class schools:These children were by and large
good pupils. They approached the subject with enthu-
siasm and every effort to participate. When they
performed àsanas , they displayed a tenacity, maturity,
and stability that the lower class children lacked. They
were also much quicker to grasp the subtle points and
could hold the àsanas for a longer duration. These
children's doubts and questions were intellectual.
c) Upper class schools: These students were often lazy

and slow going. They were rather extroverted and
disliked yoga as it had no pomp and show. It was really
a tough job to change and culture their minds. These
children were rather unruly though their schools
imposed strict discipline. I therefore had to mould and
shape them in a gentle manner in order to develop
their sensitivity. I often had to be very strict and show
my superiority in order to humble them. A friendly
approach didn't work with these children as it did with
the other two groups.
d) Country schools: The situation was quite different in

these schools. The girls were very shy while the boys
were bold. These girls wore long skirts to school and
had no special clothes for yoga. This was a limitation. I
could only teach them the standing poses - there were
no sitting poses that could be done in these clothes.
This school could not provide a separate hall for yoga

practice and the classes were conducted outdoors.The Syllabus
children lacked facilities but still they were enthusiastic,
obedient and respectful towards their teachers and The syllabus should be complete and comprehensive. It
elders.They were honest, simple and straightforward. should be a guideline which suggests the basic require-
ments and sequence of a yoga course. It should begin with
At what age should children commence yoga practice? simple àsanas and proceed towards complicated
àsanas. These àsanas must be taught in a proper
School authorities and parents are both uncertain sequence. Initially children should be taught to stand and
regarding the age at which children should commence sit correctly. The teacher should be able to catch the basic
yoga practice. Children aged six years and above are fit defects in a child's posture and correct them. A rigid
to commence yoga practice. Children between the ages syllabus defeats the purpose as children tend to lose
of five and six can do some àsanas , but are too young interest.
to practice yoga formally. The static poses do not suit
these children nor do they have the capacity to do A question which is often raised as to which àsanas
many dynamic movements.These little children are very should be taught in schools. Unfortunately, most yoga
supple and elastic but their suppleness, vibrancy, and teachers in schools have confined their course to a few
elasticity should not be taxed at this tender age. They basic àsanas. These àsanas include: padmàsana,
lack muscular strength and therefore a yoga class of 25 matsyàsana, dhanuràsana, bhujaïgàsana, ÷ãrùàsana,
or 35 minutes duration is too long for them, little chil- sarvàngàsana, halàsana and a few others.
dren should be permitted to playfully and casually learn
a few postures. They should be permitted to grow up One should not confine oneself to just a few àsanas
naturally and discipline should not be imposed too while teaching children who learn fast. A child can easily
early. learn 30 to 40 àsanas in the course of a year even if he
is allotted just one class of yoga in a week. Obviously if chil-
dren have two or more classes of yoga a week they need
a syllabus with many more àsanas . Children need variety
and novelty. By practising a variety of àsanas children can
experience different movements of their bodies. The
novelty is necessary to keep their interest in the subject
alive. By repeating the poses in each class, the children get
bored.Though the àsanas are age-old, the teacher must
be innovative to keep the children's interest alive.
There will be no progress if the teacher tries to perfect

one àsana before introducing new àsanas .While some
important àsanas have to be taught and repeated in
each session, there are others that one teaches occasion-
ally. Besides the perfection of some àsanas depends on
the performance of several other àsanas. For example, if
a group of children find it difficult to perform padmàsana
they need to practise several poses which are prepara-
tory to padmàsana such as: gomukhàsana, vãràsana, eka
pàda bakàsana, årdhva pàdottànàsana, utthita hasta
pàdànguùthàsana, ardha padmàsana etc. Similarly, to
improve halàsana, the cycle of paschimottànàsana -
halàsana should be practised regularly.
Yoga teachers are sometimes apprehensive about

teaching some àsanas to children. For example, some
teachers are afraid to teach upasviùñha koõàsana
although it is quite easy for children to attempt. Unfortu-

nately, several teachers do not practise a wide range of speedy movements. These dynamic movements activate
àsanas themselves.They impose limitations on the chil- unused joints and muscles bringing suppleness to stiff
dren as they judge the students’ capacities by their own bodies. This prepares children for àsanas that they
limited capacities. cannot do easily. The dynamic and speedy movements
have a positive effect on the mind too. They destroy
Some teachers are afraid to teach children ÷ãrùàsana. lethargy and remove fear complexes that hinder free
These fears are unfounded. øãrùàsana removes fatigue movements. They break mental rigidity and instil courage
and rejuvenates the brain. Students should practise in the children. The children are able to achieve new
÷ãrùàsana regularly since they have to study a lot. During movements while practising static àsanas in combina-
examinations children should practise several inverted tion with dynamic movements. The speedy movements
àsanas such as ÷ãrùàsana, sarvàngàsana, halàsana, setu perform a sort of 'brain washing' and make the children
bandha sarvàngàsana, vãparita karaõi etc as they remove fresh.
fatigue as well as physical and mental strain. At our Insti-
tute children who are studying for their examinations Sequences of àsanas that can be taught to children
regularly practice these stimulating and relaxing àsanas .
They also practice lateral twists of the spine to remove a) The cycle of sårya namaskar (commonly called the
backaches and neck pain. They also do ÷anmukhã mudrà jumpings). These include the following àsanas in a
to relax the eyes. series: årdhva hastàsana, uttànàsana, adho mukha
÷vànàsana, årdhva mukha ÷vànàsana, chaturanga
âsanas that can be taught to children daõóàsana and reverse back in a similar manner.
These poses can be practised in various permutations
The sequence of àsanas has to be carefully worked out and combinations which give new patterns.
so as to help correct the anatomical positions and the b) One could perform all the standing poses at a stretch
physiological functioning. Groups of àsanas that can be without returning to samasthiti (taóàsana) each time.
taught to children are:
1) Standing àsanas such as utthita trikoõàsana

2) Sitting àsanas such as vãràsana
3) Forward bending àsanas such as paschimot-
tànàsana
4) Inverted àsanas such as ÷ãrùàsana
5) Supine àsanas such as matsyàsana
6) Prone àsanas such as ÷alabhàsana
7) Lateral twisting àsanas such as bharadvàjàsana
8) Backward bending àsanas such as årdhva
dhanuràsana
9) Arm balancing àsanas such as bhujapãdàsana
10) Leg movement àsanas such as supta pàdàn-
guùthàsana
11) Body knotting àsanas such as yoganidràsana
Many a time yogic àsanas are confused for contortions

of the body. The teacher should explain that skill in the
performance of yogàsanas means the correct placement
of the limbs, muscles and organs in the different postures.
Static vs. dynamic àsanas for children
If children are taught too many static àsanas they will

get bored and distracted. Therefore, the teacher should
carefully combine the static movements with dynamic and

c) One could practise all the standing poses on the right c) The teacher can stress upon the graceful movements
side at a stretch and finish with samasthiti. Then while going into the àsanas, staying in the àsanas
perform the standing poses on the left side at a and gracefully coming out of the àsanas .
stretch. d) Sometimes the teacher should make the children
d) The teacher can blend the àsanas, i.e. utthita aware of the breathing while practising àsanas .
trikoõàsana, ardha chandràsana, vãrabhadràsana, e) The teacher could also bring out the connection
parivçtta pàr÷vakoõàsana, utthita trikoõàsana, pàr÷va between the technique of an àsana and the effect of
uttànàsanaa, årdhva prasàrita ekapàdàsana, utthita the àsana.
hasta pàdànguùthàsana. All these can be done at a
stretch without giving a break.The same cycle can be If the students are taught in this manner they develop
repeated on the other side.This can again have several grace, skill, freedom, courage, quickness, steadiness, a sense
permutations and combinations. of balance, agility, suppleness, sharpness and physical and
e) Combine two or more àsanas and practise this mental control.
sequence repeatedly, i.e., pàr÷vottànàsana, årdhva
prasàrita ekapàdàsana. The introduction of yoga theory in schools
f) The cycle of nàvàsana, halàsana and each forward
bend can be blended. School children do not enjoy formal classes on the theory
g) Each of the forward bending poses and each of the of yoga which is dry.They understand and appreciate the
standing poses can be blended with the jumpings. practical benefits of the àsanas .They will be attentive if
h) All the forward bending poses can be done on the the teacher mentions the importance of yogàsanas while
right side at a stretch and then on the left side at a teaching the àsanas. The children should be taught
stretch. anatomy, physiology and how àsanas help in keeping the
i) Combining each of the forward bending poses with body and mind healthy during the course of an àsana
lateral twisting poses. class. Children greatly enjoy listening to the meanings and
j) Each forward bending pose can be combined with a
backward bending pose like årdhva dhanuràsana or
uùñràsana.
k) Form a chain of one of forward bending àsanas and
one of backward bending àsanas .
l) Advanced and difficult poses like bakàsana or
yoganidràsana can be taught in stages by introducing
each advanced movement or action involved in
performing that particular pose separately.
The teacher can and should add several different permu-

tations and combinations to the above mentioned exam-
ples. Thereby the children will enjoy the variety and also
derive many benefits.
Tips for teaching children
a) The difficult and complicated àsanas can also be

taught with the help of a wall, i.e., ÷ãrùàsana, årdhva
dhanuràsana, kapotàsana, etc. The support of the
wall gives the child courage and helps them develop
a sense of balance.The children's efforts are properly
channelised and they are safeguarded from mistakes
or injury by this method.
b) The children can occasionally be made to stay for a
longer duration in the first pose. This develops their
stamina.

the methodological studies that underlie the names of the its utility, its purpose and effect
àsanas .They also like to loudly repeat the names of the 8) The interest should be kept burning, by showing
àsanas . slides, films, video cassettes on the attractive and
advanced àsanas with a talk on the benefits of yoga
Formal yoga theory can be introduced at the high school practice.
level. However, a separate theory class need not be 9) Live demonstration of àsanas with an accompa-
allotted for this purpose as this would be a needless nying talk in simple words are effective in motivating
burden on the children. Instead, once in a while the the children.
teacher should give the students a talk an yoga theory.
Some yoga teachers jump to the more abstruse aspects
At these talks they can inform the students on subjects of Pata¤jàli's Yoga Sutras instead of giving simple explana-
like: tions and information.They attempt to teach the children
difficult concepts such as Kriyà Yoga and samàdhi. This
1) The concept of yoga sort of idealistic theory is not appropriate as children
2) The definition of yoga in simple words can't relate such abstract concepts to their day to day life
3) The concept of Aùñàïga Yoga and personal experience.
4) The introduction of Bahiraïga Sàdhanà which
develops altruistic views On teaching children yama and niyama
5) The concept of morality should be introduced by
regular prayers, good behaviour, character building, The ethical principles of yarna and niyama are very impor-
physical and mental health awareness, etc. tant for children but they cannot be physically imparted or
6) The role of àsanas in improving health, character, directly taught. Moral principles have to be explained and
concentration, intelligence, etc. children should be encouraged and not forced to follow
7) The name of the àsana, its meaning, pronunciation, them.
Pràõàyàma is not for children
Pràõàyàma is not suited to the nature of children and

one must caution yoga teachers against teaching it to chil-
dren. Pràõàyàma needs to be practised with tremen-
dous attention. It is impossible to quieten two children
when they get together. The mass psychology of children
is such that when they are together they can't be serious
nor can they be controlled. Pràõàyàma demands steadi-
ness, seriousness and keen observation, whereas children
are playful, naughty and restless by nature.
There are practical problems too in teaching children

pràõàyàma. Children cannot keep their eyes closed for
too long. If they are asked to do so, they burst out
laughing. If while teaching the instructor points out some
anatomical detail the children laugh and become mischie-
vous. If you ask children to sit quietly they drop the spine.
However, children can activate the spine better than the
adults while practicing àsanas . If you ask the children to
breathe consciously, they move the chest and abdomen
dynamically and mechanically.
Besides pràõàyàma is a monotonous and unintelligent job

for children. It does not provide an outlet for their creativity.
They do not find anything expressive or impressive in it.

Nor do they find any immediate results or any sense of they are still mentally immature. It would damage the chil-
achievements in the practice of pràõàyàma. Children dren's health if they mature physiologically at the wrong
grow prematurely old if they are taught pràõàyàma. time.Thus children should not be taught the bandhas.
Bhastrika pràõàyàma is dangerous for children as they
can damage the delicate blood vessels and brain cells. Summary and Conclusion
Therefore, children should not be taught pràõàyàma.
Initially, children should be taught àsanas through
How should one prepare children for pràõàyàma? The dynamic and skilful movements. This develops agility so
older children should be made aware of breathing while that
performing àsana which is sufficient preparation for chil-
dren.They can be taught to rest with the chest raised up o Only yogàsanas should be taught to school chil-
and well opened if they get tired while performing dren.
dynamic àsanas .They will recover quickly and practically o The number of àsanas should not be limited. The
learn the importance of correct breathing. Since àsanas advanced àsanas should also be taught to students
cleanse the inner body, they can be used to prepare the who practice regularly.
children for pràõàyàma without directly touching on the o Children need variety and novelty and find repetitions
pràõàyàmic process . uninteresting.
o Slow movements bore the children as the children's
Shatkriyàs are not for children energy is always out bursting.
o Perfection and accuracy in the àsanas should be
There is a debate among yoga teachers as to whether or introduced gradually.
not the shatkriyàs should be taught to school children. o Simple yoga theory should be explained occasionally.
The Hatha Yoga Pradapika clearly states that the o Children should not be taught pràõàyàma directly.
shatkriyàs are not meant for everyone. These kriyàs are They should be prepared for pràõàyàma through
only for those whose humours are completely vitiated - àsanas that give healthy respiratory movements.
the diseased people. Besides, these kriyàs are habit- o Children should not be taught the shatkriyàs and the
forming. If a person habitually performs these kriyàs he or bandhas.
she has trouble performing routine movements like
emptying the bowels or even easy breathing if they don't The children become active, smart, flexible, mobile, quick
perform the kriyàs. Therefore, it is not at all advisable to and gain stamina. The teaching should proceed towards
introduce school children to the shatkriyàs sthiti, steadiness. To bring sthiti in the body physiological
functioning should be at its peak.The dynamic movements
Another reason that children should avoid the shatkriyàs improve the metabolism and the health of the body and
is that there could be problems of hygiene, i.e., dirty so they help create sthiti. From sthiti, the teaching should
thread, dirty water, etc.The first of the niyamas, ÷aucha, is proceed towards the sense of equipoise, balance, equilib-
sufficient for children. It is enough to teach children to rium and stability. This equipoise is the outcome of
brush their teeth, clean their tongue, gargle, blow the concentration which comes from the steadiness of the
nostrils lightly, to move the bowels regularly, to bathe and body. Having achieved equipoise, teaching should lead the
cultivate good habits. In addition, if children regularly prac- child towards the state of quietness and peace. Then the
tise yogàsanas , their physiological functions like digestion, children have to be taught to perform àsanas skilfully,
excretion, etc. will certainly improve. without unnecessary strain and distortions. The child
attains the state of ease in the àsanas when the delicate
Bandhas are not for children balance between extension and relaxation is achieved. In
sahajàvasthà, the efforts cease. Finally, this process leads
Children should not be taught uóóãyàna and other bandhas towards a state of calmness, quietness and non-duality.
as the children become conscious of their lower abdomen This is essential for a child to face the problematic adoles-
and reproductive organs by pracsing these bandhas.These cent years. To attain this, the preparation must start at the
organs are functionally dormant in childhood. If children age of seven years.The travelling from childhood to adult-
practise these bandhas, their physiology will start func- hood, from agility to a non-dual state is a progressive
tioning before puberty. As a result, premature seminal journey, a fruition, which a child can attain by practising the
discharge in boys or menstruation in girls may occur while third limb of Aùñàïga Yoga. C
YOGA IN EDUCATION
In June 2005, Korinna Pilafidis-W
Williams attended a yoga and education seminar in London,
organised by Research on Yoga in Education (RYE).
esearch on Yoga in Education (RYE) was founded by
R teachers in France in1978 to take Yoga into National
Education. Its objective is to bring a more holistic approach
to teaching in schools. Therefore it is less about teaching
àsana in a separate class but bringing physical, breathing and
concentration techniques into other lessons.
On the day of the seminar there were about 50 partici-

pants, mainly yoga teachers but also schoolteachers
mostly teaching special needs. The guest speaker and
RYE's founder, Micheline Flak, talked about the back-
ground of the movement and her experience as a teacher
and a yoga practioner. She adapted six of Pata¤jàli's limbs
of yoga in the following way.
1. Living together (Yama)

2. Cleaning the house (Niyama)
3. Straightening the back (âsana)
4. Breathing (Pràõàyàma)*
5. Relaxation (Pratyàhàra)
6. Concentration (Dharàõà)
She illustrated all six limbs with examples and practical

techniques and emphasised the importance of relaxation
for both children and teachers.
It was interesting to see how other people approached

such an important subject. Many of the techniques were
very specific to classroom teaching and I would not use
them in a children's àsana class. It also left some of the
school teachers sceptical since they realised the difficulty
of how to get pupils, especially of secondary school age,
to agree to follow any of the techniques. Nevertheless the
intention is admirable and they intend to set up RYE offi-
cially in the UK as a registered charity later this year to join
similar branches in most parts of Europe as well as Israel
and South America.
To find out more about RYE, you can visit their website at
www.ryeuk.org.
* Editors’ note: As Geetaji says in the previous article

“Pràõàyàma is not suited to the nature of children and
one must caution yoga teachers against teaching it to chil-
dren.”

YOGA FOR CHILDREN
Swati and Rajiv Chanchani have been practising and teaching Iyengar Yoga since 1975.Their
book,Yoga For Children, was first published in 1995 and is now available in four different
languages.They were the visiting teachers at the IYA (UK) 2005 Spring Convention at
Brunel University and after dinner on the Saturday night they gave an exclusive interview
to Iyengar Yoga News about teaching yoga to children
ur first question was whether Yoga was widely taught They have also evolved a Diploma in "Yoga for School
O to children in India, and Swati and Rajiv began by
explaining that in India Yoga is seen not only as yogàsanas;
Children" on behalf of the Ramamani Iyengar Memorial
Yoga Institute. This is a yoga scheme for schoolchildren
the stories and practices of yoga are deeply embedded similar to the Duke of Edinburgh award in the UK; at age
within Indian culture and the yogic terms, such as Yama, 9, children can gain the 1st level in their Diploma for
Niyama, Samàdhi are part of everyday language. Stories School Children, the 2nd level at 11 etc. By 17 or 18,
from the Ramayana and Mahabharata are well known they can reach the 5th level and as such are qualified to
amongst children and there are many aspects of regular teach Introductory poses to children. Swati explained
Indian life that could be thought of as 'yogic'. Moreover, that people of that age do not really have the maturity
traditionally yogis tend to get greater respect in Indian to teach yoga to adults, however much they have prac-
culture than people successful in politics or business; Rajiv tised, so this qualification only allows them to teach chil-
explained that successful people in society have learnt to dren.
control others, whereas the yogi has learnt to control
him/herself, and is therefore more highly regarded. So Yoga Rajiv was critical of a school system that encourages
awareness in general is widespread in India, but yogàsanas competitiveness and an over-emphasis on end-gaining
are not systematically taught in most schools. through exams and qualifications. These days in India and
in the UK, school education is about training children to
A few Indian universities offer degrees in yoga, and some function in the materialistic world, and does not really
schools do offer it to their students, but the only system- have much spiritual content. They talked about how chil-
atic syllabus for Yoga in existence is that developed by dren need a 'moral compass' to help them find their way
the Chanchanis under Guruji's guidance. In much the to adulthood, and yoga is an ideal educational tool to
same way that the UK is made of different 'countries' provide this. They dream of a time when yoga is an inte-
(Wales, Scotland etc.), India is made up of over 22 gral part of the school curriculum and is given as much
different states, and education provision varies greatly respect as other school subjects.
across them. There are English medium schools and
'vernacular' schools which use local languages and tend We asked at what age they felt that children should start
to be for poorer people. One particular school board, practising yoga.They told us that before the age of 8, chil-
the Indian Council for Secondary Education, manages a dren can be exposed to yoga but there is no point trying
number of elite academic schools around the sub-conti- to teach them systematically before then.The best way to
nent. These schools are very prominent and influential, encourage children to take up yoga is by example; the
and developments that occur here tend to trickle down Chanchani's own children were constantly steeped in a
to the rest of the education system. The Chanchanis yogic lifestyle from the moment they were born, they
have been successful in persuading this board to take on regularly attended classes at the RIYMI as they got older
the yoga syllabus that they prepared under Guruji's and are now committed practitioners. We pointed out
guidance; it can be taught by any Yoga teacher but uses that in the UK children often rebel against their parents'
Guruji's Light on Yoga as its key text and is firmly rooted lifestyles, and in fact are encouraged to do so by a society
in the Iyengar system. This syllabus consists of teaching that values individualistic independence and ego-projec-
yogàsanas and also covers the effects of different poses, tion as a sign that you are 'your own person'.This is much
the health benefits of yoga and yoga philosophy etc.They less true in Indian culture although things are changing;
very much hope that this initiative will lead slowly and increasingly, aggressiveness in business and individualistic
surely to a greater focus in schools on the teaching of assertiveness are valued in society, and these concepts are
yoga. antithetic to the practice of yoga.
The fact that yoga is much more deeply embedded in he would get children to lie still in ÷avàsana by telling
Indian culture means that children will be more receptive them a story and saying "if anyone moves, the story stops".
to its teachings. However, even in India, it is important that Young children are not capable of quiet reflection in the
the children are made to enjoy their yoga classes and that, same way as adults, but if they can be persuaded to lie still
if they are taught it at school, it is not simply perceived as for a while, then they can learn to appreciate inner quiet-
a 'sidey' (a term Indian schoolchildren use to refer to ness, especially after puberty. Young children do not have
something that doesn't really matter). Rajiv pointed out the cognitive development to appreciate abstract ideas,
that a yoga teacher can make the learning of yoga "a joy but they can be taught about moral principles through the
or a poison". The key thing is to keep the children inter- use of stories and fables.
ested and Swati and Rajiv have pioneered a whole range
of techniques that do this (many of which are described The Chanchani's have a very strong sense that yoga
in their book). As Swati pointed out, children are bundles consists of much more than practising àsana and
of energy and this means that children's classes have to be pràõàyàma and that it is the best vehicle in which to set
fast-paced, with a lot of variety and little repetition, and full out on the journey to self-realisation.They argue that the
of exciting activities.They described one idea for a class in teaching of yoga is the most valuable education that can
which the children were divided into two teams and be offered to children. There is a long way to go before
offered various 'quiz' challenges, like performing 2 asanas this is universally accepted in India, let alone the UK, but
named after birds, or else deciding what pose to put under Guruji's guidance they have made a significant
someone in if they have a cold and then timing how contribution. C
quickly they could do it. Rajiv also explained that disci-
pline can become an issue in children's classes and told us
how he would exclude a disruptive child for 2 minutes Yoga for Children by Swati and Rajiv Chanchani is
and then get the rest of the class to have lots of fun doing available from IYA (UK) books & merchandising.
÷ãrùàsana and not allowing him or her to watch. Or how See page 54 for details.

