|
Leaves of Morya's Garden - Book 1 - The Call (1924) - 48:
48. My thrice-called pupil! Through your art, carry My Word, bring joy to the hearts of the world. Hunter, walk in victory. Leaves of Morya's Garden - Book 1 - The Call (1924) - 207:
207. The Cosmos is reflected in the pupil of every eye. And God dwells in every heart. Woe to those who expel God. Better never to know than to betray. The Teacher was manifested, and the Name of the Messiah was pronounced in My Abode. Not to small things will you be witnesses. The cloud above God's Mountain will be dispersed. The lightning of His Voice will illumine the abysses. New, new, new ones, beautiful ones, clear-minded ones, exalted ones, will gather. The Teacher has entrusted you to manifest Him. Gather people under My roof. M.'s Mountain is erected, is upheld, and is encircled by the plough of labor. Leaves of Morya's Garden - Book 1 - The Call (1924) - 312:
312. Pupil, why think about what cannot be fulfilled? Dissipate not your force in languor of your spirit. My Lotus is a joy to those who visit My Garden. Leaves of Morya's Garden - Book 1 - The Call (1924) - 320:
Pupil, find the energy to fulfil thy striving. Summon courage! Thy body must not hinder thee upon the path. Leaves of Morya's Garden - Book 1 - The Call (1924) - 320:
Pupil, I am here, but in thy blindness thou didst forget My Presence. Leaves of Morya's Garden - Book 2 - Illumination (1925) - 2.6.19:
Dgul Nor was considered most wise. He had the good fortune to find a Teacher who came from the Sacred Subterranean Country but who was bereft of his tongue and his right hand. The pupils, constantly aspiring, asked a question, and the Teacher nodded. The pupil asked two questions and the Teacher nodded twice. Soon the pupil was asking incessant questions, and the Teacher unceasingly nodded. For three years the questions continued and for three years the Teacher nodded. Leaves of Morya's Garden - Book 2 - Illumination (1925) - 2.12.1:
Only when the will of the disciple had become leonine, and a silver bridle of the spirit gleamed upon the feelings of the pupil, only then did the Lord lift the veil slightly and assign a task. And then gradually the pupil was initiated into the mysteries of knowledge. Leaves