CHILDREN AND YOGA
Does our attitude about yoga practice and children tell us something about our develop-
ment as yoga practitioners? If we can become disturbed easily when children are around
are we really as advanced as we might like to think we are? Can we reasonably hope our
children take up yoga if we exclude them from our practice at a young age?
Kirsten Agar Ward examines some of the issues around practising yoga with children about.
e were fortu- spend together, but
W nate to have
had Birjoo, Trupti and
also that he is learning
about our way of life.
Rajvi Mehta as guests Our way of life centres
in our home during the around yoga - we
last few years. We had spend many hours
many interesting practising, teaching,
conversations, some of reading about it, talking
which were about about it, attending yoga
having children and days, going to India,
doing yoga. spending time with
other yoga practitioners from UK and abroad. We work
When our child Saul was a baby we found it easy to prac- unusual hours and often work or attend meetings away so
tise with him in the room. However, as he became more travel a lot - a situation that doesn't fit in with childcare or
mobile it became a little more tricky. Our solution was to other people's lifestyles. We also think good fresh vege-
spend many practice sessions practising alone with the tarian food is important so we spend quite a lot of time
other partner taking care of him. Our guests made the on its preparation and try to eat together. Conversely we
point that if a child is excluded when you practise (at don't do so much of the stuff many other people spend
home or class) then instead of developing a positive their time doing - socialising, 'going out', watching TV. In
interest in the subject the child will come to resent yoga other words, our lifestyle is very different from that of
as it is keeping them apart from the parent(s). This really most people and as this lifestyle is dear to us as a family
struck a chord with me. then of course it is also dear to us that Saul is fully
involved in it.This is important not only now, but also for
We are very fortunate that in our lives we have been able the future as we hope Saul will be interested in yoga as he
to make choices which have enabled us to be with our grows up; after all, we think it's a good thing so of course
child. We have resolved in bringing him up to do it we want him to benefit. We can't expect him suddenly to
ourselves rather than place him in childcare. This was for develop an interest as a teenager or young adult if he is
a number of reasons, the primary one being that person- excluded now and experiences yoga in a negative way.
ally we feel it is impor-
tant as parents to have Children learn by
that close contact with what they see. They
our child, to bring him imitate. So what
up ourselves as best better way for a child
we can. An important to learn about the
aspect of this is not important things in its
only the emotional family than to spend
connection we have time with the family
between us and the doing the things the
precious time we family does day to
day? (It seems so obvious but I do feel that we are staying here in 2000 when his daughter Pooja was tiny.
becoming disconnected from this in our society). So we He was sitting for pranayama and as I walked past the
want Saul to learn about how we cook, eat, clean, wash, room I saw Pooja crawling over to him. Thinking she
work, relax, resolve conflicts, negotiate and have fun might disturb him I tried to coax her to me, but she was
together etc. in a practical way by us being together. determined and went and sat on her daddy's lap.
Yoga is a core part of this so of course it was making no Nonetheless he was able to carry on undisturbed and
sense to exclude Saul from our practice. This is not to she sat so quietly and calmly. It was beautiful.
say that it is always easy with him there - of course his
interests as a 3 year old do not always coincide with Birjoo and Rajvi suggested that we have Saul in the class
ours! It is quite a chal- they were teaching
lenge doing ÷ãrùàsana that we attended on
when a toddler wants their tour last year. We
to push you over or were concerned that
otherwise play! But a this might not go down
child has to be a child. very well with the
As someone said, others there. The
'Play is the child's English are renowned
work'. Actually these for preferring animals
challenges make one a to children and chil-
better practitioner in dren are typically
the long run - in terms of stability, concentration and excluded from many things, even nowadays. Furthermore
attention etc. it seems that many come to yoga to get away from their
families! Whilst Rajvi and Birjoo were aware that the
This is not to say that he is always there when we prac- English may not be very tolerant they encouraged us
tise. In fact I enjoy very much practising when he is at firmly to bring him along. I am so glad we did.We gave him
kindergarten which he recently started part-time. But an early opportunity not only to be part of our life but
there is no doubt that his presence in the yoga room also to rise beyond our expectations and be so well
brings lots of joy into it. I used to think I must have time behaved. In a group situation I have found that Saul is only
alone to practise undisturbed but I think that really this interested in climbing on, pushing over Richard and me
waiting for perfect conditions is just an excuse not to rather than others! We limit our children as well as
practise.There has to come a time in one's development ourselves by putting artificial constraints on what we allow
when one can rise above less than perfect external ourselves to do. Sometimes we have to be brave and
conditions and realise that the disturbances and obstacles reach into the unknown and who knows we may surprise
really come from within. Look at Guruji's example, he is ourselves and others.
a householder and parent after all. Also Guruji's wife,
who had less time to practise owing to her maternal Often Saul likes simply to use our poses and the equip-
duties bringing up 5 children, still would endeavour to ment as a form of climbing frame, swing etc. However,
practise and furthermore she succeeded in being an quite naturally he has also started briefly to copy poses
exceptional teacher to we have done. He is
them! There are times thrilled to have been
however, when Saul is given his own yoga
not there - for shorts (a kind gift from
example when I do Sindhu at the RIMYI)
pràõàyàma I cannot and he likes to put
manage with him them on sometimes
there - yet! However, I and have his own mat
observed a lovely etc. Birjoo told us how
scene when Birjoo was his son Tejas has

learned about yoga without being directly taught, simply
by being around during classes and practice. Tejas
YOGA A ND E XAM S TRESS
16 year-old Kimberley Green describes how yoga
performed a beautiful demonstration of wrist balances for
has helped her cope with exams.
the Mumbai Institute's 2nd Anniversary celebration and
he has also picked up incidentally what poses are good for n the run up to exams it is very easy to neglect any
different things, such as knee problems etc.We are finding
now that, as well as copying poses, Saul also loves to play
I physical activity whatsoever in order to try and spend
maximum time hunched at a desk, cramming in revision.
the teacher - at the moment he especially likes to put my In truth, you would have to be almost superhuman to
arms in position in supta vãràsana.Through being around devote every spare minute to intense and constant study.
sometimes when we teach he is also learning. There was We are reminded all the time of the importance of exer-
a lovely time when Richard was teaching adho mukha cise, but during the period of incredibly high pressure that
÷vànàsana and correcting someone's knees, saying, "You leads to public exams, we are often reluctant to
have to make space here" and Saul came over to me as I completely abandon our notes and textbooks, in the fear
was participating in the class and did a beautiful adjust- of not knowing enough to pass a test.This is where yoga
ment on my knees saying "Mummy you have to make can come in. Although not very strenuous exercise, yoga
space here"! can really help you to relax and calm down at the
prospect of exams and revision. Whilst giving your brain
a break from facts, dates and equations, it can clear your
One of the things I like about India is how tolerant that
mind totally, freeing up any tensions you are experiencing
society is of children. When we visited last year with Saul
and allowing you to escape, even if for a few moments,
we were made to feel welcome wherever we went, in
the lingering dread of exams. This is so important when
the Institute, restaurants, and in people's houses. Not only
revising. It is not possible to stuff your brain to saturation
that, but people were so warm and friendly towards Saul. point with knowledge and expect to remember every-
Indians accept that a child is a child and so a lot of the thing. Instead, regular breaks, where you can truly forget
stress involved in going places in this country with a child your exams, should be taken.
(ie the worry that they might run around, make a noise
etc.), is removed. Aren't these qualities of warmth, friend- Furthermore, sitting at desks, we have the tendency to
liness and tolerance qualities we should all try to develop tighten up every muscle, hunch our backs and strain our
in ourselves as yoga practitioners? C eyes, especially when using computers. Not only can
yoga help you to relax your mind, but also the areas of
tension: you can leam to stretch or relax muscles to gain
better posture, or even leam simple exercises that can
be carried out regularly whilst actually sitting at a desk,
to relieve the aches and pains associated with working.
I have found that I experience so many emotions during

exams: the long, tedious waiting time of study leave
leading up to an exam, the last few days or hours before
an exam, when desperation sets in and I try to leam as
much as I can, the pressure of the exam conditions, and
finally the massive anti-climax and relief experienced
Image used with kind permission of the artist Viv Quillin coming out of the exam room. All in all, exams are a very
tiring process. Relaxing and doing certain yoga poses
helps me to regain a lot of that lost energy so I can keep
To read about Guruji's views on yoga and family life
concentrating on the next exam.
see Tree of Yoga.
There is so little hassle where yoga is concerned, and
To read more about Srimati Ramamani Iyengar's
although a class may mean only an hour a week, any
teaching of her children see "Our Gurukula" by
escape from solid revision can help you work better and
Geeta S Iyengar, Yoga Rahasya Vol 8, no 1
focus more in your next study session. C
TEENAGERS ON YOGA
Teenage students at the Iyengar Yoga Institute (Maida Vale) were recently given a
questionnaire about yoga. This is what they had to say.
Why do you want to do yoga?

Because my auntie does yoga and it looked good.
It lightens up my week. What do you like about it?
Because it is fun. I like all the poses we do.
I like to learn new things. I find it really fun and relaxing.
Because my cousin does yoga and he showed me some The poses.
and it looked really good so I thought I’d like to do that. Making new friends and all the poses.
To help my back. I like the fact that you have to be calm and I like most of the
poses (even though I can’t do them).
It stretches you.
What don’t you like about it?

I don’t like the speed of the poses. I would rather do them slower.
We do the same things over and over again.
The pain.
I don’t not like it.
I don’t like it that I don’t know the simple body parts..
It is so long.
How do you feel after a class?
Relaxed. Which is your favourite pose?
Tired. Warrior pose no. 3.
Full of energy. Head balance.
Relaxed and calm. The lion pose.
I feel relaxed and tired. The lotus pose.
Alive and active. The boat pose.
Corpse pose.
Which is your worst pose?
Boat pose.
None of them
The opposite triangle pose.
I don’t have a worst pose.
The boat pose.
Apart from being flexible and toned do you think there

is something else you gain from the practice of yoga?
Being relaxed.
You gain relaxation. Do you think you will still be doing yoga in
You learn about bones. 40 years’ time?
I can relax. Probably.
To be calm and listen. Yes!!!
To be calm. I do not know.
Yes!.
Who knows.
Let fate decide.

CLASSES FOR CHILDREN
The Times newspaper Body and Soul section recently approached Korinna Pilafidis-W Williams
and Johanna Heckmann-M Mohan to help them with an article on yoga for children. Both of
them have had extensive experience of teaching children at the Iyengar Yoga Institute
(Maida Vale). In this article for Iyengar Yoga News they point out the positive aspects of
yoga for children, as well as making teachers aware of certain cautions.
n Iyengar yoga we only encourage children over the age small hyper-flexible body with a big head. She has suffered
I of seven to take up classes. A seven-year-old child is
usually at school and is used to some sort of discipline and
from neck problems and is unable to do uttànàsana and
forward bends because her neck muscles are not strong
is able to watch and listen when a pose is demonstrated. enough to carry her head. She has to learn to do standing
More importantly most of them poses, adho mukha ÷vànàsana,
have learnt the difference between (possibly with the head supported),
their left and right sides. The phys- chaturanga daõóàsana, adho
iological reason behind the age mukha vçkùàsana to strengthen
limit is however more significant. her muscles.
Under the age of seven most chil-
dren's heads are bigger in propor- As teachers we have to look at a
tion to their body. In some child's body as we do with an adult
European countries they used to but with even greater responsibility
carry out a simple test to see because by ignoring the problems
whether a child was ready to go to we may aggravate certain weak-
school. The child had to take the arm over the head and nesses, which can later lead to problems. For instance
try and reach the opposite ear. If he/she was successful continuous backbends performed by a flexible child who
he/she were ready to go to school. naturally will only use the lower
back can cause back problems in
Also in yogic terms a child with the later life. Having said this, kids don't
head and arms not in proportion injure themselves easily and when
should not attempt to do they do they will let you know
÷ãrùàsana or sarvàngàsana immediately and release the pose
because the arms would not be while adults often endure the "bad"
able to support the head, neck and pain just not to be seen as weak or
body. Apart from that some of the incompetent.
bones of the skull, for example the
sphenoid bone, which is at the very The good effects of yoga for chil-
centre of the head and a pivot for dren far outnumber the cautions.
all the other bones and through which many important Standing poses and especially jumpings build up their
structures like cranial nerves, veins and arteries pass, has bones and spine and are essential for a growing body.
not properly fused. Pressure on the They are weight bearing and
head in ÷ãrùàsana could lead to strengthen arms, legs, feet and the
nerve damage if the pose is spine without causing over expo-
performed wrongly. Furthermore sure and pressure, which some
the big muscles, which help stability, sports can cause. This is of great
have not developed before the age impor tance in the process of
of seven. Therefore we often puberty when the hipbones and
observe hyper flexibility rather than some cranial bones fuse. Further-
stiffness in young children. For more they increase the heart rate,
example a seven-year-old girl in the improve lung capacity and help the
Maida Vale children's class has a whole metabolic system. Back-
bends can be a real boon with especially when the children have
asthmatic children, whereas undergone traumatic experiences.
standing poses can be for juvenile In the West however we often
diabetes. encourage the children to close
their eyes to refresh and cool the
Body awareness is learnt in yoga eyes since they use them so much
and can be observed after even a with television, computers and
few classes. When they first arrive playstation games.
in class they hardly know where
their feet are. They have to learn to Mentally they become very alert
stretch to the finger tips and during jumpings but also in
become aware not to hold their neck and shoulders stiff. tàóàsana, vçkùàsana and garuóàsana, which increase
Especially teenagers are taught to stand to lift their chest their concentration. They slowly begin to understand that
and not to overarch their lumbar. doing yoga will help them over-
Being taught a good tàóàsana come certain problems. A practice
helps them to avoid pain in the of standing poses and inversions
upper and lower back and how to after a prolonged time of study
open and use their lungs fully. helps to increase the blood circula-
When these explanations are given tion of the brain, and in the case of
to them they usually respond and puberty, to balance the hypothal-
don't react to it as the usual nag of amus, pituitary and gonad glands
a parent.: "Sit or stand up straight!" responsible for the changes occur-
The body awareness goes even ring in their bodies. Some forward
further with teenagers who are bends are useful, because of their
often not comfortable with their body and either feel to calming effect on the nervous system and their balancing
thin, fat, weak, small or tall and they struggle to adjust to effects on the adrenal glands, which are linked to aggres-
their "new" body-mindset, due to sive behaviour (a by-product of
the effect of hormonal changes. puberty). For girls it is essential to
Yoga helps them to become more know how to do forward bends,
at ease with their body because baddha koõàsana and supta
they are able to control it by baddha koõàsana for period pains.
stretching, strengthening and For boys and girls it is important to
observing how different parts of it learn to stretch and align their
work. bones, muscles, ligaments and
tendons as well as the correct
Moving from the physical level we movements of joints when they
must point out the psychological play sports.
and emotional benefits. Similar to
an adult class àsanas followed by ÷avàsana lead to a In conclusion yoga in the early years helps to develop a
total state of relaxation. øavàsana is a very difficult but a healthy and strong body while later on as teenagers it
important pose for children above leads to a greater respect for their
the age of 7 or 9 because when body by physically opening it and
properly understood they can use it disciplining their mind, which will
in times of stress, overwork and lead to a greater intellectual ability
sleeping problems. If they cannot do and emotional stability. C
÷avàsana, setu bandha
sarvàngàsana will teach them how
to develop a quiet state of mind.
Some children find it difficult to We are very grateful to Geetaji for
keep their eyes closed and often it reading this article and adding
is advisable to keep them open important information.
Kiera Lutz
CHILDREN ON YOGA
Some thoughts on yoga from children attending the children’s and teenagers’
classes at Bath Iyengar Yoga Centre
I started doing yoga because I see it as a new challenge. I

like it because it is really fun and a way to challenge myself.
My favourite pose is downward facing dog because it feels
like you are stretching everywhere.
I like doing yoga because it’s really fun Alison Ward (age 13)
doing all the different poses.
One of my favourite poses is vãparita My name is George

daõóàsana. You get a chair with an Thomas.
open back and get a mat or a blanket
and fold it up and place it on your chair. I find yoga, especially
When you have done that, get in back- Iyengar yoga, most
wards. Then when you have done that, exhilarating and
lie down. extremely fun.
I like doing that pose because it’s really My favourite pose is

good fun to do. I started Yoga when I padmàsana.
was seven years old. I started because There is a picture of
my Mum does yoga. She found out me doing it just
about this yoga from leaflets. there.
I LOVE YOGA, IT’S SO MUCH FUN!!! Yoga is not just for

girls. It’s actually
Kiera H. Lutz quite fun for boys as
well!

Kiera Lutz
and
Bea Lee
Angela Köhn and Daisy Lee
Bea Lee
Kiera Lutz

INTERVIEW WITH PRASHANTJI
Part II of an interview with Prashantji conducted by Richard Agar Ward
in October 2004. The first part was published in IYN no. 6.
O ver the last few weeks it seems your teaching has

been concerned with our approach to Yoga; our
motivation in the poses, what we do, and what we over-
an àsana, in an àsana, then only it becomes ultimate state
of àsana. And therefore if you have to have a concept of
àsana, you must know something about it. Without
look or neglect and there are a number of questions knowing what ÷ãrùàsana is, you will not be able to medi-
dealing with aspects of this which we'd like to hear you tate on it and therefore knowing is very much important.
expand on. For example 'Iyengar students do and do and
do, but they don't know and know and know', so some- Now when you know, what do you know? You start
thing is missing in the practice there. Could you explain knowing what the mind does in àsana, what happens to
this view? mind in àsana, what the body does in àsana, what
happens to body in àsana, what the breath does in àsana
Prashantji: You see ultimately and what happens to breath in
àsanas are limbs of Aùñàïga àsana. And a unified concept of
Yoga. Yoga is meditation. Yoga is body, mind, breath, senses is an
samàdhi, Yoga is meditation, and àsana. Therefore I have said
àsana is one of the limbs, and somewhere that every àsana has
therefore it must have the attrib- a body set, has a mind set, has a
utes or characteristics of essential breath set and has a sense set. So
yoga. Now if you have to medi- altogether will be a concept, and
tate, where do you meditate? You then that will be a locus for medi-
meditate on a concept, or you tation, that will be an object for
meditate on an object and its meditation, that will be a concept
concept. You don't meditate on a for meditation on which àsanas
physical object, you meditate on can become yogàsanas. There-
its mental apperception which is a fore you must, as a student, you
concept inside the mind. Like a must know the àsana, you must
lotus, you don't meditate on an feel the àsana you must sense the
external lotus. You meditate on àsana, you must understand the
internal apperception of a lotus, àsana.What is body, mind, breath,
which is a concept. So meditation senses, each one working for the
requires a concept and therefore others. Each one working for itself
an àsana ultimately has to evolve into a concept. and the others. So that a unified concept can be crys-
øãrùàsana should not be merely a posture, it has to be tallised in our mind and then meditation can take place on
ultimately a concept on which you can meditate. You it.That's why knowing is important
cannot be meditating on the physical structure of the
pose. So therefore an àsana should not just continue and And they need to be known from different perspectives,
end in just endeavour to do.You have to start with doing. because for example the other day you had us doing rope
After doing you must know what you are doing.You must ÷ãrùàsana and you said usually with the inhalation the
feel what you are doing. So you have to do ÷ãrùàsana, you floating ribs expanded, and then we worked on other
have to breathe ÷ãrùàsana, you have to think ÷ãrùàsana. poses, we came back to rope ÷ãrùàsana and then you
So that you can have a concept of it in your mind and said now, strangely, unusually the floating ribs will go in on
then the meditation can take place on that. And since it is the inhalation, no exhalation…
yogàsana it has to have all that process. So àsanas are to
be not merely done they have to be thought of, thought Exhalation, yes on the chair vãparita daõóàsana.
over. That means àsanas are to be done, are to be
breathed, are to be thought about, are to be meditated So to know the essence of an àsana you have to approach
upon.Then they are yogàsanas. So then you meditate on it from different perspectives, different treatments if you like.
Yes. So physical postures, skeleto-muscular postures, naturally unyogic is going to be harmful to man. If yoga is
organic postures, psycho-mental postures, everything bountiful, unyogic is harmful. So many times what you
should be understood ... everything should be objectified practise is unyogic and we think it is yogic.That is bhrànti-
and understood. And that's why the knowing process is dar÷ana, illusory perception and with that illusion we
that much important. practise and we think 'I practised yoga and still I lost
certain qualities in me'. So it is not that actually I practised.
Can you say that it's getting to the essence of a pose, it's I did not practise yoga; I practised opposite of yoga.
finding the essence of a pose.
Yes. It's also interesting to know that for beginners who
Yes it's a process. Process of reaching the essence of the are not practising yoga with profundity often they receive
pose. And that's what I said in the performance of tremendous benefits in the initial stage, almost as if their
àsanas, there is activity, there is sensitivity, there is percep- suffering in some respects can be taken off. It's like a
tivity, there is reflectivity. All those things. So those are the tremendous gift to them. How does this come about?
components. All those components, if they are in the
assembly then your àsanas will be profound and then Yes always anything to start with, like you know in
you will like to meditate on something that is profound. economics they speak of The Law of Diminishing Returns.
You don't like to meditate on any So if you are very thirsty the first
ignoble or incomplete thing. You glass of water is almost a life elixir
like to meditate on something that for you. Then the second glass is
is profound. So àsanas should not so much.The third glass is not
become profound and therefore so much. So that's the Law of
it should be studied with all the Diminishing Returns. So that
possible facets of it. If every time one happens even in our mundane
things. So when one takes up to
And therefore to practise in the practises with freshness, yoga one feels that the results are
sense of doing and doing and there. Sudden results are there
doing treats the àsana like an
one will definitely feel and over a period of time the rate
object and the body like an object that yoga is every time of receipt is slowly cutting down.
and therefore it stops this profun- That is quite a natural thing when
dity developing. giving its bounty. somebody has started it. It's a
new subject so the mind is fresh.
Yes. There is, interest in applying
oneself to practice of yoga. But
You also talked about how yoga one has done for ten years,
practice can affect people in such twenty years, thirty years, then the
a way as to worsen their charac- freshness is not there. If every
ters and how it should… time one practises with freshness, one will definitely feel
that yoga is every time giving its bounty.
You have to re-frame these questions.Yoga doesn't work
in harmful way. It is if you get in delirium when you prac- Yes. Some questions that Kirsten had, arising from the class
tice.You think that you are wearing a yogic garb when you this morning. You talked about emitting as well as receiving
are doing yogic practice; it is unyogic.The unyogic practices benevolence in relaxation and you gave some examples
result in too dangerous conditions. And what you practice about what we emit and what we receive. Say if we emit
is actually unyogic and we think it is yogic. malice in some form then malice is shown towards us.
I should have put that in inverted commas! Yes true.
Yes! So yoga will never have, doesn't have any dangerous And she wanted to understand how you get that stage
effects at all. But we think that what we practise is yoga where you emit benevolence in relaxation.
and actually it is unyogic and not only non-yogic. If it is
non-yogic it won't be highly dangerous. But if it is unyogic, That is what Pata¤jàli says: that when yogis are in the

vicinity natural animosity is given up even by creatures. So lems to mind. So that's why subjectively I said each one
the lion will not get after a deer, actually it will start plea- should be radiating benevolence to others so that they all
suring a deer, fondling a deer. Because of the yogi's pres- come in benevolence atmosphere and then you will have
ence there. So a yogi radiates ahi§sà [non-violence], he unified conducive state of benevolence. So radiation is
does not only practise ahi§sà. When ahi§sà is important, not just receiving benevolence.
mastered, accomplished, what it means is that he radiates
ahi§sà and if they are in his vicinity, natural animosity will Yes and it's an internal radiation.
be forgotten by creatures. That is because of radiation. So
suppose when you are relaxing. If you do not radiate Internal. It's internal when we practise but for a yogi it also
relaxation, people around you may be unrelaxed and then works externally, because for a yogi to be in a yogic state
envious 'Oh this fellow is resting, relaxing, fortunate' etc. he must have no inclemencies outside him. All conditions
So we have to see if we are radiating some relaxation out should be clement. And for that he needs to radiate
of our practice.That person may not be relaxing with our ahi§sà, satya [truth], asteya [non-stealing], bramacharya
radiation, but it is possible that he will be drawn to some- [self-restraint] so that the others around him will be also
thing else and therefore he will not bother our relaxation. noble and as long as they are noble his practices can go
He will not mind our relaxation, he might overlook. So if on unimpeded, unobstructed!
somebody calls him or he is
engaged with something, he will Yes I understand what you mean.
get a call, so he will go out or he'll There's a similar idea in the Old
be kept busy doing some work, Testament where they talk about
somebody phones him and says the lion lying down with the lamb.
get me this and he'll go that place It's an important figurative idea of
to find, searching, finding some- ... the mind should not Peace, where, as you say, animosi-
thing. So he will forget that you ties are given up and it seems as if
are relaxing, so he will not create, just receive benevolence, people's nature is being funda-
or radiate any malice. But suppose mentally changed.
I relax here and you sit and you
it should radiate
are watching me, then you might benevolence to body and She also touches on the subject of
develop malice after a while: 'That relaxology and how you explain it's
fellow, he is relaxing'. But suppose breath. not just letting go, that's not relax-
your child is around, then you ology. You have to do something.
don't bother because you have And for example, primarily exhaling
something to look at. So when for an effect but also pausing after
we radiate relaxation it is not an exhalation and how you can
necessary that other person will also try with an inhalation.
also relax. It is even possible that
he will not surface malice, actual malice or envy or jeal- Yes
ously in him because of different reasons - he's engaged
in something, or brought in something else, or going away And I was thinking how when you mentioned this inhala-
for some work, whatever. So that is important. If that tion has a relaxing effect, how just before, for example
doesn't happen then he will be around here, and if he is you sigh, you exhale you release, just before that you
around here he will be looking at you and then he will inhale in such a manner as to release, is that what you
envy your relaxation. So radiation of relaxation is very mean, that inhalations can have a soothing, relaxing effect.
important.
Yes. No to start with it is always exhalation, so that's why
Now in the class I said the mind should not just receive ÷avàsana will always start with exhalations. After you have
benevolence, it should radiate benevolence to body and done that, when the nerves have been relaxed, the mind has
breath.The breath should not have benevolence it should been relaxed, then the inhalation also can be done tenderly
radiate benevolence to body and mind, so they will not and gently. Like gently bracing the awareness, the inhalation
envy. Otherwise suppose the mind relaxes and the body gently bracing the sensory nerves or awareness or mind. So
is in agony.The body will try to trouble, inflict some prob- it's the tender touch itself can be a relaxation in inhalation.

And also the pause after exhalation.
Graph B: smooth breath
Yes, pause after exhalation.
But the pause after inhalation isn't often mentioned?
Yes, No it doesn't work that much because relaxation

usually takes place by exhalation and not by inhalation.The
Volume
inhalation relaxation is an echo relaxation of exhalation.
So the echo can come but there is a time limit.The echo
cannot be prolonged or cannot be delayed. You cannot
get an echo after half an hour, one hour or two hours. So
there's a time within which the echo effect can be there.
So inhalation has an echo effect of relaxation so that
should be reaped to advantage and that's why inhalation
retention won't work. Because inhalation itself doesn't
intrinsically lead to relaxation. If Pata¤jàli wanted that
then echo inhalation would have been given.
Time
Is it true that when relaxation becomes profound that
inhalation and exhalation become difficult to distinguish, Now when the breath becomes smooth then it takes this
because they seem to be the same? serpentine movement [Graph B].These cuts [as in Graph
A] are not there.Then it becomes an almost microscopic
Oh yes. Of course.That is what is kevala kumbhaka. Kevala spiral and only if you take a magnifying glass you will see
kumbhaka is retention not preceded or followed by the spiral movement, otherwise it's almost a straight line
inhalation or exhalation. That is what is the definition of [Graph C]. Now what does straight line imply? That there
kevala kumbhaka. If you want I can draw diagram for you. is no upward movement, there is no inhalation, there is no
So suppose we draw a graph of our breathing. This is a downward movement, there is no exhalation. So kevala
time axis and this is volume axis, of breath.These are the kumbhaka is kumbhaka which is neither preceded nor
inhalations, volume goes up, retention, exhalation, reten- followed by inhalation nor exhalation. Now only if you go
tion, inhalation, retention, inhalation, retention [Graph A]. in with an electron microscope you will see that there is
Graph A: normal breathing Graph C: kevala kumbhaka

I - inhalation
R - retention
E - exhalation
Volume
Volume
R R
I E I E I
R R
Time Time

a wavy line, otherwise it appears to be a straight line. So grasp the maximum meaning, if you like, the maximum
there are no waves, no ruffles and it's a smooth move- importance of a concept, how is that to be done? Is it just
ment. So in that case inhalation, exhalation is going on by taking lessons with Guruji or just in practice?
almost parallel to the time axis.
Even in practice, see it has to come in proper ambience,
Yes it's difficult to envision without experiencing. But I condition. If you practice your trikoõàsana in proper
understand a lot of what you say. She also mentioned ambience and conditions just trikoõàsana will mean a lot.
about what you said about how a concept is more impor- But if I wake you up at 2.30 am or mid-night and say
tant than the meaning.... 'Come on trikoõàsana', so trikoõàsana will not mean
much. As a matter of fact you will detest it. But you have
Than the meaning, yes. such a sequencing that what has preceded trikoõàsana,
makes trikoõàsana have a great meaning for you.
…in the matter of words. And I think you've talked about
this in a class I was in too. For example, the meaning of a Resonance.
glass of water at different times is variable, but the
concept is… Yes Like at the beginning of the class I said 'Come on,
trikoõàsana'. It didn't mean much.
Yes. What water means to you is But suppose I had taken some
more important than what water ÷ãrùàsana variations. Or you had
means itself. If I offer water when done some twistings, you had done
you are not thirsty and you don't some backbends. So when the
require water it doesn't mean orientation is there, the body is
anything to you. What is water? inclined, the assembly is there,
H2O, that's all. But when you are ready. When you work with that
thirsty, dying of thirst then if I offer assembly your raw materials are
water, then it means life for you. quite finished. And therefore
So what it means is important. So trikoõàsana will mean much to you
what techniques mean to you in
àsanas is more important than It'll become a creative pose.
what techniques mean by them-
selves. That's not important, turn Yes
the right leg out, left foot in, take
the right hand down, left arm up. In fact it will suggest things to you…
It has no meaning. What it means
to you is important. That is why So what has preceded, what
suppose, anyone takes a class and sequencing has been practised,
you say 'Come on trikoõàsana, right leg in left leg out' and that can create meaning for trikoõàsana technique. So it's
you do it. So Guruji comes and says 'Come on an ambience. What ambience a teacher creates, what
trikoõàsana.' It means different. So just because Guruji ambience you create in your practice.When you are going
comes and says it means different. to practise standing poses create an ambience, inclination,
disposition in the cells and tissues and fibres and mind and
Yes breath so that trikoõàsana would mean a lot. But there is
no inclination.You are in this pose. And 'Come on standing
But Tom, Dick, Harry comes and says 'Come on do poses, trikoõàsana'. Well it does not mean much. So basi-
trikoõàsana' and says 'right leg out left foot in'. It doesn't cally you have to create a condition, ambience, then it
mean. So what it means to you is important and that will would mean much. As I said water. Water has meaning if
work on your execution. you get it in proper conditions. Similarly do àsana in
proper conditions. So try to work for proper conditions
Yes. So also for example if there were a technique that to do head-balance. Or trikoõàsana, or backbends. Or
was vital to your understanding of a pose obviously to forward bends. Then they mean a lot. But if you are very
another person it's just a series of words. So how can we stiff and on winter morning I wake you at 2.30, 'Come on

jànu ÷ãrùàsana.’ To hell with jànu ÷ãrùàsana at 2.30 on a breath or working mind. So if you work correctly you find
winter morning, when the temperature is minus 2 or 3! that that avenue is closed to you effectively.
You're indisposed! True.
Yes! Which is a good thing. And also you used some phrases
how you should work impressively, expressively and artic-
And then something else you said was that in our practice ulatively. Could you expand on those ideas?
we barely touch the organic body if you just work at the
skeleto-muscular level. Yes. Usually the Iyengar students present àsanas very
impressively. Because we think it's a performing art and
Yes this morning I said that if we fiercely, rigorously, rigor- those who look better in their pose, see that there is
ously work in àsanas, like forward bends, twisting and all symmetry and there is external beauty, what we call it
those poses, we think it is working for organic efficacy. It aesthetic beauty actually, well proportioned and
doesn't work. If you are slogging, working very hard, you symmetry etc. And that's how we try to make the pose
are working on skeleto-muscular body which demands more and more expressive and impressive for others. So
glucose, which demands blood in I said all those kriyas, when you
that endeavour. So actually it will are doing vehemently, diligently,
be taking from organic body. So if aggressively, rigorously, vigorously
it has to be organic exercise, it has you can do, you have to do
to be a yogàsana. Prayatna ÷aith- ... if we fiercely, rigorously, expressively. Every action to be
ilya sthira sukham. So when you
have that condition. When you do
rigorously work in expressed, every action to be
impressed. So do impressively,
÷ãrùàsana in that condition it will àsanas , like forward expressively and in backbends
work on organs. But if you are also. But then also work articula-
fiercely, seriously, vigorously, rigor- bends, twisting and all tively, that means you are doing
ously working, turn the back, turn those poses, we think it is mindfully. See somebody
the spine, open the chest then it commentating on an event has to
will not work organically. Other- working for organic involve, get involved in that event.
wise all those exercise people like Like a cricket commentary, radio
gymnasts their organic body
efficacy. commentary, a commentator
would be healthy. It is not healthy, It doesn't work. must be watching the match with
because they are slogging on the complete involvement, then only
skeleto-muscular body. So if you he can be commentating on the
slog on, as long as you slog on it, it proceedings. So similarly if you
will not work. So you have to slog develop this art of articulation
to prepare the body and make it fit, and then go for you will need to involve yourself. What am I doing? What
organic exercise, so you do with rhythmic breathing, you is happening? I stretch the leg, what happens? Like bowler
do with proper breath constellation of ÷ãrùàsana varia- bowls and what does the batsman do? So I stretch my leg,
tions or sarvàngàsana variations or twisting variations so what happened to body? I stretched my hand, what
that the suitable mind should be used, suitable breath happened to body? So you should be commentating.
constellation should be there, then it becomes an organic When you commentate you get involvement. When you
exercise. Merely contracting kidneys is not a kidney exer- get involvement you create a room, conditions for knowl-
cise because we are contracting all day. Anatomical edge, knowing. And that's how the àsana can evolve. So I
muscles or peripheral muscles and organic muscles. So do said you should do impressively, expressively and articula-
kapotàsana and get the kapotàsana mind, kapotàsana tively Not orally articulate, mentally articulate.
breath; then it works organically.
And that mental commentary has to focus on the right
How we worked from ÷ãrùàsana one day. I was struck areas not just the impressive or the apparent?
that, it was doing ÷ãrùàsana, it was no longer possible to
work skeleto-muscularly, it was only a question of working Yes. And everything because the commentator has to

explain the whole field when something happens. A be kept fresh - that's the way to keep practice fresh rather
bowler bowls, batsman hits, where the ball goes and what than stale.
the fielders are doing. Because he might throw and then Yes. And the other thing is that we all accept that it is a
somebody has to back up the bowler or wicket-keeper or science.Yoga is a science. Now if it is a science, what is the
the fielder doesn't bother - 'The ball has gone there I basic attribute, condition of a science? That there is a
won't bother'. It's not proper! cause and effect relationship established. If there is a
cause, we say this is the whole of the effect. If there is an
And also the commentator has to comment on the game effect there is a cause. So even when we are doing asanas
as it's being played. If you go to a pose, go to jànu we should do this, at times we will notice the cause. If we
÷ãrùàsana now, it's a different pose from what I did this notice that this cause has taken place, 'I have tightened my
morning you can't commentate on the same thing. legs', then I should know that these are going to be the
effects. And these have to be effects. So the effects are
Yes true. So you have to explain the conditions, the crowd definite. But if I notice the effect, that my leg is got hard-
conditions, the psychosis of the player. What their stresses ened, then I should know that it should only take place
are. What their worries are. Everything you should be because of such and such causes. Has it taken place? So
knowing, and you should be knowing the game.You should the cause and effect relationship has to be constantly
be knowing the mind game of monitored, constantly verified,
every player and then you are an studied, then only it's a science. So
impressive commentator.You know if you want to know cause and
the mind of the batsman and you effect relationships you must be
know the mind of the bowler.Then constantly watching. 'I have done
you can be impressive. this, this has happened.' 'This
happened, I did this.' Now if the
So it's a way of saying that you're relationships are proper then you
present in the pose and not doing will say 'Yes it is right. I can tighten
yesterday's pose or what you my leg because I have become
hope tomorrow's pose will be. unconscious in the pose.' Now
that's not a proper cause! So I
Yes.True. should know the cause and effect
relationship if my legs got tight-
So that's, if you like, the yogic ened, why did they get tightened?
paradigm for the mind - is that Did I get a cramp in my calf? So
you have to be present in that this cause and effect relationship
pose on that particular day. What- you will notice if you are
ever you want it to be. observing diligently, carefully, mind-
fully.Then only it's a science. If it is
Yes a science, keep watching cause
and effect relationships. At times
Or whatever you feel it might be. you will notice cause. Find out whether the effects are
there. At times you will watch the effects, find out whether
Yes. I mean that in order you don't go to past or future the cause had taken place properly.
you must be commentating on the present. If you don't
commentate there is every time that you will shift to past So is this taking the minutes rather than setting the agenda!
or future.
True!
And the audience will get very restless!
Both aspects. Setting the agenda and this is like taking the
Yes! He says, 'About thirty years back or fifty years back'! minutes and seeing exactly what is happening when.
But if you don't commentate in an àsana you will just go
past or future, then you lose the present and that's why True
you should commentate.
As you say it's a scientific endeavour. That's been very
And that’s where the staleness comes if you like because interesting. I would like to go on but I don't have any
you talked about freshness earlier and how practice has to more questions. Thank you very much. C
LATEST FROM BELLUR
Judith Jones provides a bulletin on the latest news from Guruji’s birth village, and Fiona Dewar
describes a fundraising event that took place in Edinburgh in May 2005.
Latest Bulletin on Bellur: June 2005 From Pune via Scotland to Bellur with Love
Judith Jones Fiona Dewar
Bellur is the village in Karnataka, S. India where Guruji was On a warm sunny May afternoon the Edinburgh Iyengar
born and lived for the first nine years of his life. Guruji has Yoga Centre opened its doors and welcomed visiting
initiated a huge project to improve the cultural, social and musicians, from Pune, Rajendra Kulkarni a Bansuri artiste
educational life of the people of Bellur, especially for the and Atulkumar Upadhaye, a violinist with Glasgow based
young people and children. Guruji himself has financed the Tabla player Vijay Kangutkar. The concert in aid of Guruji's
building of a splendid temple to Sage Patanjali - the first in native place Bellur was the first to be held in the centre.
the world. The temple complex also provides a place for
ceremonies such as weddings and houses a medical The hall was transformed with Indian rugs from Gandhi
centre.The primary school has been refurbished and now Ashram in Bombay, Sage Patanjali, Goddess Saraswati and
has a yoga hall. Sri Ganapati close by; the atmoshere was similar to the
intimate house concerts held by music lovers the length
However Guruji's vision did not stop here. After a lot of and breadth of India.The hall quickly filled up, we had two
negotiation a Trust was set up with Indian Government visiting musicians from Delhi who had been at Rajendras
approval to raise funds for the building of a Girl's High concert in Varanasi, 15 years before!!
School and a hospital. Associations and individuals world-
wide, including IYA(UK), made donations to the Trust and The music started with the introduction known as alaap
land was successfully purchased and approval gained for and moved in to an afternoon composition Raag Sarang.
the building project to commence. Also a water tower was After the interval the concert ended with light classical
built to provide the village with much needed clean water. music. The interval was a time to stretch our legs, drink
adraak chai (ginger tea) and eat Mrs Lottays famous
On 30th May 2005 the High School was inaugurated.This home-made veg samosas.The kind lady woke at the crack
is fantastic as when I visited Bellur in December 2004 the of dawn preparing them fresh so they were still warm and
site was just rocky scrubland! The Government of crisp!
Karnataka has now given permission for both boys and
girls to be educated at the school which serves the Bringing these two siblings from Mata Bharat (mother
surrounding villages as well. The Trust has agreed to give India) together was a privilege to be a part of, and it was
three years’ free education, free books and free uniforms, thanks to the audience and their 'disciplined listening' that
which has encouraged many families to send their chil- our visiting artistes had such an auspicious start to their
dren to the school to continue their education. If the time in Europe. The fundraising was a great success and
school is successful then a "junior college" may follow. But we raised nearly £400 for the Trust.
the next project is to build a 20 bed hospital as the
nearest hospitals are about 25 kilometres away. This will With thanks to everyone, not least the musicians, who
be a huge benefit to the whole community as travelling helped make this a very special Sunday afternoon. C
such a distance is a great problem.
If any of you would like to make a donation to the Trust

fund, however small, you may send a cheque made
payable to IYA(UK) to Leza Hatchard (see page 50). The
Association will collect donations and forward them to
Guruji with a list of donors. Please state that you are
sending a donation for the Bellur Trust and enclose a s.a.e.
if you need a receipt. C
ASTADALA YOGAMALA
Astadala Yogamala volumes 4 and 5 are now published. Brigid Philip reports.
stadala Yogamala, Guruji's collected works, are and Swami Radha" in 1992 from volume 5.
A planned to consist of 13 volumes in all. To recap:
volumes 1, 2, and 3 include articles, lectures and messages, The first two are interesting because they happened at a
and cover philosophical and practice aspects, and how time (1984) when Iyengar yoga was seen as too physical
yoga relates to the wider world (health, Ayurveda, sport, - a far cry from today with the new forms of dynamic
age, teaching and social life etc.).They are fascinating. Now yoga! Questions like "Isn't the Iyengar yoga approach to
come the next two… Volumes 4 and 5, interviews held teaching somewhat strenuous, rather more strenuous
between 1958 and 1992. They will appeal especially to than is used in other schools of teaching?" "Why do you
those of us who are more drawn to anecdote and stories give so many cautions and extreme prohibitions on medi-
than to philosophy. tation and pràõàyàma?", "How far do you feel your kind
of yoga has anything to offer to the person that is unable
Some of us will have been present at these interviews, to move?", "Do chakrà really exist?", "Why are kapàlabhàti
which we knew as Question and Answer sessions, during and bhastrikà pràõàyàma banned for women in Light on
conventions and public meet- pràõàyàma but not in Light
ings when Guruji visited us or on Yoga?" seemed designed to
we him. We were invited to outwit him. Unsuccessful! The
submit questions in advance answers are all illuminating,
and struggled to think of really graceful, funny, practical, and
telling ones to do justice to human.The answer to the last
the unique opportunity. The question I well remember - “in
results were woolly and women the breasts will
wobbly efforts in the main! become loose and hang
The thing that stands out to down, which Indian women
me in all the interviews is how don't like(!),ovaries and uterus
Guruji heroically turned our get unwanted strain, and preg-
sow's ear questions into silk nant women may miscarry”,
purses under our very noses! which he discovered after
All the sessions have a fresh- writing "Light On Yoga". And
ness and immediacy about on meditation "I do not want
them, which demonstrate his my pupils to jump to that
great skill and appetite as a meditation, which leads
communicator to widely towards dullness and laziness
varying audiences - the highly and which becomes unpro-
informed, novices, the scep- ductive".
tical, the practising yogis. He
talked to us where we are at, Guruji exchanged ideas with
not where we should be. Swami Radha, a Canadian yogi, in 1992 at a meeting with
her students present. He had written the introduction to
But how aggressive some of the strangers' questions her book "Hatha Yoga The Hidden Language" in 1985, and
were! Or is it just because I recall the tense atmosphere although she had another guru herself (Gurudev Shiv-
at the time? Often Guruji uses Socratic techniques - ques- ananda) it seems that she and Guruji, when they estab-
tioning the questioner - to get us to engage with why we lished a common vocabulary, thought and taught along
asked that question and thus persuading us to learn. similar lines. She explained that she was very drawn to
Picking examples from each volume I have chosen "Light on Yoga" and used it as a teaching text. So this
"Meeting B K S Iyengar", and "Mr Iyengar Meets the British whole discussion as a result is far more harmonious and
Wheel of Yoga" both in 1984 (two related sections) from productive. They explored their stories which illustrate
volume 4, and "Exchange of Ideas Between Mr Iyengar the importance of a sound ethical basis for students' yoga,
on which they agreed, and the centrality of disciplined life- lation. They are "A History of Modern Yoga, Patanjali and
long practice. Swami Radha asked whether Guruji had Western Esotericism" by Elizabeth de Michelis (this book
met her guru - which yielded his vivid and interesting was reviewed in IYN no. 6. A paperback version is due
memories. She wanted to know about Guruji's medical out in September 2005 - contact the author at
classes and how, using his approach of understanding [email protected] for details) and "Yoga in
problems in his own body, he avoided loosing his own Modern India,The body between Science and Philosophy"
identity, and kept his strength. He replied "…I use my body by Joseph Alter. These books have been a long time
as a prop for them (students).To remove this strain on me coming! Worth seeking out for the light they throw on
I do ÷ãrùàsana and sarvàngàsana every day without fail." Guruji's towering achievements and importance.
Altogether a warm, enlightening and humorous session.
With this great wealth of material available has anyone
Last year saw the publication of two exciting (and thought of forming a study group to study the Astadala
unusual) academic books which provide a fitting context Yogamala material to date? There seems to be so much
and independently validate the background to Guruji's food for thought, study and discussion that it is bound to
marvellous collected works. For those like me who didn't be very productive, and could, I think, cater for a wide
have much clue what they were embarking on when variety of tastes, interests and types. If you are interested,
taking so strongly to yoga when they started (nearly 30 please contact me at:
years ago, for health, in my case) these books are a reve- [email protected] C
A SOULFUL EXPERIENCE
Margaret Rawlinson describes a yoga intensive course in Pune
VENUE: PYC Gymkana - Pune not only show but to feel that reverence .
DATE: December 2004
EVENT: Yog Sadhana Then Geetaj's precise, incisive instructions took us by the
hand to lead us into a deeper understanding of the preci-
A yoga intensive to celebrate Geetaji's 60th birthday and sion and alignment of the asanas; showing how we can
Guruji's 86th continually increase that depth of knowledge in basic
poses.
ver 500 people from all over the globe assembled
O (in the very place where Guruji gave his very first
Yoga class in Pune in 1937) to come together in practice;
Guruji's appearance a little way into the classes was
silent, unheralded, unannounced - until we heard, from
to learn, and to receive the words of wisdom from our somewhere in the room, the sound of his deep rich,
revered teachers - and to celebrate! powerful voice, urging; commanding; firing us into more
and more effort, more understanding, more penetration
In that large room of wall-to-wall yoga practitioners on into the very fibres of our being. The hairs would stand
edge-to-edge mats, the goodwill towards fellow students, up on my neck - and....yes more was possible - a few
considering such tight space was a tribute to our practice words could bring light into those dark spaces, at least for
of yamas. The camaraderie was evident in the animated the moment. But, more, much more Guruji wanted also
chatter before the class began. to take our hand and lead us to the very core - THE
SOUL. I think we had glimpses of that and once having
The respect and love for Geetaji was evident with the been there we know we can, with diligent, intelligent,
spontaneous outburst of applause and salutations as she honest practice - inspired by our enlightened teachers
arrived at the hall. The reverence towards our art and find that place again.
towards the ancestral Lords who began the generational SADHANA
process of handing the precious gems of knowledge and dedicated, devotional practice
wisdom, was apparent during the invocation. Geetaji's We have the role models - we have the inspiration - we
gentle coaxing to prepare our sitting posture and state of must look into our Souls and find the honesty and
mind was a vital ingredient to finding that inner place to wisdom to dig deeper into our own practice. C
Y O G A U N I T E D
Louise McMullan writes about teaching Iyengar yoga to professional footballers
began teaching yoga at Manchester United Football Club On a typical day players finish training around mid-day and
I nearly three years ago. It's not glamorous - what yoga
class is? And it doesn't look much different from any of my
trickle into yoga class between 12.15 pm and 12.30 pm
showered and wearing after-shave! (Who said footballers
other classes except that all the students there are male. weren't gentlemen?) There's plenty of banter, conversa-
It has not increased my business, placed me more in tion and teasing among them initially but they soon settle
demand or, heaven forbid, made me famous! It can be into their various sequences. And these guys don't just
harder work than my other classes but it is a learning smell good, they're able to be extremely focussed too!
curve I am grateful to be on and is often a lot of fun.
The initial reaction of the players was shock "This is the
I am a New Zealander and as such have been brought up hardest thing I've ever done" one remarked. (And it prob-
with a typical Kiwi disregard for the 'girlie' sport of soccer. ably was. My own first experience of Iyengar Yoga was the
Although I had lived in Manchester for seven or eight same). Sure of their fitness and physical capability and
years before beginning work with Manchester United, I suddenly challenged by the very uncomfortable sensa-
didn't know anything about English football. I had no idea tions in the hamstrings and kneecaps that just won't stay
that football was a religion, that the 'blues' were Protes- up! Another player told me that in the beginning he
tant and the 'reds' Catholic. Old Trafford was just a stop would sleep for hours after the class. Work with the first
on the Metro to me. team players is twice a week for about an hour at a time.
Attendance is voluntary. In the beginning they were easily
Nearly three years ago now I was asked by the head phys- discouraged by the challenge that yoga presented. Praise,
iotherapist at MUFC if I would come to the training empathy and encouragement and lots of little rests were
ground at Carrington and teach a small group of players all as important as the poses. But within a couple of
who had expressed an interest in yoga. My sense of the weeks the physical benefits were being felt. Lower back
situation was that the club would much rather indulge the and hamstring niggles in particular were easing. Five
whims of their first team players 'on site' under the months down the track and the players began to suspect
watchful eye of their physio than have them find a teacher I was being easier on them - I wasn't. Yoga was beginning
outside the Club who might do 'goodness-knows-what' to work its addictive magic: their bodies were stronger
to their valuable assets. And fair enough too. and more pain free, their stamina in the classes was
improving and they told me recovery from matches was
When I first arrived there were a host of people with faster with no sore muscles. The afternoon yoga-induced
flashing cameras waiting to catch a football star leaving the naps disappeared.
ground. Beyond reception I passed through two security
coded doors and into an enormous room used for indoor Poses and sequences can vary quite a lot from player to
training. A few people walked past me and said friendly player according to their particular needs and injury
hellos. Cleaning staff or equipment technicians I assumed. history. One typical sequence might be: half uttànàsana
Then the head phsyiotherapist appeared and it turned with hands to a ledge, adho mukha ÷vànàsana with heels
out that the friendly cleaning staff were my initial group of on bricks, adho mukha vãràsana, half uttànàsana with
first team footballer yoga students. hands on bricks, lateral standing poses with the front leg
50 degrees forward of back leg, bharadvàjàsana on a
All footballers seem to have injuries. In my first little group chair, standing marãchyàsana III to wall (or on the advice
one had a plate in his foot, two had had knee operations of a very encouraging letter from Mr Iyengar 'one legged
and another lower back problems. Many other problems màlàsana' on a table), parivçtta trikonàsana to a wall, half
were plain to see: tight hamstrings and calves, drastically pàr÷vottànàsana hands to bricks or to a ledge, prasàrita
misaligned legs very tight spines, locked up buttock pàdotànàsana, baddha koõàsana (buttocks raised for
muscles, sacro-iliac problems, hyperextending knees and most) back to a wall with knees and often ankles
dropped arches. supported and supta pàdànguùthàsana I with the down-
ward leg bent.

In June of 2004 I wrote to Mr Iyengar detailing all of the woman! This had never happened before. I should be
poses I was teaching with some of the variations and to aware of this, he said, not because it wasn't okay but just
which groups of players. His reply was most helpful. I felt because it was so very different for the players. So it
reassured that I was on the right track with the very best was a very progressive move for United to open its
of support! Two of his points however, were quite new to doors to Iyengar Yoga. And they have been wise to do
me: one-legged màlàsana using a thick rolled blanket so cautiously. Anything new, and especially anything that
between the thigh and calf to give flexibility to the knees, directly affects the players, must be introduced slowly so
and putting each foot in turn on a table. And nàvàsana its benefits and any potential backlash can be carefully
between two pillars with the front and back of the monitored. The worth of yoga had to be assessed by
buttocks supported by bolsters, to rest the hips. Fortu- someone - this takes time and meant that in the busiest
nately Jeanne Maslen (my teacher here in Manchester was part of his day the head physio. had to delegate his
able to shed further light for me on those). Mr Iyengar normal duties to a colleague for several weeks in order
further suggested that I ring Paxti Lizardi (a senior teacher to attend my first team classes.
in Spain) who was injured through playing football and got
relief through the angular presentation of the standing After the first six months the head phsyio. and coaches
poses. Paxti's advice was most helpful but it was his were convinced enough to have yoga included as a
manner that really inspired the yoga teacher in me. "I will compulsory part of the reserve and youth squads training.
tell you everything I know," he said, "because everything I Apart from the obvious physical benefits, the coaches of
know is given to me by Guruji and it is an honour just to the younger teams appreciate that it provides an aspect of
be the messenger." training that is a relief from the constant competitiveness
which surrounds the players. The Football Association has
Nearly three years on and the yoga jokes have trickled to also been approached with material outlining the benefits
a halt. The benefits have been felt and the Club's own of Iyengar Yoga. The FA takes keen interest in young
injury statistics clearly bear out the worth of our discipline players. And of course while it is great that some of the
as a successful aid in the prevention of injury to some of "big" names have spoken with broadsheet journalists and
the top footballers in the world. One player's the like about the importance of Iyengar Yoga to their
orthopaedic surgeon was so impressed he now recom- fitness, the greatest benefits for individuals, and therefore
mends Iyengar Yoga to his patients as an aid to post-oper- clubs, are to be gained by bringing yoga to the young
ative recovery. players. Prevention is better than cure.
It's hard to imagine a meeting of two more contrasting I hope that in future Iyengar yoga will become widespread
worlds than that of yoga and professional football. Yoga, among sporting organisations. Minimizing the wear and
a quiet private discipline with its emphasis on yamas and tear of constant training on players is, as we know, just one
ahi§sà and football an aggressive competitive sport of yoga's many benefits. If the FA follow Manchester
chock full of emotion, money and sensational media United's lead in their concern for the players' fitness and
interest. Knowing that I am a tiny peripheral cog in the wellbeing, it is possible that they may become instru-
big commercial machine that is Manchester United, it mental in bringing the benefits of Iyengar Yoga to young
never occurred to me that my presence might pose footballers right across the country. From that platform it
problems for the Club. And yet there are several would be an easier step to bring Iyengar Yoga into schools
reasons why a yoga teacher might be more hassle than as part of the standard curriculum.
worth to a football club. I was completely unfamiliar with
the football world and was to be working with the valu- Perhaps this is a far-fetched vision, but in my opinion, not
able bodies of valuable players - what was the potential an impossible one as there is such a need in society for
for injury? An already heavily booked timetable was a the benefits of what we have to give. However, yoga may
further consideration for the young 13-15 year old seem as challenging to an organisation as it is to an indi-
players who still attend school. How would the players vidual coming to their first class. So if we are to bring yoga
react? Would they be tired? Would it adversely affect further into the mainstream we must be very patient,
their performance? And could the players and the club extremely humble in our work and respectful and flexible
trust me? I'm very grateful that one player gently pointed in dealing with the needs and fears of those we connect
out to me what must have been so obvious to everyone with. C
else: it was totally new for footballers to train with a

EVENTS LISTINGS: YOUR GUIDE TO
Avon Iyengar Yoga Institute C Alaric Newcombe, 19th November, Bath. For info. and
bookings please ring Paul Reilly on 0117 966 3352
Nathalie Blondel
07812 010924
[email protected]
Bradford and District C Please contact the events organiser for details of events
Iyengar Yoga Institute and classes
Alan Brown
01535 637359
[email protected]
Cambridge C Please contact the events organiser for details of events

www.cambridgeyoga.co.uk
Sasha Perryman
01223 515929; [email protected]
Dorset and Hampshire C Please contact the events organiser for details of events
Elaine Rees
01202 483951
[email protected]
East of Scotland C Please contact the events organiser for details of events
Rachel Woodward
0131 441 6405
[email protected]
Glasgow and West of C Penn Reed, 24th and 25th September 2005
Scotland Iyengar Yoga Institute C Jeanne Maslen, 12th November 2005
Fiona Dewar C Patrick Le Roy, 27th and 28th May 2006
0141 357 2175
[email protected]
Institute of Iyengar Yoga C Please contact the events organiser for details of events
__ in Sussex
Brian Ingram
and classes
I
01444 236714
[email protected]
Liverpool C Please contact the events organiser for details of events

Judi Soffa
0151 7094923
[email protected]

IYENGAR I NSTITUTES I N T HE U K
Midland Counties C Pilar Vigus, 17th September, Moseley Old Post Office
Iyengar Yoga Institute C Anna Heavens, 22nd October, Moseley Old Post Office
www.mciyi.co.uk C Judith Richards, 19th November, Shirley Centre
Brian Jack
01789 205322; [email protected]
Manchester and District C Lilian Biggs, 24th September

Institute of Iyengar Yoga C Fundraising evening, 1st October
www.manchester-iyengar-yoga.org C Jawahar Bangeera, 21st/22nd/23rd October
Janice Yates C Jeanne Maslen + AGM, 19th November
01613 683614; [email protected] C Christmas party, 16th December
North East CPlease contact the events organiser for details of events
Institute of Iyengar Yoga and classes
Gordon Austin
01915 487457
[email protected]
North East London C Please contact the events organiser for details of events
Ros Bell
020 834 09899
[email protected]
Oxford and Region C Please contact the events organiser for details of events
www.oriyi.org.uk
Philip Brown; 01635 35465
O . R . I . Y. I . [email protected]
Sheffield and District C Padmavasini, 16th October

Iyengar Yoga Association C Margaret Carter, 10th December
www.yogasheffield.org
Jo Holliday; 0114 2684210
[email protected]
South West C Please contact the events organiser for details of events
Jean Kutz
01872 572807
[email protected]
Affiliated Iyengar Institutes are non profit-making membership organisations committed to promoting the practice and
philosophy of Iyengar yoga in their areas.They offer a wide range of classes and workshops led by qualified teachers
with years of experience. For details of classes and local teachers please contact the people listed above.
The membership fee brings you membership of both IYA (UK) and the Institute. As a member of both organisations
you are entitled to: local newsletters, free copies of Iyengar Yoga News twice a year, local events and classes at reduced
prices, discounts on national IYA(UK) conventions, the opportunity to network with other Iyengar yoga practitioners.
GURUJI: P ROFILE O F A Y OGI
Part 2: Non-ssectariansim
Part 2 of an occasional series taking a look at Guruji: a yogi in all
respects.The way Guruji lives his life is a shining example of how we
should strive to live in a yogic way. As Geetaji has told us, we should
imitate Guruji, not just in posture but in his determination, his devotion
to yoga and his philosophy of life. We would like to use this series to
help you to get to know Guruji, the man. In this part Kirsten and
Richard Agar Ward explore Guruji's even-handedness with all political,
social and cultural groups. We look at the way his teaching reaches
across barriers of caste, religion and all kinds of sectarianism.
oga is meant for the well-being of humanity. People adult life. Although we know from Indian art that in the
Y all over the world are afflicted with the same physical,
moral, mental and emotional problems. Yoga works on
past there were female yoginis, more recently some have
been of the view that yoga was solely for men. Further-
head and heart as each one has heart and head. Hence it more when Guruji began teaching Indian society was
is the culture of the universe.Yoga is founded on universal generally conservative regarding women - in those days,
ethics and the notion of universal consciousness. Guruji men and women in India did not mix with each other
has logically proceeded from this foundation in developing freely in public. In fact it was Guruji's Guru Krishna-
his method and thus has an inclu- macharya, who first sent him to
sive approach. He does not teach women - in 1936 Krishna-
exclude anyone on the basis of
nationality, gender, caste, religion
"The sun shines macharya was on a lecture-cum-
demonstration tour of Northern
etc, rather he considers yoga to
be a gift for all. Having been
everywhere, it Karnataka and some ladies
became interested in the subject
brought up in a traditional society, and asked him to start classes for
Guruji never disrespected its does not shine them. In those days women were
modes and customs, but at the shy of practising in front of adult
same time he never let these get here and there. men, so Krishnamacharya sent
in the way of teaching yoga to Guruji as he was the youngest in
whomsoever wished to learn.
Until fairly recently this stance
In the same way the group and the women happily
accepted him as their teacher.
would have been considered
radical, and it demonstrates his
yoga is for Despite coming from a very
conservative background himself,
enlightened ability to cut through
traditions when appropriate and
everyone." Guruji has been a leader in
modern times in teaching yoga to
act with humanitarianism and Yogacharya BKS Iyengar women, and later in teaching men
compassion. From his earliest and women together.
times in teaching Guruji taught
women as well as men, the poor and the wealthy, non- We should also recognise how Guruji's teaching of non-
Hindus as well as Hindus, Westerners as well as Indians, Hindus and Hindus alike has been forward-thinking and
and made accessible to all what had been inaccessible and enlightened. He never differentiated between his students.
misunderstood by the population at large. Among his early pupils were many Parsis and Muslims.
Guruji, quoted in a Pune newspaper article August 20th
Take the example of women practising yoga. Although we 1984 said: "Right from the early days of my career I have
might take it for granted now that women participate in been an innovator. I taught yoga to women when the
yoga, it was certainly not commonplace in Guruji's early Indian society was still quite orthodox and had Muslim
students when the Hindus and Muslims seldom mixed." In He explained this very eloquently in a 1993 interview
Kutch when Light on Yoga Research Trust (LOYRT) with Mary Dunn when asked "How do you see the
teachers were sent by Guruji to help after the 2000 Western yogi's role in the future?" he replied "No I will
earthquake the population was entirely Muslim and the not distinguish at all between the Western yogi and the
classes were taken in their Prayer Hall because the ground Eastern yogi. When we experience yoga, we are yogis.
outside was rubble. Isn't that an inspiration to us all in Whether one is an Easterner or a Westerner, the content-
these troubled times of how yoga can bring us together ment (in reality) has no divisions at all.You cannot say that
despite our differences? so and so are Western self-realisation and others are
Eastern. A yogi is a yogi. He has no frontiers at all. So
Guruji has been at the forefront of bringing yoga to the when he has no frontiers he sees all men as his colleagues
West, travelling to the West when
it was still considered unusual and
difficult for a strict Hindu. Unfortu-
nately such travels meant that he
knows what it is like to be racially
discriminated against. In 1954 in
UK he experienced a colour bar in
the very hotel in which he stayed.
Then in 1956 he was subjected to
deeply racist and segregationist
attitudes that permeated the USA
in those days. In 1968 he was
denied permission to enter South
Africa. He fought this as he would
not go as a second-class citizen
and having won, then had to fight
against the Indian Government
who wouldn't let him go. Although
he was humiliated by racism and
castism he never inflicted it on
others. He never accepted the
mantle of inferiority himself and
never cast it on the shoulders of
others.
These days thanks to such enlight-

ened thinking as Guruji's it has
become accepted that women
and people of all faiths and nation-
alities can practise yoga and
furthermore in Iyengar yoga can
achieve prominence. For example
many well-known Iyengar yoga
teachers are women, and teachers
include people of many faiths -
Hindus, Jains, Zoroastrians,
Muslims, Roman Catholics, Angli-
cans, Jews, Buddhists.
For Guruji his approach is simply

based on the teachings of yoga. Yogini, South India, 10th Century,

and wants to help them. So I don't think that there is any treated equally irrespective of their social or financial
difference at all." And asked about including women and status; Rajvi Mehta told us that rickshaw drivers, domestic
other castes and nationalities he said: "Yoga is universal. It staff, politicians, police commissioners and industrialists
is for all. So without thinking of gender, caste, class divisions learn and practise together. It is impossible to know the
I carried the art and it has appealed to thousands and caste, religion, economic or social status of the individuals
thousands. This is the service I have done for humanity as in the classes; these factors are simply not an issue at
a whole." RIMYI. The general classes are for everyone, we are all
mixed,Western and Indian, all castes and social classes.The
In the 1950s and early sixties many aristocrats, artists, same applies to medical classes. For example, a sweeper
socialites and wealthy celebrities wanted to be taught by for the Iyengar family attends the medical class, and such
him - and many were. The Indian newspapers began to people get the same attention as other patients. As
identify him as the teacher of kings and queens! It might anyone who has sought the help of Guruji or Geetaji with
have been tempting to be a Guru of the elite. But he a problem knows they are very generous in their help
resisted the temptation of wealth, fame and society and whoever you are.
instead carried yoga to the less affluent, the poor and the
unknown. He himself taught for free at a Bombay Yet at the same time Guruji is not insensitive to traditional
orphanage for many years. Guruji continues to be very attitudes. Although Indian society has changed a lot since
concerned that all are given the opportunity to know his early years, there are still some very conservative parts
yoga: for example when a prominent institute in the UK of the country. Guruji advises sensitively handling conser-
had surplus funds and sought his advice on how best to vatism so that the message of yoga will be heard. When
use these, he advised teaching unemployed people for teachers from Light on Yoga Research Trust taught at
free. The local rate fees in RIMYI are very low, even by Jalore village in Rajasthan they found a very conservative
Indian standards, and haven't changed for years, making it Jain community and they had to be sensitive to their rules.
affordable for many Indians. In classes at RIMYI pupils are For instance, the villagers were taken aback by the teacher
being female. Furthermore in that society a daughter in
law can't sit down in front of her mother in law, so the
daughters in law did not come to class at first! However,
gradually they were able to break down these barriers
such that they would even attend classes with their
fathers in law. In fact more men attended the class taught
by a female teacher and more women attended the class
taught by a male teacher and the students did not even
realise this aspect once they were in the class! Further-
more the women students started in veils but by end of
week through their own choice were in jogging pants and
t-shirt! As Rajvi Mehta puts it, citing the example of old
ladies in such a conservative society as India wearing
shorts to attend yoga classes, "Guruji has got people to
look beyond what they look like".
A recent example of his non-partisan approach was

witnessed by us in the yoga hall at RIMYI in October
2004. At that time the Australian national cricket team
was in India playing the Indians and their opening batsman,
Justin Langer, came to the Institute with his yoga teacher
and physiotherapist to be helped with injuries. Although
Guruji has also been helping the Indian national cricket
team by teaching them yoga, he was only too willing to
help Langer despite his being on 'the other side' in cricket
terms! In a nation of cricket lovers you can't get much
more non-partisan than that!

Guruji has met and mixed with people from all political might otherwise not have encountered. Speaking person-
parties. Guruji was invited to give demonstrations to ally we would probably never have met and made friends
Jawarharlal Nehru and Rajendra Prasad (Congress) and with people from so many different nationalities, cultures,
others since then, including Jayaprakash Narayan and did religions and backgrounds had it not been for yoga.
a demonstration for him and PM Moraji Desai of the Guruji's method has transcended barriers of caste, class
Janata Party. Leaders from all political parties have visited and race across the world. Guruji teaches the universality
RIMYI or felicitated Guruji including the former Prime of yoga. He has not turned his system into a dogma or a
Minister, Atal Behari Vajpayee. They belong to different cult. It is not tied to any doctrinaire system and therefore
political parties: Congress, Nationalist Congress, BJP no one is excluded. It is easy to forget, now, when one has
among many others. Guruji is never influenced by political only known the times where we can all participate, that it
parties, nor does he favour any. He has presented his art is only thanks to enlightened thinkers such as Guruji that
to and been praised by political leaders of all shades we in the West, we women, we of other faiths, we of all
outside India too, including Soviet (Khruschev) and strata of society, know yoga at all. C
Chinese Communist leaders through to Jacques Chirac.
He is in no sense a "political yogi".
When you go to RIMYI you meet people from all kinds of To read more about Guruji's early life and experiences
backgrounds and all countries, religions, races, languages. as a teacher and Guruji explaining the universality of
Yet despite all the potential differences quite naturally we yoga see 'Astadala Yogamala' Vol 1 and 'Tree of Yoga'
mix and can feel at home with one another despite our both by B. K. S. Iyengar, and available from IYA (UK)
sometimes totally different backgrounds, as we all have books & merchandising. See page 58 for details.
one thing in common - yoga. We can meet, get to know
and appreciate people of all kinds and backgrounds we

B Y G O N E D A Y S
Debbie Bartholomew interviewed Jeanne Maslen, Pen Reed and Lilian Biggs on the
occasion of Jeanne and Pen’s 70th birthdays, and Lilian’s 80th. This interview was originally
published in the Newsletter of the Manchester and District Iyengar Institute of Yoga .
ast year Jeanne and Pen celebrated their 70th birth- no notice of them!" I went to her classes for about six
L days and this year Lilian celebrates her 80th. I was very
privileged to interview them at the Manchester and
weeks then, she read out that Jim Foster was going to
start a teacher training course the following Saturday at
District Institute of lyengar Yoga (one of the oldest lyengar Bingley Baths. My husband said "Why don't you do it, you
Institutes in the world), where Jeanne and Pen were the always wanted to be a PE teacher?" So I enrolled - nobody
founding members. Lilian is one of the founding members asked how long I had been doing yoga. I trained for one
of the Bradford and District lyengar Yoga Institute. All year and got my diploma and got let loose on the public!
three ladies are still very active within their Institutes and
still take an active part in the lyengar Yoga Association of Pen: Poor health, a fear of gymnastics and strong physical
the UK. Between them they have roughly 110 years expe- exercise as a school girl. In the practice of yoga I found a
rience of the lyengar method of yoga. Their sincerity, different approach to body movement, I began to feel a
honesty and dedication to the lyengar method and to Mr sense of co-ordination for the first time. My health
lyengar is absolute.They work hard and see the funny side improved rapidly as a deeper understanding of yoga
of things when things don't quite go according to plan, as helped me to realise that a healthy body had an effect on
you will see! The interview was filled with laughter from the mind.
start to finish. Happy Birthday to you all and a big thank
you from all of us. Jeanne: Well I think I first heard about it when the head of
the centre in Withington, Manchester put up a notice to
What drew you to yoga initially? say that Penderell Reed was a yoga teacher, recently
removed back, I think, to the area of Marple Bridge. She
Lilian: Richard Hittleman was on the television and I had been teaching at the local Women's Guild places and
bought his book.Then my husband and I set off to go and various other clubs but wanted to come to education
enrol to play badminton but the class was full.Then I saw centres, particularly in Manchester. Mr Sparrow the head
that they were running a yoga course so I suggested to my of Withington Further Education Centre, decided he
husband and brother that we enrol for yoga. We enrolled would let her come and give a yoga demonstration. I was
(the class was a Wheel of Yoga class) and went to the class a member/substitute teacher of the Keep Fit class and I
with our badminton kit on. My brother said "There are no saw a notice that Pen was coming on the day that the
other men here", so he asked the teacher "Is it a mixed Keep Fit class was being led by me. So I went into Mr
class" and she said "Well it is now!" So we joined the class. Sparrows office and asked.....................
We all sat round in a circle and after two minutes we
were told to do headstand! Well I did it and kept falling So you were the teacher of the Keep Fit class?
over and my husband said "You're going to kill yourself
woman!" I kept trying to do it and the teacher said "Take Jeanne: No, not really. We had a regular teacher. I say
regular, she was often off ill and I was always chosen to
take the class. I didn't particularly want to do this, but I did
so that we could keep the class going. There were about
twelve of us. So as I was saying, I went and asked the head
of the centre what the yoga demonstration was all about?
He said "I thought it would be good for your class to see
this person. The Keep Fit class is a ready made audience
for her, she won't take long" (and she didn't actually). We
still did Keep Fit afterwards! She stood on her head, and
she told us about herself. She had three young children
and I found out that she was six months younger than I
(from left) Pen, Jeanne and Lilian, Pune 1986 and I thought, "Golly, if she can stand on her head, then I
could do that too. I went home and did it and nearly Jeanne: I came to assess in Leeds with Mary Helliwell. I can
knocked my husband over. I broke his glasses [laughter] see this one [pointing at Lilian], sitting there, on her mat,
but I did it! I went back to the classes the next week (both ready to start the assessment.
Yoga and Keep Fit) and the next week and so on, until the
yoga class took over completely. As I became more inter- Lilian: Then I found Jeanne!
ested in the yoga, I and others found that there wasn't
anything very deep in it, as Pen would agree. I found a Why did you decide that the lyengar system was for
yoga book in 1966, not knowing that Mr lyengar had you?
written such a book. At that time Pen and I didn't know
what Mr lyengar looked like except from his book and Pen: After practising and teaching for a number of years I
discovered that he was still alive. Allen and Unwin, the became bored with a repetitive programme. I realised
publishers for Light on Yoga, gave us an address to write immediately that there was this man with a much greater
to Mr lyengar to invite him to Manchester. Guruji replied, depth of understanding of yoga, even though the demon-
if we could get enough people for him to give a demonstration was timed with music, no words. I wrote to him,
stration he would come to Manchester on his next visit to and was invited to classes he was taking in London in
the UK. So we did get enough people, we got five 1968.
hundred people to attend the first Demonstration of Yoga
by Guruji in Manchester at The Spurley Hey School. Five Lilian: I liked the discipline - the alignment.
hundred people at 2s 6d a time [12.5p] and he gave a
fantastic demonstration. Jeanne: I really think that it was when I saw the differences
of the lyengar system compared to other disciplines, and I
When Guruji came to give this demonstration, how old certainly did when I saw Mr lyengar give that demonstra-
would he have been? tion at the Spurley Hey School. His system was so
dynamic in comparison to our practice at that time.
Jeanne: He must have been in his mid-forties, because Before Mr lyengar's demonstration we decided to give a
when I started I would have been thirtyish. demonstration to warm the audience up and keep them
occupied whilst we tried to seat 500 people. Pen's
Pen, you were invited to give a talk on yoga to keep fit husband, said he'd bring Mr lyengar later (he was staying
class that Jeanne was teaching How did that come about? with them), so that we'd get our bit over with and the
audience would be settled ready to receive Mr lyengar.
Pen: I began practising yoga in 1963 in Sutton Coldfield We were doing the (simple as we thought) standing poses
and took a teachers' course at the Birmingham Athletics on the stage, but we were doing it to classical music,
Institute. My husband's work had taken us there, and Brahm's Lullaby! I was doing vãrabhadràsana III in the
when we were moved back to Manchester in 1965, I had middle. Pen was sitting at the back in her lacy tights in
approached Manchester Education. Mr Sparrow, head of padmàsana telling us what to do. I had to come in the
the Withington Further Education Centre invited me to middle of the stage to do vãrabhadràsana III, so my body
give a demonstration.The students, including Jeanne were and my arms hung over the edge of the stage. I'd got my
enthusiastic, a class was started. I was also teaching in hands together. I was doing ever so well to Brahms Lullaby
Cheshire as a result of a demonstration at a Women's [laughter] and right at the end of my fingers, was Mr
Institute. lyengar on the front row! I couldn't get back out of it
quickly enough! You should have seen where my legs and
Lilian: My first teacher had a book at the side of her and alignment were!
she was looking at this book and I read at the front that
it was Light on Yoga. I asked the teacher "Could I have the You were shaking?
address of the publisher" she said "It's far too advanced for
you." I took the name (it was Allen and Unwin). I rang Jeanne: No I wasn't shaking, more like rooted with shock!
them up and asked "If I pay a proforma invoice would you I thought it must be him! So I got out of it quickly, bent
send me two of these books?' So I did that and sent one down (we had to do uttànàsana), looked back at Pen and
off to my daughter Sheila [Haswell] who had found Liz I'm saying to her "he's in the front row" she said "I know."
Knowles, an lyengar yoga teacher in Birmingham. That She'd seen him come in. Well then the audience clapped,
would be 1973. they thought we were all wonderful and Mr lyengar gets
up on the stage and first of all he started by "That is not
my yoga!" Then we saw him jumping into everything. gar's classes in London. We had tickets to work in a C
Fantastic! I thought, that's what we want! There's some- class and observe a B class but nobody was allowed to
thing there, there wasn't in what we were doing. I got observe the A class. People like Angela Farmer were in the
bored with what we were doing (Pen knows that) I think A class. It was a big gymnasium and they had wall bars
I would have left if we had continued. down one side. Hilda could take her leg right up here
[Lilian points above her head] and I'm trying to take my
Lilian: We would slowly come into a posture and slowly leg the same. I've got my bottom up here [tilts her lifted
come out of it. leg buttock up to her waist] and I get a clout on the back
of my head, I looked round and there's these eyebrows......
Jeanne: When you're used to doing exercise with music, Mr lyengar said "Why are you lifting your leg so high and
keep fit, skipping, doing all sorts of energetic exercise, I can you so small?" [laughter] - those were his first words. I had
quite see why people get fed-up with Yoga if only slow, already booked to go to India in the January and had
gentle Yoga is being offered, and it was at that time. All taken out a bank loan to go at that! I thought, oh no! What
around Manchester it was mainly that type of Yoga. I have I done!!
remember telling Mr lyengar, after we'd had a few classes
with him, that certainly I'd found what I wanted. lyengar So Jeanne your first impression was in vãrabhadràsana III
yoga had something that was positive.You could see, you then?
could feel it was right. The other types of yoga certainly
were not for me. In those early years when we kept Jeanne: No, it really wasn't my first impressions.That came
seeing these other types of yoga, Pen and I had meetings when we started having classes with him. Although Mr
with people from the Further Education Centres, about Ivengar came to Manchester every time he visited the UK,
these systems and their worth in education. The Educa- we had to go down to London for classes as well. He was
tion Authorities agreed that there was something in what holding a Teacher Training type of class because there
we were doing that could improve a person, whereas were a lot of students in London who wanted to become
sitting on your bottom, staring into space, looking at teachers at that time. Pen wanted to turn the Friday [the
candles was not. When teachers and students of these once Keep Fit class] into the first Teacher Training Class in
other types of yoga were asked "What does it do? How Manchester, so she asked Mr lyengar about doing this. He
do you prove a person is better for it?" There was no said "Yes, but I think you'll have to come to London to see
answer. They could not show any progression from one how to do it". I went with Pen to London. The class was
week's class to the next. The Education Authorities said held in a big gymnasium, it was huge and Mr lyengar had
they didn't want that method of yoga in the Further many, many rows of people standing in straight lines. You
Education Centres in Manchester. I remember writing to really felt as if you were in the army or something similar,
Mr lyengar and telling him they wanted his type of yoga - as Guruji was marching up and down. I was about sixth
he was overjoyed. In fact the head of centre where I even- from the front in a very long row. Pen was just in front of
tually ended up training teachers had some lovely letters me. Guruji kept stopping between Pen and I and saying
from him. I had them on show when we had our Silver something (his English was not as clear in those days). All
Jubilee and Manchester's never looked back since. So I sorts of thoughts went through my mind! He seemed too
was grateful that Pen came to the Withington FEC and we strict for the type of people we were and I just thought,
worked out between us what we should do. here we all are, standing to attention as if it was the most
important thing in the world. But - having said that, in
What were your first impressions of Mr lyengar? retrospect, I realised it was the only way I was going to
learn anything seriously about myself. Until then, I never
Pen: A very strong teacher. He shouted when anyone lost took things seriously - life is fun not serious. One of the
concentration or appeared not to understand his instruc- things Mr lyengar taught me, from that time onwards was
tions. His English was not as good then, as it was in later 'shoulders back'. My mother had hit me to tell me I was
years. I had studied Light on Yoga before I attended the going round shouldered, I took no notice - he hit me
class, it was a shock to find his method of teaching yoga between the shoulder blades........
was far more detailed than a book could ever be. It was
like beginning all over again. And you never forgot it?
Lilian: Hilda Mitchell had got tickets for Beryl Howarth, Jeanne: I never forgot it!! I think he does that with every-
myself and Margaret Hopwood to go down to Mr lyen- body around the world. He does something that leaves
his mark. Like Lilian said about her leg, he did that to my husband to allow me to come to India and said he could
shoulders. I think you'll find he does something similar to improve my back!! But this had to wait for a number of
everyone because he knows how to hit so you'll years. I was very grateful to have Jeanne with the support
remember it! of her husband John to take over and bring the lyengar
method back to us in Manchester.
Jeanne: It's very subtle.
You've all been to Pune many times, what would you say
Lilian: What impressed me each time I saw him was how these visits have meant to you?
he spots when things are not right, you would be a in big
room full of people and yet he doesn't miss a trick. Lilian: Well to me, you never ever come back without
learning such a lot more, because every time he teaches
And Geeta's the same isn't she? it's like pearls of wisdom coming from him. When you
come back you are full of it because you learn such a lot.
Jeanne: Exactly, yes. No matter how often you go you learn more.
Lilian: Do you remember Jeanne, when I went to India Jeanne: I always came back and didn't want to teach. I just
with you? We took an intensive and the first day, second wanted to do my own practice. I didn't want to get back
pose, we were doing utthita pàr÷vakoõàsana and he said to classes. It always took me a while to get back to classes
to me "go up on rostrum and do the pose" and I thought and teach what we had learned. However, once I started
"Ooh good!" - I thought I was showing them what to do. I couldn't stop, what had been taught in Pune just had to
I'm giving it all I've got and he said "Look at her! She's like come out! Obviously from my own practice I could do it.
the waves on the ocean! [laughter]. Lift here! Lift here!"
When I'd finished I said thank you to him because I Lilian: Mr lyengar told us when we were out there, you
thought, "yes I've been doing it all wrong." don't go home and give this to your students straight
away - you've got to understand it yourselves, which we
He came to teach you here but what happened when he did.This is what Jeanne means, and then when you'd prac-
went back to India, how did you co-ordinate teacher tised it on yourself you thought "Ah that's what he
training and events? We are so used to instant communi- meant", then you felt ready to teach it.
cation now and this is going back to the sixties.
Pen:The visits have helped me venture further in my prac-
Jeanne: Well we just had to remember it, we didn't have tice. To realise I am capable of far more than I ever
any other way. Pen and I, on the Friday Teacher Training thought, when working on my own.
classes, a group of a dozen people, soon found that the
numbers grew once Mr lyengar had visited us. We had to
make up our minds whether we introduced the lyengar
system straightaway to our students or whether we did it
more slowly, gradually. I had found what I wanted the
moment I saw him, so I just changed. At first my students
didn't like it, many disappeared from my classes, but even-
tually it worked. I had people who really wanted to do the
lyengar system.
Pen: Beatrice Harman and Angela Marris used to come up

to Manchester and give us help with the postures. Angela
Marris, a friend of Yehudi Menuhin, was Mr lyengar's secre-
tary in the early years. I started a teacher training course
with the help of Manchester Education.The only guidance
we had in those days was during his stay with me here in
Manchester and during his classes in London. In the early
days I was unable to go to Pune because of my husband
and daughter's health problems. My husband did not want
me to leave him for four weeks. Mr lyengar had asked my Guruji teaching Jeanne at the Institute in Pune, 1977
Is there any one visit that stands out more in your minds to Pune from the airport. We'd just got to the outskirts
than others? of Bombay, going over the water part and I could really
visualise this was going to happen long before it did,
Pen: It has to be the first visit. I have never travelled so far because the roads were not properly made up. You just
away from home. A complete change of culture, we had had a middle bit of road, the sides just dropped down.We
to get used to being in India.The way the lyengars teach, were going on this bit, over the waterway, and there was a
to learn to tune in to their way of speaking and to cope coach coming directly towards us. I don't know what
with what seemed like anger when we did not respond. system they have but it always looked like the drivers are
never going to give way.Anyway on this particular occasion
Lilian: When we went down to Mr lyengar's sixtieth neither vehicle gave way and we crashed. I was covered in
birthday, do you remember when they did that demon- glass but not hurt, although the driver had cuts. A big
stration on the stage, Geeta, Prashant and Mr lyengar? argument ensued as to who was at fault. After hours of
this, the drivers decided that one of them should go back
Jeanne: Oh yes, that was good. I can't think of any partic- to town and acquire a vehicle to take us to Pune. Hours
ular time that was better than the others. later a replacement vehicle arrived and we eventually
arrived in Pune, many hours later than we had told Mr
Lilian Pen and Jeanne [in unison]: Yes! In the Ramamani lyengar. He was worried and looking for us. Anyhow, we
Institute they have all been brilliant. were to stay in some cottages. I decided to go to the top
level away from the water and the mosquitoes. Some of us
Jeanne:We have had some wonderful times. Our sense of were sleeping in beds and some on mattresses on the
humour was there all the time, it had to be otherwise you floor. I was on the floor. In the night I saw some of the
wouldn't have got through. In those days, I mean really, people on the beds bobbing up and down. We did look a
with having very little equipment...actually there was none funny sight as we had improvised makeshift mosquito nets
at all the first couple of times we were out there.The Insti- for our head and hair. Eventually I asked them why they
tute wasn't finished, you had to have a sense of humour kept bobbing up and down. They thought that they could
to survive, you really did. feel something running across their beds. On the first night
we saw the rats!! Gnawing their way into our suitcases,
I believe your very first visit to Pune was quite interesting. trying to eat the food we had brought with us.They were
Today, Pune is very modern and very Westernised. I unafraid of us and would not be shooed away. That was
believe things were a little different on your first trip. enough. I decided I wasn't making friends with the rats.The
small group from Manchester packed and left in search of
Jeanne:Yes.We were with this large group that was mostly better accommodation, others decided to stay there, but
from London. we couldn't stay. Meanwhile, in the daytime, we were prac-
tising at the Institute with Mr lyengar from 7.00am - 12.00
When was this roughly? noon. Then, because the building work was still on going
we stayed behind to clean up after them. We then went
Jeanne:The very first time when they opened the Institute, back to the hotel for some lunch and then went back to
- 1975. We got a coach eventually to take all forty of us the Institute for 5.00pm - 7.00pm for pràõàyàma.
We don't know we 're born! Five hours with Mr lyengar

and then stay behind to sweep and mop up!
Jeanne: Yes! You have it easy now! You have no idea how
much we pioneered for you people! [laughter]. Yes, we
were brought up the hard way.
Lilian:When we first went out to India, we had to take the

thick mats with us and allow for it in our weight allowance.
We used to leave them there.When we got there we had
to do head balance and you'd be up there for half an hour
and then when you did shoulder balance, again for half an
Guruji with Jeanne, 1989 hour. No pads, no blankets or belts! Just flat on the mat!
Pen:There have been so many changes. Communications You had star billing?
have changed, computerisation has made a vast differ-
ence. Supermarkets, internet cafes, modem hotels and Jeanne: Well yes they did and they got the most applause!
Western clothes, Western music are beginning to appear.
Sad to me in many ways, though India still holds a magic Lilian: We were doing all the actions [starts to sing, to the
and charm not to be found in the West. tune of my Darling Clementine]. - "Oh my back aches , Oh
my front aches and my knees are aching too....." This was
Jeanne: We had some fun times though. I remember one the chorus and we asked everyone to join in. When we'd
occasion I was sharing a room with Jocelyn Cohen, Arlette finish, Mr lyengar was on the front row with his Guru next
McClaren, Margaret Hopwood, Anita Woodward and to him. Mr lyengar turns to the audience laughing and
Hilda Hunter - all of us in one room. Margaret Hopwood clapping and all the audience were whistling and cheering
was very witty and would write wonderful poems every and we had to do it all again. After we had finished they
day after class.They were always about what had gone on placed a beautiful garland around each one of us and then
in the class. She was very good at rhyming. I remember on when we went off stage they whipped them off us to give
one occasion, when she first saw the ropes, she took one to the next performers'! [Lots of laughter].
look at them and said to me "I'm not going on those
ropes!" We had to queue up because they hadn't yet got How do you think your own practice has evolved over
a full set.The first thing Mr lyengar told us to do was "run the years?
up the wall, hang on and go upside down - legs up - head
down". Well all right, if you know what you're going to do Lilian: I do what Mr lyengar says. For example he said don't
but we had never seen or done this before. I think it was do backbends if your body is not ready for doing back-
Pandu that showed the pose. He shot up the wall and bends and he was saying don't do it as though it's a chore.
hung there. Well, it got to Margaret's turn and she was Some days I might not do a lot and then the next day I feel
missing. Mr lyengar knew she'd gone. I was sent down I want to do more, so I do. I practise because I want to and
stairs to see where she was. I couldn't find her. When we I feel good afterwards. I never do it because I have to.
got back to the hotel, there was Margaret lying on her bed
writing a poem about the rope work. I said "You disap- Did you use to do it because you thought you had to and
peared!" She said "I told you I wasn't going on them as you have got older your practice has evolved to this.
ropes". She had climbed out of the window in order to
escape, realised she had left her shoes behind inside the Lilian:Yes I realise that as I've got older I have to work on
building, so she had to climb back in to retrieve those.The the things that need working on for me.
outside door was kept locked and shoes inside, because
shoes kept disappearing when outside - although there Jeanne: I feel I have evolved my practice each time I went
were no windows or bars! She was so funny in her to India and was taught by Guruji. I had to rely on what I
account of this episode in her poem. understood and practised there. After Pen, I did not have
another teacher in the UK, but I had many students that
Lilian: Do you remember when they had a talent night for became my teachers. I have always believed that you can
the 60th birthday party? We thought that this would be in learn much from your students. After all, teaching is a two-
the Institute, we didn't realise that we would be going to way communication!
a large theatre! Anyone that could do anything was
invited. Now Hilda Mitchell said that we would do some- Pen: Looking back to the beginning of my yoga practice, I
thing, but to bear in mind that we wanted star billing (this was nervous of pushing myself, my body was weak and I
being myself, Hilda and Margaret Hopwood). I don't think lacked discipline. I had never experienced full extension,
the Indian lady understood our sense of humour because, alignment was unheard of and postures felt unbalanced.
of course, we had said it in a bit of fun. So we wrote this This has changed over the years. Now there is a feeling of
song to the tune of "Oh my darling Clementine". It was at knowledge and joy in my practice. I am pleased to say I still
the end of the intensive so we wrote about the back- have the same enthusiasm to improve at 70. My joints
bends.The three of us had matching lyengar 60th Birthday have changed and different methods have to be found to
tee-shirts and matching tights. Margaret was slightly taller practise the postures. The lyengars are still brilliant in the
than I and Hilda was taller again. [anyone who doesn't way they find new ways, so age doesn't matter, we still feel
know Lilian, she is only small].We were billed as a pint and we can move on and learn.
two halves!
Do you feel that when you first started practising, that the lumbar.These things you never forget.
way you did your practice was physical and now that it
has matured that your practice is more spiritual? Jeanne: I don't have one favourite! I like to attempt them
all - note I said attempt. Always in India, I got picked on
Jeanne: No I have never felt that when I first started prac- to demonstrate my attempts. It didn't matter which pose
tising, that the way I did the postures was just physical.The it was at that time, I had to be up on that stage and do
best thing that has happened over many years is that I am my utmost to what Guruji was directing, and somehow I
more confident when I teach because my own practice of managed to connect with what he was saying. I did this so
the postures has matured. Perhaps this is what is meant by many times, up and down with different poses. I think
being more spiritual? that's why I don't have a favourite posture.
How has Guruji's teaching changed over the years? Pen: No. Some are more of a challenge, but the way the
lyengars find new teaching methods is wonderful and
Pen: He sets high standards, this is why I've always been helps us to stay motivated, never give up. My problem is
motivated to move on and feel the learning goes on, staying in the poses when my joints are inflamed. Geeta
whatever your age or ability. was a great help in this matter on my last visit to Pune.
Lilian: Guruji has said that he has learned from his Is there a pose you wish had never been invented!?
students. He changed after he had two accidents on his
scooter. Geeta told us he had been so badly injured that Lilian: Oh padmàsana!! I'm the only one in my family who
he was bleeding from the mouth. He was so badly injured can't do it! They can all do it! Even standing on their head!!
inside. He said he was having to practise ten hours per day I cannot even do it sitting up.
just to do trikoõàsana. He said "the x-rays showed that his
spine was crisscrossed and very badly injured." .Before Jeanne: No there isn't one. But I would say that I dislike
that he could do everything. Jumping into all the postures. staying in a pose that is beyond what one is capable of
After the accident he realised that we struggled with doing, and making it seem as though you will really appre-
some of the poses and that was when he started to break ciate it in the long run.
the postures down and inventing the equipment to help.
Well after a while you 're just hanging on, you 're not
Pen: One class in London, he took me in a backbend - doing yoga any more are you?
kapotàsana. It hurt my back and I had a bruise. He said"
Now I understand your back" and later on this proved to Jeanne: No you are not. I remember a Teacher Training
be of great benefit to me in my practice of backbends. I Course with Guruji and we had to hold the poses with
have never doubted that he is a genius in his teaching and the students, whilst at the same time teaching the class.
like all good teachers learns from mistakes. We soon learned our capacities for holding the poses!
Name your three favourite postures. If you ever watch Geeta, as soon as she sees the first
person come down out of a posture, she tells everybody
Lilian:To be honest I really do like utthita pàr÷vakoõàsana to come out of the pose.
- I think because I was slapped so many times in the begin-
ning! Yes I really like that one. I like ÷ãrùàsana and årdhva Jeanne:Yes she does.
dhanuràsana, I say these because I feel as though I under-
stand what I'm doing.When I'm in them I feel I can stay in Thank you very much.
them for a long time. I remember I was in India and we
were doing årdhva dhanuràsana up against the wall,
trying to get our chest against the wall. Mr lyengar came
along and said "you stretch from your elbow right up to
your armpit" and run his thumb nail where I had to stretch
which left a red mark which took days to wear off. It's
when he's done things like that that you think "I've got it!"
(from left) Lilian,
In head balance, at first, he used to tell me to keep the
Jeanne and Pen,
pelvis back because I was always wanting to use my Pune, 1986
LOCATION, LOCATION, CONVENTION
Carol Brown, a member of the IYA (UK) Events Committee, writes about organising this
year’s Spring Convention at Brunel University
fter months of searching and visiting potential venues Or is the success of a Convention more basic? A light,
A in the Greater London area, at last Patsy had found it
- the perfect site for our 2005 Iyengar Yoga Summer
bright, clean practice place, a comfortable bed, a nour-
ishing meal, a chance to catch up with friends and
Convention and AGM. Just one little problem, the perfect colleagues, an easy place to reach?
site was a building site! Luckily Margaret Carter, Chair of
our Committee, and Patsy Sparkman, the local coordinator, From the superb new Sports Hall to the fresh, clean en-
had the vision to imagine the fantastic new sports facility suite rooms. From the renovated Food Hall to the vege-
and the faith to believe the May deadline for completion. tarian options. From the Yoga market place to the café and
seats for chat. From the air, rail, road, bus and car to Brunel
By the beginning of January the Convention Committee - University, Uxbridge. Perhaps these details of infrastruc-
which also includes Patsy, Margaret and Christina Niewola ture are a good measure of success. Location and
- seriously got down to the business of putting the Convention.
Convention together. With two successful conventions in
Manchester behind them Margaret and Christina set the As organisers we hope you thought it went well and as
agenda for the months ahead. we prepare for Summer 2006 we would welcome your
feedback. Please send suggestions and constructive criti-
Fortunately everything began to fall into place. An on-site cism to [email protected].
meeting at Brunel in early May, with a grand tour of the
beautiful, brand spanking new Sports Hall, was a huge Nothing is ever perfect and we seek to improve - in our
relief to us all. Another follow up meeting in early June to Yoga and in our Convention, which celebrates Iyengar
re-assure ourselves that the chef and catering staff could Yoga in the UK.
adequately (and adventurously!) meet our vegetarian
standards with odd meal arrangements (what, no break- The 2005 IYA(UK) Spring Convention and AGM has
fast!) and we were racing to our finish line - the Conven- proved itself a success in many ways. Its location at Brunel
tion itself. There was only one thing left out of control, University, the teaching of the Chanchanis, the enthusiasm
one thing which could make all the difference, one thing and hard work of the delegates, and of
which no amount of practice could perfect - the weather! course…..sunshine. C
How to evaluate success? If sunshine was the measure
then yes our Spring/Summer Convention was a success.
The sun brought out the best of the Brunel campus,
(concrete loves sun!). It allowed us to work in a warm
environment (at times a bit too warm!) giving us a touch
of India; and to relax in a warm place, making the most of
the indoors and outdoors. Our bodies and minds could
soak up the sun's rays just as our bodies and minds could
soak up the àsana and pràõa of our teachers.
If teaching is a measure of success can the Convention tick

the box? Rajiv and Swati Chanchani each brought a
thoughtful, insightful and explorative aspect to the Yoga
sessions in their eloquent and articulate way. Comple-
menting and contrasting with each class and with each
other, leaving us with much to ponder, practice and
From left, Patsy Sparksman, Margaret Carter and Christina
explore - surely the mark of good teachers. Niewola, members of the IYA (UK) Events Committee

IN THE LAB, NOT IN THE GYM
Liz Brown and Philippe Harari report on this year’s Spring Convention at Brunel University
with Swati and Rajiv Chanchani
he 2005 Spring Convention of the Iyengar Yoga Asso- the early poses in the class demonstrated this point,
T ciation (UK) was held on a sweltering weekend in
June at Brunel University. The visiting teachers were
svastikàsana, uttànàsana and trikoõàsana. In each one,
Rajiv gave many instructions and after each one asked us
husband and wife team Swati and Rajiv Chanchani. They how we felt, rather than always telling us what we should
have been dedicated students of B.K.S. Iyengar for over 30 feel. Did we feel a particular difference? He might ask, but
years and founded the Yog-Ganga Centre in 1988 in the just as often, what difference had we experienced?
foothills of the Himalayas.The Chanchanis are the authors
of “Yoga for Children: A Complete Illustrated Guide to One of the reasons that we enjoy Iyengar yoga so much
Yoga”. Their work and devotion to the art of teaching is because we have come to realise that a seemingly tiny
yoga to children has been important in bringing the study change in the way that we work can make an enormous
of yoga formally into the Indian educational system. difference to a pose. This was further reinforced as Rajiv
took us through a series of årdhva dhanuràsanas, each
At the beginning of the teachers' workshop afternoon time making different or additional points to observe or
session on Friday, Swati modestly confessed her concern work to do. During bharadvàjàsana, Rajiv noticed two
about her talents as a teacher and that she had people practising the pose differently - one person had
approached the class with trepidation. Her concerns were the forward arm bent with the palm on the thigh, the
absolutely unfounded; the other had the arm straight
teaching we received from with the back of the hand
both Swati and Rajiv was against the thigh. Both are
wonderful - inspiring, valid, Rajiv said, but it's impor-
demanding, full of information. tant that we understand the
Even some weeks after the difference.
class and despite making
notes on the way home (we In the afternoon, at the begin-
were discouraged from taking ning of her class, Swati made a
notes in the class), something telling observation. She said
else that Rajiv or Swati said that in the UK it is easy to be
surfaces when practising a yoga teacher: the only thing
particular àsanas at home. people ask is whether you are
flexible. At home in India, she
The teachers' workshop day began with a morning class said, the questions are more probing: people ask about
with Rajiv, the underlying focus of which was our her lifestyle, about her parents and about her children -
approach to yoga. "We are in the lab," he would say, "not about her conduct rather than whether she can touch her
in the gym" (although that's not to say that the àsana toes or not.This led back to Rajiv's point about the danger
programme was physically undemanding). He also warned of thinking about the yoga as a linear, gym-based pursuit
us not to regard our yoga practice as being "linear" - that rather than seeing it within the context of its far wider
'progress' is not necessarily mono-directional, 'straightfor- objectives.
ward' in any sense. It is necessary to be pragmatic rather
than dogmatic, he said: of course we have to listen to the The aim of the afternoon session was a seated
words of our teachers, but it is also necessary to observe pràõàyàma session, for which we prepared with
and understand what we ourselves feel when following uttànàsana, adho mukha vçkùàsana, pinchà mayåràsana,
instructions or during our àsana practice. In what was a ÷ãrùàsana, and setu bandha sarvàngàsana. We worked
direct contrast to a leading sports brand's exhortations, on the physical 'nuts and bolts' elements of particular
don't just 'do' the poses, he said. Instead, experience them poses, like the importance of lengthening the deltoid
and try to understand your experience of them. Three of muscle in pinchà mayåràsana and ÷ãrùàsana. And Swati's

comparison of the ribs to the slats of a blind was an illu- and to explore for ourselves cause and effect whilst in the
minating simile: they should always be tilted up when in pose. As yoga students, we are expected to follow our
seated pràõàyàma, she said. teacher's instructions unquestioningly, but on the other
hand yoga is 100% experiential. There is an apparent
On the Saturday and Sunday of the convention, Swati and contradiction here but there are very few people in the
Rajiv taught alternate classes. They covered a variety of world able to discover the yogic path entirely on their
poses and made many useful teaching points, but what we own - we are fortunate enough to have a living Guru who
came away with from the whole weekend was not so is able to show us the way, but we have to walk the path
much specific hints or tips for doing particular poses, but for ourselves and do so with awareness, rather than
a very clear message about the practice of yoga. blindly following. This is why observation and reflection
are so important. The teachers gave us instructions of
Swati and Rajiv's key message was that the practice of what to do, but it was up to us to see for ourselves what
yogàsanas and pràõàyàma are components of the wider was the effect of our actions. As yoga teachers, we should
philosophy of yoga. Rajiv described àsana practice as a never impart instructions unless we have internalised
'technology' that we can use to achieve the ultimate goal them in this way. We were told to make sure that every
of yoga, which is an inner journey towards the soul and movement, even the most subtle adjustment in a pose, be
liberation from the cycle of death and re-birth. If one's done on an exhalation or an inhalation as appropriate, and
practice is not used to move towards self-realisation, then to use the breath in this way to improve the poses. And
it becomes simple physical exercise. Of course, anyone we were encouraged to look to the 8 stages of yoga as a
can go to an àsana class and come out feeling calmer and complete system and not to get stuck in àsana and
happier without any internal commitment to spiritual pràõàyàma practice alone. As Rajiv pointed out, B.K.S.
practice. But this is using yoga to indulge the senses. An Iyengar first came to this country to teach Yoga 51 years
analogy they used was to imagine one was to set out on ago so we should be ready to deepen our practice and
a journey without a map, or even an idea of where we are understanding of yogàsanas and philosophy.
going. âsana practice is like driving around in a good car,
but without a destination and a map we are just driving Yogàsanas are a signficant part of yoga technology which
around for the sake of it. It is pleasant driving around in a is designed for human transformation and upliftment.This
nice car, but the enjoyment will soon wear off if the car is technology is rooted in yoga philosophy. The technology
not going anywhere meaningful. can only be significantly applied if a yoga sàdhaka makes
an effort to understand yoga philosophy. Efforts to prac-
This message may be perceived as fairly controversial by tise àsanas without understanding the basic principles of
some practitioners in the UK. Rajiv and Swati said that yoga philosophy will rob the sàdhanà of impelling power.
following the path of Yoga required an understanding of
dharma, karma (as you sow so you reap) and a belief in, Swati and Rajiv exhorted us to practise yoga as a spiri-
and devotion to, God.They also mentioned that the time tual journey, rather than just a beneficial form of exer-
frame for yogic evolution is several lifetimes. The Yoga cise. In their teaching, they encouraged us to observe
Såtras of Pata¤jàli do mention these aspects but, as Rajiv and reflect on cause and effect in the poses and to
pointed out, do not set down any specific belief system or remain aware of the breath. It was a very enjoyable and
religion. Rajiv mentioned, that the path of yoga is spiritual inspiring weekend. C
and mystic and cannot be successfully trod by people who
are completely materialistic in their beliefs. They also With thanks to Rajiv and Swati for reviewing this article.
stated that the path of yoga is the very best route towards
self-realisation and liberation, and that B. K. S. Iyengar has
provided us all with the fastest vehicle in which to travel
that path.
In the àsana and pràõàyàma classes themselves, Rajiv and

Swati showed us how important it is to perform the
poses with reflection and intelligence, rather than auto-
matically going through the motions. We were asked to
observe subtle differences in the breath in various poses

CLASSES AT RIMYI
Applications have to be made through each country’s national association. A minimum of 8 years practice of Iyengar
Yoga is required. The fee for classes at the Ramamani Iyengar Memorial Yoga Institute, Pune, is US$ 300 for one
month.
Information for Teachers / Students

For admission, the Institute requests that the student’s practice of 8 years reflects an understanding of the foundation
of Iyengar Yoga. This would include the regular practice of inverted poses (8-10 mins. in the inverted postures).
Women should know what is to be practised during menstruation. All students should have read, at the minimum,
the introductory chapter to Light on Yoga and be familiar with the terms and principles covered in that chapter.
The following should be noted:

1. RIMYI offers one or two months admission.The deposit of $US 150 is for one month.
2. Please do not ask to change the date you are given unless you have a serious need to do so on compassionate
grounds.
3. Advance deposit is part of the fees and hence not transferable to any other person or course. It is non-refund-
able.
4. 6 classes are given per week, each for 2hrs duration. A schedule will be given on arrival.
5. The last week of each month will be pràõàyàma classes.
6. No extensions will be given beyond two months under any circumstances.
7. A confirmation letter will be given from the RIMYI and should be presented on arrival.
8. The classes will be conducted by BKS Iyengar or his daughter or son or by staff members.
10. Please make your own arrangements for board and lodging
11. Certificates will not be issued at the end of the course.
12. When applying please include relevant bio-data with any health conditions.
Please send Application Forms (see opposite) and your Bankers Draft for US$ 150 made out to RIMYI to:
Penny Chaplin,
Flat 1, St. Johns Court,
Finchley Road,
London NW3 6LL
Please do not include photos or personal mail.

Applications are for individuals only - no groups.
· Please send a self addressed stamped envelope with your application so that a receipt for your deposit can be sent
to you.
· Please be patient. The secretary of the RIYMI, Mr Pandurang Rao, receives many applications from all over the
world.You may have to wait from 3 months to a year to receive your confirmation letter.
· When you receive your confirmation letter and if it comes direct from India please let Penny know. You will know
the letter has come direct from India by the stamp and post mark. If you receive a photocopied letter posted
from London then your confirmation letter has gone through Penny and you don’t need to inform her. (Pandu
sometimes sends a group of confirmation letters to Penny for her to forward to applicants)

REQUEST FOR ENROLMENT IN
GENERAL CLASSES AT THE
RAMAMANI IYENGAR MEMORIAL
YOGA INSTITUTE (RIMYI)
This section to be filled out by the applicant:
Last name: ...................................................................................... First name: .................................................................................................
Middle/other name: ................................................................................................................ Age: .......................... Gender: M / F
Address: .......................................................................................................................................................................................................................
.........................................................................................................................................................................Postcode: ............................................
Telephone: .............................................................................................. fax: ..........................................................................................................
e-mail: ............................................................................................................................................................................................................................
l
No. of years practising Iyengar Yoga: ..................... Name of main teacher: ...............................................................................
What frequency of study with them (daily, weekly, monthly): .....................................................................................................
Date of last class taken with the teacher: ...............................................................................................................................................
Can you speak English?: YES / NO Any previous classes at the RIMYI?: YES / NO
If applicable, the most recent date of attendance at the RIMYI: from (month/year) ......../........ to ......../........
Applying for admission for (please put in year and number in order of preference):
June/July August/September October/November December/January
The deposit of $US 150 made out to RIMYI in the form of a bank draft or international money order
(do not send cash).
The amount sent: $ ........................................ Signature: ................................................................................ Date:......./......./..............
This section to be filled out by the referring certificated teacher:
Dear Mr Pandurang Rao,
I, .................................................................................................. herewith recommend ..................................................................................
who has studied Yoga with me for ...................years. She/he has also attended ..................................................................
course with senior teachers. As per my knowledge, she/he is a genuine pupil/teacher who follows the
Iyengar method.
Yours sincerely, Signature: ............................................................................................................. Date:......./......./..............

THREE NEW INSTITUTES
A N ew Y oga I nstitute f or D orset a nd H ampshire
June 5th 2005 saw the realisation of a dream with the inaugural meeting of the Dorset and Hampshire Iyengar Yoga
Institute (DHIYI). This was an important day both for the DHIYI, and for the IYA, as this is one of the newest insti-
tutes in recent years.
Mary Heath, a senior teacher based in Dorset, and several of her fellow teachers had a strong belief that the two
counties needed a focal point for Iyengar yoga. The Institute is affiliated to the IYA (UK), and, although having no
premises at this time, will hold regular yoga seminar days at venues in the area.
The inaugural meeting was attended by a total of 27 teachers and students from across Dorset and Hampshire. An
interim constitution was adopted which promotes the basic premises put forward by Guruji, who has given permis-
sion for the Institute to start, and has sent his blessings. An Interim Executive Committee was also elected. The first
Annual General Meeting is to be held in Bournemouth on the 1st of April 2006.
The Institute can be contacted through the Internet and is to be found at www.dhiyi.co.uk.. Enquiries about
membership or any other issues can be made by contacting the secretary, Elaine Rees on 01202 483951 or
[email protected].
Formation o f T wo S cottish I yengar Y oga I nstitutes
June 12th was a hugely significant day for Iyengar Yoga in Scotland.Two new Institutes were established to represent
Iyengar practitioners throughout the country. Teacher and student, new and old, now all those with an interest in
Iyengar Yoga could, and hopefully will, be involved.
For over twenty years Iyengar Yoga has been supported by an active Teachers Association, the SSIYTA, and many
people over the years have given time and energy to this organisation for which we are all very grateful. However
with the development of IYA (UK), and the unification of LOYA & BKSIYTA this seemed the perfect opportunity
for Scotland to also address the issue of involving students much more fully in the life of our yoga.
Last October the SSIYTA was formally dissolved and an Interim committee set up to implement the changes. It was
quickly apparent that the best way to represent the Iyengar yoga community at the moment was to establish Insti-
tutes as our organizing bodies. Institutes would fit well with the national structure and be wholly involving for
students and teachers alike. Having an East and West Institute would give members in the North, South and middle
of Scotland a real choice. So, after battling with the intricacies of constitutions, sorting out bank accounts and
searching (arm-twisting!!) for even more volunteers, June 12th was the day that the proposals were put to an open
meeting of all Scottish members of IYA(UK). It proved a great meeting, with full and frank discussion for the way
forward and, most importantly, unanimous votes on all issues.
With the establishment of Scotland’s two new Institutes the only thing to do was celebrate in style, and that is what
we did. Margaret Austin, ably supported by husband Gordon, led a truly fantastic class. In the best of Iyengar style
we explored the àsanas, sought a new understanding and took with us a fresh approach for further practice. The
new Scottish Institutes are called the East of Scotland Iyengar Yoga Institute (ESIYI), and the Glasgow and West of
Scotland Iyengar Yoga Institute (GWSIYI). It was unanimously agreed at the joint inaugural meeting on 12th June
that £2000 be donated to the Bellur Trust. Thanks to all the hard work by the interim committee (Carol Brown,
Helen Graham, Diane Clow & Neil Gillies) in delivering a successful outcome.

The inaugural meeting of the Dorset and Hampshire Iyengar Committee membersof the newly formed Glasgow and West
Yoga Insitute (DHIYI) of Scotland Iyengar Yoga Institute (GWSIYI)
ENDINGS A ND B EGINNINGS
Helen Graham and Julia Graham write about Iyengar yoga in the West of Scotland
lasgow and the West of Scotland Iyengar Yoga Insti- extended as more people trained to teach and events
G tute was formed on 12th June this year, but Iyengar
yoga was first established in the area about 25 years ago
were organised. I remember my first experience of a
large yoga day with Jeanne Maslen from Manchester as
by just a few dedicated teachers. the guest teacher.
We just want to thank those early pioneers who laid the Through events promoting yoga and selling equipment,
foundation stones from which Iyengar yoga has been able money was raised. Therefore, when the group was
to flourish. formally closed this year, most of the money raised was
given to charity and I'm delighted to report that £500 is
Tom Yeudall and Doris Graham, the first teachers in being sent to the Bellur fund to support Guruji's work in
Glasgow, trained with Bob and Cathy Welham in Edin- India.
burgh. It was as a result of their efforts and dedication
running classes as well as encouraging and inspiring others As a group we seldom meet today. However, we are
that more classes grew and Iyengar yoga started. In fact organising one last get together that I hope many of the
Tom and Doris were the first people from Glasgow to original WOSIYG members can attend.
visit Pune when they went in the early 80's.
Finally, I feel Tom Yeudall deserves special thanks for
Tom started teacher training himself and within a few training many of the Iyengar teachers in Glasgow and
years a group of Iyengar yoga teachers had formed. Calling encouraging us so much in our yoga.
themselves the West of Scotland Iyengar Yoga Group
(WOSIYG) they met on Friday evenings to practise yoga, The opening of the new institute is just one more step-
socialise and just support each other. ping stone on the path for Iyengar Yoga in Scotland and
although we look forward to what the future will bring for
The group initially made up of Tom, Doris, Irene Phillips, the institute, we still are grateful to all of those involved in
Fiona Morton, Gwen McColl, and Carole Mackinnon, WOSIYG over the years who made this possible. C
C H A I R ’ S R E P O R T
by Judith Jones, Chair of the Iyengar Yoga Association (UK)
his is a general report about the IYA(UK) over the last the Certification Mark by qualifying to become teacher
T 12 months.This year has been another of great activity
for the new Association, which has had to take on board
members of IYA(UK) and hopefully some student
membership as well, democratic elections will be held,
rapid change, implement new policies and attempt to probably later this year, to give ROI representation on the
establish smooth running and efficient systems.This is not EC. The next step will be the formation of an Institute
easy when everyone is having to juggle Association work with Guruji's approval. 3 new UK Institutes have just had
with families, jobs, and Yoga as well. I want to thank their inaugural meetings - 2 in Scotland; in Glasgow for
everyone involved in running and helping this Association West Scotland & Edinburgh for East Scotland, and 1 in
for donating your time and energy, some very generously. Bournemouth for Dorset and Hampshire (see pages 50-
51 for a fuller report).
The structure of the Association is still evolving.There will
be changes to the composition of some Standing The Assessment and Teacher Training Committee is
Committees to enable them to function better as their continuing to update procedures, rationalise paperwork
particular role develops e.g. the Membership Secretary and formulate new policies to put us in a strong position
seemed to sit more happily with the Ethics and Certifica- to submit an application for NVQ for the Introductory
tion Committee than in Finance; it is suggested that the PR Certificate if it is decided that this is the right path.There
and the Communications Committees combine; the has again been a busy programme of assessments for all
organisation of Finance may need to change. At the 2005 levels of certification. As well as training new teachers,
AGM in Brunel, members voted to abolish the Regional Associations worldwide should facilitate the development
structure of the Association; now that the large majority and growth of teachers by improving their knowledge and
of members join the IYA (UK) through an affiliated Insti- skills. In the UK this in-service training is currently provided
tute it seemed more useful to treat the remaining 'indi- by the Professional Development Day programme. The
vidual' members as a national group. EC regards these days as an important way for teachers
to stay in contact and keep up with standards, methods
All Executive Council Representatives serve a 3-year and new learning. Next year it is planned that the
term. As the Association was new last year all the Reps programme will cover the new pranayama syllabus at
were voted onto the EC at the same time. Therefore a each level of certification and will be taught by experi-
cycle had to be established where 1/3 stand down each enced Senior teachers. All this will help to improve
year. 3 Reps decided to stand down anyway & other teaching standards & help cultivate the excellent reputa-
names were picked at random. So some Institutes have tion that Iyengar Yoga deserves.
already reviewed their representation and Reps were re-
elected and have begun their second term or other new Some teachers have been concerned this year that
Reps have come onto the EC. Now that the Regions have employers have asked them to become members of the
gone, all the Individual Member Reps will stand down & Register of Exercise Professionals (REPs). The Association
there will be national elections. Remember no positions has been talking to REPs and all our teachers are well
on the EC are permanent and there is plenty of oppor- qualified to join this register if they wish. We are trying to
tunity for anyone interested in helping the development negotiate a reduced fee.Very recently we have heard that
of Iyengar Yoga in the UK to get involved (even if you the first ever National Occupational Standard specifically
don't want to stand as a Rep). It is really quite exciting to for yoga teaching within the UK has finally been launched
see this new Association taking shape and moving by Skills Active which will be recognised across the whole
forward. health & fitness industry (Skills Active is the Sector Skills
Council for Sport & Recreation, Health and Fitness).
Last year Republic of Ireland (ROI) was made an Affiliated Membership of REPs may well now become a necessity
National Group of IYA(UK). Guruji wishes that we help for teachers who work in fitness centres or for adult
ROI teachers and students form their own Association education because of this.
again in time.We have been conducting assessments there
& when there are sufficient numbers of teachers holding Upholding high standards of teaching has always been
very dear to the heart of our organisation. This year we our own PR work. One exciting step in this direction will
have begun to write to those who break the rules of the be the launch of our newly designed website which
Association and the terms of the Certification Mark. Also should be on line by the time you read this. Communica-
to inform those using the Iyengar name without proper tion within the Association is mainly through our magazine
qualification about our new trademarks. New Teachers' Iyengar Yoga News.This publication has been re-designed
Handbooks were issued last year with all the latest docu- this year and is full of information and good articles. It
ments & guidelines but with more additions and amend- seems that not everyone reads it thoroughly enough
ments to come updated Handbooks will be sent out again though! Please read it and absorb all the information that
this Autumn. the Association is trying to communicate!! Good commu-
nication also relies on Reps relaying information back to
The revenue generated by the Certification Mark is the membership & also remember that the Reps are
divided, after the deduction of administration costs, 60% there to communicate your views back to the EC. There
to Guruji and the other 40% gifted by him to the Associ- has also been a suggestion that we have a platform for
ation.This 40% is put into the Iyengar Yoga Development open debate and this is being considered. C
Fund (IYDF). Guruji generously donated his 60% to the
social & educational projects he has initiated in his native
village of Bellur. The group appointed to administer the TREASURER’S REPORT
IYDF have only met once but have made a bold and ambi- Judith Richards (Honorary Treasurer of IYA (UK))
tious proposal - that the fund is used to create a National
Iyengar Yoga Centre.This suggestion will need to be thor- Althoughthe IYA (UK) is a not-for-profit organisation we
oughly researched and have Guruji's approval before any will have to put the fees up in 2006, as our running costs
concrete proposals can be presented. So far some of the have increased enormously as a result of increased
IYDF has been used to award bursaries for the 2 conven- activity. The biggest increases have been in the cost of
tions, and to fund an information campaign to publicise expenses and administration as we bring our organisation
the Certification Mark and what it stands for. Some of you to a new level of professionalism.
may have seen the IYA(UK) banner headline in the Body
& Soul supplement of The Times recently. Leza Hatchard The IYA (UK) is a growing organisation. Our membership
our newly titled Membership & Office Manager (MOM) is has risen to nearly 3,000 (the majority of whom are non-
helping with this campaign and is also becoming involved teacher members); we are developing links with national
with PR as part of her newly defined job which has and international bodies, other yoga organisations and
evolved with the Association. She has valuable experience government and educational establishments; we need to
in this field. As well as the new Job Title, the Job Descrip- maintain our place in the world to develop and promote
tion and contract are being updated, as well as the adop- the practice of Iyengar Yoga. For these reasons we are
tion of Health & Safety and Equal Opportunities Policies. developing a vision of the future in which we may have our
We are all learning about having an employee and the own premises - maybe a national yoga centre - and
Association being an employer. The MOM works an certainly more paid staff. There could be several adminis-
average of 25-30 hrs a week and organises another part- trators and a manager, people paid to do specific tasks such
time employee to come in to the office for up to 8 hrs a as website design or financial planning and maybe even the
week. This is the most the Association can budget for at responsible job of teacher education could be a paid post.
the moment. Having an Association office has been a great These things are ideas for the future, but we are making
step forward. sure our finances are healthy to make them possible.
The public's awareness of Iyengar Yoga is something we We have therefore set the fees for 2006-7 as follows:
wish to improve. This September IYA(UK) will again be
represented at the Yoga Show, and this year we will have Institute members £5.50
a bigger profile with workshops and demonstrations. Last Individual members £12.00
year's show was attended by people from all over the Overseas supplement £12.00
country. It was felt important that we should feature Teachers £34.00
prominently this year but we will carefully evaluate the Teachers concessionary rate £21.00
success of this venture. Communication with the public is Introductory Level 1 (half day) assessment fees £50.00
vital but it may be that we can better invest resources in All other (whole day) assessment fees £80.00

REPORT FROM THE M.O.M.
Leza Hatchard has been working part-time for the IYA (UK) since
October 2003 and is the first paid employee the Association has ever
had. She has now been joined by an assistant who works on a casual
basis for about 8 hours a week. As our Membership and Office
Manager she is central to the professional running of the Association.
New member application forms to help it to run more smoothly for you all next year. If
It's been a very busy few months in the main office with you have any feedback or comments about renewals -
all of the renewals and there are still a good number of please direct them to me here at the main office and I can
new applications coming in each week to IYA (UK). If any make sure that Louise sees them.
of our teacher members would like to give IYA (UK)
application forms out to their students please contact me Office opening hours
at the main office and I can send this form to you - and if Please also note that the main office is run from my own
any of our individual non-teacher members would like home on a flexible part time basis and therefore does not
application forms for anyone - please get in touch! operate at weekends and in the evenings. I have had
phone calls at 7am on a Sunday and as late as 11pm in the
Please read mailings evenings - please try to call between 9 - 6pm and if you
Unfortunately, there are still a lot of instances where get the answer machine please leave a brief message just
people do not read the items which are sent to them and with your name and number and I will call you back.
many teachers are contacting me for information about
things which were advised to them in the renewal news Lastly, a big thank you to everyone who submitted their
and on the A4 information sheet sent back to them with renewal papers on time - it really does make a huge differ-
their insurance documents etc. I know how busy you are, ence to the running of the office and I really appreciated
but please do try and find time to read the information; your efforts. Also, many thanks to all those who
there was important information about REPs sent back to expressed an interest in my leg lengthening operation and
you with your insurance docs etc. wished me well - it is successfully lengthened now and you
will see me in a shoe shop near you very soon!
Events Hurrah!
Teachers: keep submitting to the Upcoming Event's which
is e-mailed approximately every 2 weeks. This is proving All the best and until next time! Leza
to be very beneficial to most of the teachers who use it.
If you do not have access to e-mail you can either phone
me with details of any workshops/holidays etc you may Leza Hatchard
have coming up or send the details to me in writing and I Membership and Office Manager
will make sure that they are added. This information only
IYA (UK)
gets circulated by e-mail at this stage as it would be too
expensive to send it by post every two weeks to so many 23 Queens Walk, Ealing,
members. London W5 1TP
Membership renewals
Louise Cartledge is now well and truly installed as the telephone: 020 8997 6029
new Membership Secretary and we are currently planning [email protected]
alterations we can make to the current renewal process

ASSESSMENT R ESULTS
The following people were successful in Level 2 of the Introductory Assessments:
Evelyn Donnelly Lucy Lynch
The following people were successful in Level 1 of the Junior Intermediate Assessments:
Jeannie Adams Sandy Bell Frances Brown Maureen Coxon
Simon Edwardson Ruth Galinsky Alan Gould Andrew Hall
Megan Inglesent Zoe Jones Jean Kutz Stephen Lamont
John Leachman Pavara Alison Pegg Iris Pimm
Amanda Ridgewell Annamaria Sacco Cressida Senkus Andree Shrivell
Lesley Stevas Chris Swain Cedric Taylor Melanie Taylor
Berni Thompson Greg Walsh
Marios Argiros Sharon Aslett Jill Ayles Celia Baker
Nathalie Blondel Carol Brown Joe Burn Eileen Cameron
Susan Clark Rosemary Da Silva Karen De Villiers Jenni Doohan
Susan Doxat Maureen Gallagher Ofra Graham Sue Hill
Brenda Hobdell Maitreyavira Barbara Norvell Prabhakara
Paul Reilly Lois Shilton April Stead Dorothy Tyler
Maggie Waters Diane West
Lucy Aldridge Paul Brown Lin Craddock Maggie Dix
Barbara Hicks Lydia Holmes Liz Knowles Sue Lovell
Philippa Vale Malcomson Lorraine McConnon Amparo Rodriguez Gill Rowe
Clare Stephen John Callinan Margaret Cashman Helen Gillan
Svada Ruddle
The following people were successful in Level 2 of the Senior Intermediate Assessments:
Helen Graham Sheila Green Alaric Newcombe Lynda Purvis
Margaret Rawlinson Judith Van Dop
Best wishes for next time to those that were unsuccessful in this round of assessments.
Many thanks to all those who helped with organisation, moderating, assessing and catering.

THE CERTIFICATION MARK
Judi Sweeting (Professional Development Days Organiser) and Elaine Pidgeon (Chair of the
Ethics, Membership and Certification Commitee) explain how teachers can get their 25
hours training to qualify for Certification mark.
y and large our teacher members did very well this What does not count?
B year in making up the hours required for the Certi-
fication Mark. However there were some people who
C A practice session with your friend.
C A class with a non Iyengar teacher definitely does not
had difficulties so we would like to go over the different count.
ways you can make up your hours. We have made the C Vague details of your 25 hours do not count. Please
methods as varied as possible so that everyone can do be specific about hours, when, where and who with.
it. Remember that as Iyengar Teachers we have an obli-
gation to keep in touch with the work that is done in the Please be honest when you renew your membership and
Ramamani Iyengar Memorial Yoga Institute in Pune and apply for your Certification mark. We are an under-
to maintain the highest possible standards in our standing organisation when there are difficulties but we
teaching. do make spot checks on the stated 25 hours and sadly the
results have sometimes been disappointing.
So what ways can the 25 hours be made up?
C You can attend regular weekly classes with your local If you have had a difficult year and have compassionate
senior or intermediate teacher (approximately 70 grounds for dropping your attendance at classes, work-
hours!). shops or conventions, then talk to us. If you become preg-
C You can attend the annual IYA(UK) AGM Convention, nant and have to take time out, let us know. If there is
recently often taught by one of Guruji's senior Indian something you would like to know, please don't hesitate
teachers. (Fri/Sat/Sun, approximately 14 hours). to phone, write or email us.
C You can attend the IYA(UK) annual Autumn Conven-
tion. (Fri/Sat/Sun, approximately 16 hours). A large proportion of our membership has exceeded the
C Attend workshops around the UK arranged locally by 25 hour requirement by a large amount and that is
local Institutes, centres or individual teachers. fantastic. It is really not difficult to do 25 hours of training
(Approximately hours for each day attended). in a whole year and whatever you learn is of inestimable
C Attend the Professional Development Day in your value to you and your students. We owe it to our
area. The list of PD days is published annually in Iyengar esteemed Guruji to keep on practising, learning and
Yoga News. (5-6 hours). understanding. Remember svàdhyàya, self study is central
C Attend general classes at the Ramamani Iyengar to yoga. C
Memorial Yoga Institute in Pune India for one month
(please see the last edition of IY News p 38).
(Approximately 48 hours).
C Training classes for Intermediate Junior or Intermediate
Senior Certificates also count (hours variable).
Remember that the Iyengar Yoga News is excellent for

finding out what is on and where. Apply to attend
classes at the RIMYI in Pune as long as you fulfil the
prerequisites. If you can't do that, attending regular
classes with a more senior teacher who has visited the
RIMYI ensures that you are constantly updating your
knowledge. Finally PD days are your official in-service
training as a professional Iyengar Yoga Teacher and
ensure that we all stay in touch.
TM

A N N O U N C E M E N T S
LIGHT O N L IFE b ook l aunch
John J. Evans, co-author of B.K.S. Iyengar’s forthcoming book, Light on Life, will be giving a talk
followed by refreshments on Saturday 17th September 2005, at 4:00 pm, at the Iyengar Yoga
Institute Maida Vale, 223a Randolph Avenue, London W9 1NL (telephone: 020 7624 3080;
website: www.iyi.org.uk). Light on Life is published on 30th September but advance copies will
be available at the event. Alternatively, you can buy the book through the IYA (UK) - see over-
leaf for details.
Correction
On page 49 of IYN no. 6 it was stated that Satish Kumar, patron of the British Wheel of Yoga, was a grandson of Krish-
namacharya; this is is not true and we apologise for the error.
Caroline Cole
We are sad to report the death of North London Iyengar Yoga teacher, Caroline Cole, at the end of June 2005. She
had been seriously ill since before Christmas, but never lost her positive orientation on life, nor her love of yoga. She
had many devoted yoga students who will miss her gentle but exacting care, and many more friends and family
members who will miss her unfailing kindness and her joyful approach to life. As well as teaching yoga, Caroline was a
talented professional artist and animator, and loved dancing. Happily, she managed to get to Pune for a month of
general classes in September 2003.Whilst there, she was inspired by and loved the classes, and came back glowing with
enthusiasm. Some of us saw Caroline at an IYA teachers' professional development day in March this year, and at a
pranayama workshop in May. She did what she could, and continued to find her yoga practice a great support, even as
what she could do physically became more limited. At that stage, she knew that cancer had damaged her body and
was proving hard to treat, but she always looked to the future and delighted in what life brought her. Ros Bell
Celia Wright 1945 - 2005

I was well into my sixties when I found yoga, but Celia welcomed me and my health problems into her class! It was
soon obvious to me that she was dedicated to Yoga and her students. Our class took place in a sometimes rather
smelly room in a local school. Our equipment consisted of straps, wooden blocks and foam pads, all of which were
toted by Celia to and fro for all of her classes across about a forty mile radius in Kent. The school provided chairs,
complete with dried on chewing gum, and we brought our own blankets. I think we all felt that the class was "tailor-
made" for each of us although we were clearly of very mixed abilities. She always stressed that we should listen to our
own bodies and work accordingly. Our class was one big "family", sharing all the ups and the downs of everyday life.
Little did we know that the very worse of the downs was yet to come! When Celia told us that she had been diag-
nosed with ovarian cancer I think I can speak of all of us when I say that the bottom dropped out of our world!! Not
so with Celia, however! She was determined that she would not let this "wretched thing" beat her!! It was not long
after this that her beloved husband, Ray, was taken very seriously ill. It was obvious to us all that she gained an inner
strength from her yoga and amazed us all with the ways in which she coped with this and the treatments for her cancer
and the dreadful side effects they brought with them, practising her yoga throughout. In addition to taking sometimes
two classes a day, she still ran the family home with all that entailed. She drove herself to and from the hospital for all
her treatments and would probably take a class in the afternoon. In short, she was a truly amazing lady. As her illness
progressed she did say that sometimes it was a real effort to motivate herself to come down to take a class. However,
once her students arrived she knew it was all worthwhile. In this respect, I feel that we were all able to give her a little
back, albeit very little in comparison to what she gave all of us. At Easter, I went to see Celia at the Royal Marsden
Hospital and were amazed to find her sitting on her bed in baddha koõàsana! I'm sure I speak for all her students
when I say that Celia was, and will continue to be, an inspiration to us all and we feel that we are extremely privileged
that she touched our lives in such an unforgettable way.
IYA(UK) MERCHAND ISE
BOOKS
Light On Yoga (new edition) £15.00 Astadala Yogamala vols.1-4 £12.00 each
Yoga Rahasya (2 vols.) £10.00 Preliminary Course £10.00
A Matter of Health (by Dr Krishna Raman) £25.00 Yoga: A Gem for Women £12.00
Light on the Yoga Sutras £15.00 Light on Pranayama £12.00
Basic Guidelines for Teachers of Yoga* £12.00 Yoga for Children £14.00
Tuesdays with Prashant £12.00
New titles: Alpha and Omega of Trikonasana by Prashant Iyengar £12.00
Astadala Yogamala vol. 5 £12.00
* available to teachers only
CLEAR-O OUT SALE: Iyengar Yoga Jubilee videos

Teachers’ Event + Question & Answer session (4 tapes) £10
General Event + Question & Answer session (4 tapes) £10
Full set (7 tapes) £15
CD-RROMs from the RIMYI (prices include postage and packing)

Yoga for You (£14),Yoga for Stress (£12),Yoga for Asthma (£12) and Yoga for
Blood Pressure (£14)
Light on Life by B. K. S. Iyengar£16.00
All prices include p & p in the UK. Please ask about postage to other countries.
Make cheques payable to “IYA (UK)” and send to:
Patsy Sparksman, 33 Ashbourne Avenue, London NW11 0DT; 020 8455 6366; [email protected]
PLEASE PRINT name, address, phone number and e-m

mail address
clearly with your order.
The Jubilee videos and the following books are also available from Jane Cornah: please make cheques
payable to “IYA (UK)” and send to Jane Cornah, 12 Kirby Park, Wirral CH48 2HA, or e-mail details to
[email protected].
The Art of Yoga £10.50 Light On Yoga £15.00

Tree of Yoga £10.25 Yoga Pushpanjali £10.50
Yoga Rahasya (2 vols.) £10.00 Yogadhara £12.00

Y O G A R A H A S Y A
Yoga Rahasya is a quarterly Iyengar Yoga
journal published in India. Four issues a year are
mailed to you, normally starting from the next
available issue. Back copies are sometimes
available (£3.50 each); please write a separate
note if you are enquiring about these, listing
the issues you are seeking. To subscribe, or to
renew an existing subscription, please
complete and return the form below with a
cheque made payable to “IYA (UK)” to:
Tig Whattler, 64 Watermoor Road,

Cirencester, Glos. GL7 1LD.
Queries to this address or to

[email protected].
Please write very clearly (or type the informa-

tion on a separate piece of paper).
In order to comply with the provisions of the Data

Protection Act 1998, IYA (UK) agrees not to
release the details you give us here to any external
party without first seeking your permission.We may
pass on these details to our Indian Yoga Rahasya
publishing partners. This information is collected,
stored and processed for the purposes of Yoga
Rahasya journal subscription and distribution
administration. IYA (UK) does not sell or exchange
its membership lists with other organisations.
Name: ..................................................................................................................................................................................................................................................
Address: ..............................................................................................................................................................................................................................................
............................................................................................................................................................................................ Post code: .............................................
Telephone: ............................................................ e-mail: ............................................................................................................................................................
Is this a renewal? ............... If so, please state issue no. new subscription is to start with, if known. Vol. ............... No..............
Amount enclosed (cheque to “IYA (UK)” please) £........................................................ (one year’s subscription (4 issues) is £16)
Please enclose a stamped s.a.e. if you require a receipt.
Signature ........................................................................................................................................................ Date .......................................................................

S M A L L A D S .
YogaSupplies
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Call 01225336144 or e-mail

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ADVERTISING i n Flat to rent, in quiet location. Comfortable, spacious and

clean. Short pleasant walk from the Institute. Cleaned
IYENGAR Y OGA daily and cook available if required.
NEWS For details contact

[email protected] or 0141 357 2175
If you wish to advertise in the next issue of Iyengar Yoga

News, please send all text, photographs or artwork to: East Midland Iyengar Yoga Group
IYA ( UK) c /o L eza H atchard, Forthcoming Yoga Days this Autumn & Winter:
23 Q ueens W alk, L ondon W 5 1 TP Maitreyavira: Beginners Session
Julie Brown: General Yoga Day
[email protected]
Sylvia Prescott: Teacher's Day
Marion Kilburn: General Yoga Day
The deadline for the next issue of Iyengar Yoga News
(due out February 2006) is:
For full details please contact
[email protected] or phone 077251 20043
Friday 25th November, 2005
Advertising r ates
Iyengar Yoga News is read by over 2800 individual

Iyengar practitioners.
Rates for advertising are:
Quarter page: £30

Small ads.: 35p per word
NB. the Editorial Board reserves the right to refuse to
accept advertisements or parts of advertisements that
are deemed to be at variance with the stated aims of
the Iyengar Yoga Association (UK)

ADVERTISEMENTS
NEW NEW NEW
Bath Iyengar
Produced by Janette Browne
Edited by Judith Richards Yoga Centre
Yoga classes and Yoga
This audio CD contains one hour of beginners’ poses, equipment sales
with suggestions as to how it can be split into three
shorter classes. It was designed to facilitate beginners to Intensive weekend with Ali Dashti
Iyengar yoga, who often don't know what to practise, to Friday 23rd - Sunday 25th September 2005
develop good habits of practice. The audio medium
helps maintain focus and dispenses with having to Workshop with Kirsten Agar Ward
looking at a screen.The accompanying booklet shows Sunday 4th December 2005
photographs and descriptions of the poses.
Easter Intensive with Richard Agar Ward
Saturday 15th - Sunday 16th April 2006
Teachers can place orders direct to me:
6 or more at £9.50 each/10 or more for £8.50 each + £1.50
Weekend with Annette Herrenleben from Pune/Berlin
p&p (retail £12.99 + p&p)
Saturday 29th April - Monday 1st May 2006
Cheques to Janette Browne,
Retreat with Richard Agar Ward at the EarthSpirit
1 Anns Hill,
Centre near Glastonbury
London, SW18 2EZ
Friday 26th May - Wednesday 31st May 2006
Also available from
www.yogaloka.com 12 Station Road, Lower Weston
Bath BA2 3DY
and soon on Tel/Fax 01225 336144
www.amazon.co.uk [email protected]
Iyengar Yoga Retreats Iyengar Yoga

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“Peace in the body Birmingham
brings poise to the mind”
150 Westley Road, Acocks Green Birmingham
BKS Iyengar
See
www.iyengaryoga.uk.com
for details of forthcoming events
and intensives with Senior teachers,
holidays and teacher training.
Tel: 07786 194391
New Intermediate training
info@mar yniker yoga.com
commencing Spring 2006.
www.mar yniker yoga.com
Tel. 0121 608 2229

ADVERTISEMENTS
Iyengar Yoga Retreats in Le Marche/Italy

29 Settembre - 03 Ottobre 2005
29 Dicembre 2005 - 02 Gennaio 2006
These retreats are suitable for both beginners and the

more experienced yoga student; everyone will work
within their own capability with attentive instruction and
correction. We will be practising standing, sitting and
inverted as well as restful and restorative postures.
You will be able to build up a strong foundation for your
own practise. 2½ hours of Asana classes will be held
both in the morning and evening.
Situated in the foothills of the Apennines, the ancient
hilltop university town of Camerino is close to many day-
trip destinations, including such historic cities as Perugia,
Assisi, Loreto and Urbino, as well as the Sibillini Mountain
national park and the Adriatic coast. For those wishing to
accompany their partners but not participate in the Yoga
retreat, there are numerous opportunities for such activi-
ties as hill-walking, climbing, wine-tasting and sampling the
the local marchigiano cuisine.
Contact Karin Montali 0039 339 580 33 50

or 0039 0737 633500
[email protected] or www.yoga-camerino.it
North Surrey Centre for Iyengar Yoga

www.yogadham.co.uk Practice and Enjoy
YOGA DAYS with Judith Richards (£24) with Julie Brown
12 noon to 4pm - Sat Oct 22nd 2005; Feb 4th 2006
YOGA DAY with Ros Bell (£25)
An Iyengar Yoga Instructional Video
10.30am to 2.30pm - Sun November 27th 2005 VHS = £12.99 each + postage
YOGA WEEKEND with Judith Jones also available on DVD
Fri 13th to Sun 15th January 2006 (discounts available for bulk orders)
YOGA WEEKEND with Judith Richards If you are a beginner or a student of many years, this
at East Clare Yoga Centre, Eire video is designed as a tool to help you “Practice and
October 28th to 31st 2005 Enjoy” your yoga at home, as well as in your class.
see www.eastclareyoga.com There are 5 sessions of 15-20 min each that you can
YOGA HOLIDAY with Judith Richards & Janette Browne use, including a relaxation session, plus limbering-in
at Molino del Rey, Andalucia, Spain poses to do at the beginning of each session.
see www.molinodelrey.com and www.yogadham.co.uk
9th to 16th April 2006 Julie Brown has taught for over 20 years and is a
FIRST AID COURSE qualified senior teacher.
St John' s Ambulance Certificate - valid 3 years
(soon to be necessary for yoga teachers)
9am to 5pm - Fri 9th Dec 2005 - £75 To order or for further
At North Surrey Centre for Iyengar Yoga information:
25 Effingham Road KT6 5JZ 01625 879090
Contact: Judith Richards 020 8398 1741 [email protected]
[email protected]

ADVERTISEMENTS
Intermediate Junior
Training Workshops
with Sheila Haswell
Starting September 2005
01494 521107
www.sarva.co.uk
High Wycombe, Bucks
HP12 3AB
Wanted
east clare yoga centre
situated in the west of ireland, the east clare yoga centre
Iyengar Yoga Teachers is a family-run rural retreat centre offering iyengar yoga
for a new Yoga Centre in the Kensington classes, workshops and residential yoga holidays
and Chelsea area of London which is due
summer/autumn 2005
to open January 2006. residential iyengar yoga weekends
sept 16-118: yoga weekend
We are looking for experienced Iyengar with laurence o'toole (ger) - 290/Stg £190
yoga teachers who hold the Iyengar Yoga oct 14-116: intermediate yoga weekend
with cathy-rogers evans (us) - 290/Stg £190
Certification Mark, ideally qualified to oct 28-331: halloween bank holiday workshop
Intermediate Junior level or above. with judith richards (uk) - 430/Stg £285
To apply, or for any enquiries, Stg prices may fluctuate with exchange rate. Price
includes yoga tuition, shared accommodation, all meals,
please contact daily snacks & transfer to/from Shannon International
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for further information visit www.eastclareyoga.com,

[email protected]
tel. +353 (0)61 640923 or email
[email protected]
or mobile 07813 112 551 colour brochure available on request

IYA (UK) EXECUTIVE COUNCIL
Name e-m
mail Telephone Position Committee Chair
Gordon Austin [email protected] 0191 5487457 NEIIY rep.

Debra Bartholomew [email protected] 01706 841942 MDIIY rep.
Ros Bell [email protected] 020 8340 9899 NELIYI rep.
Nathalie Blondel [email protected] 078 120 10924 AIYI rep. Archives
Brenda Booth [email protected] 01892 740876 individual rep.
Patricia Booth [email protected] 01663 732927 special rep. A and TT
Alan Brown [email protected] 01535 637359 BDIYI rep.
Carol Brown [email protected] 0131 557 5739 EESIYI rep. PR
Joe Burn [email protected] 0113 250 4336 Secretary
Margaret Carter [email protected] 01925 758382 Vice-Chair Planning / Events
Louise Cartledge [email protected] 01428 645 825 Memb. Sec.
Jon Cotgreave [email protected] 0161 969 1724 LIYI rep.
Helen Graham [email protected] 0141 642 0476 GWSIYI rep.
Philippe Harari [email protected] 01223 523410 CIYI rep. Communication
Judith Jones [email protected] 01488 71 838 Chair Management
Jean Kutz [email protected] 01872 572807 SWIYI rep.
Judy Lynn [email protected] 020 7328 0898 individual rep.
Christina Niewola [email protected] 01260 279565 MDIYI rep.
Lindsey Patterson [email protected] 07789 190913 ORIYI rep.
Prabhakara [email protected] 0121 449 7496 MCIYI rep.
Elaine Pidgeon. [email protected] 0131 552 9871 Special rep. E, M and C
Judith Richards [email protected] 0208 398 1741 Treasurer Finance
Andy Roughton [email protected] 01273 326 205 IIYS rep.
Helen Scarlett [email protected] 0114 225 7025 SADIYA rep.
Andrea Smith [email protected] 02392 466750 DHIYI rep.
Patsy Sparksman [email protected] 0208 4556366 individual rep. Merchandising
Co-oopted members
Management Committee: none
Ethics, Membership and Certification Committee: Penny Chaplin, Pen Reed, Judi Soffa, Judi Sweeting
Assessment and Teacher Training Committee: Margaret Austin, Julie Brown, Sheila Haswell, Meg Laing, Jayne Orton,
Sasha Perryman
Finance/Membership Committee: none
Planning Committee: none
Communications Committee: Kirsten Agar Ward, Rachel Lovegrove
Public Relations Committee: Janette Browne
Archives/Research Committee: Susan Vassar
Conventions/Events Committee: none
Merchandising Committee:Tig Whattler
Moderators:
Margaret Austin Tricia Booth Julie Brown Penny Chaplin Sheila Haswell Meg Laing
Sasha Perryman Elaine Pidgeon Jayne Orton Pen Reed Judi Sweeting
Professional Development Days Coordinator: Judi Sweeting
Assessment Co-o ordinator: Meg Laing
Senior Intermediate Assessment Organiser: Jayne Orton
Junior Intermediate Assessment Organiser: Sasha Perryman
Introductory Assessment Organiser: Sheila Haswell
Republic of Ireland Assessment Coordinator: Sheila Haswell
PRONUNCIATION O F D IACRITIC S
The Sanskrit names and words printed in this magazine are transliterated (as opposed to
printed in Sanskrit text). In order to pronounce these words correctly a series of diacritical
marks is used. Joe Burn provides a full guide to the correct pronunciation of Sanskrit.
VOWELS:
a as in about à as in father e as in made

i as in fit ã as in fee o as in born
u as in put å as in boo ai as in bite
au as in found ç as in rich
CONSONANTS:
The tongue should touch the back of the upper palate in these:
k as in kiln kh as in backhouse g as in good

gh as in aghast ï anger
The tongue should touch the front of the upper palate in these:
c as in chill ch as in church j as in jug

jh as in john ¤ puncher
The tongue should curl a little backwards in these:
ñ as in try th as in courthouse ó as in dog

óh as in send home õ as in niggle
The tongue touches the back of the upper teeth in these:
t as in toot th as in cat home d as in dot

dh as in send home n as in natter
The lips start together and then open in these:
p as in pat ph as in pop home b as in band

bh as in abhor m as in mat
y as in yoga r as in rat l as in luck

v as in we
ù as in sheet ÷ as in push s as in sound
h as in hit

IYN-7 - 2005-Autumn

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ISSUE NUMBER 7 - AUTUMN 2005

IYENGAR ® YOGA N EWS - I ssue n o.7 - A utumn 2 005

We are very pleased to announce that three new

The drawing on the front cover is by Angela Köhn

32 Events Listings: your guide to Iyengar Institutes in the UK

The aspect of yoga which should be introduced in schools

The role of the yoga teacher

The role of the yoga teacher is of foremost importance if

Iyengar Yoga News 7 - Autumn 2005 2

c) Upper class schools: These students were often lazy

d) Country schools: The situation was quite different in

Iyengar Yoga News 7 - Autumn 2005 3

There will be no progress if the teacher tries to perfect

Yoga teachers are sometimes apprehensive about

Iyengar Yoga News 7 - Autumn 2005 4

1) Standing àsanas such as utthita trikoõàsana

Many a time yogic àsanas are confused for contortions

Static vs. dynamic àsanas for children

If children are taught too many static àsanas they will

Iyengar Yoga News 7 - Autumn 2005 5

The teacher can and should add several different permu-

Tips for teaching children

a) The difficult and complicated àsanas can also be

Iyengar Yoga News 7 - Autumn 2005 6

Pràõàyàma is not for children

Pràõàyàma is not suited to the nature of children and

There are practical problems too in teaching children

Besides pràõàyàma is a monotonous and unintelligent job

Iyengar Yoga News 7 - Autumn 2005 7

On the day of the seminar there were about 50 partici-

1. Living together (Yama)

She illustrated all six limbs with examples and practical

It was interesting to see how other people approached

* Editors’ note: As Geetaji says in the previous article

Iyengar Yoga News 7 - Autumn 2005 9

Iyengar Yoga News 7 - Autumn 2005 11

Iyengar Yoga News 7 - Autumn 2005 13

I have found that I experience so many emotions during

Why do you want to do yoga?

What don’t you like about it?

Apart from being flexible and toned do you think there

Iyengar Yoga News 7 - Autumn 2005 15

I started doing yoga because I see it as a new challenge. I

One of my favourite poses is vãparita My name is George

I like doing that pose because it’s really My favourite pose is

I LOVE YOGA, IT’S SO MUCH FUN!!! Yoga is not just for

Iyengar Yoga News 7 - Autumn 2005 18

Angela Köhn and Daisy Lee

Iyengar Yoga News 7 - Autumn 2005 19

O ver the last few weeks it seems your teaching has

I should have put that in inverted commas! Yes true.

Iyengar Yoga News 7 - Autumn 2005 21

Iyengar Yoga News 7 - Autumn 2005 22

But the pause after inhalation isn't often mentioned?

Yes, No it doesn't work that much because relaxation

Graph A: normal breathing Graph C: kevala kumbhaka

Iyengar Yoga News 7 - Autumn 2005 23

Iyengar Yoga News 7 - Autumn 2005 24

You're indisposed! True.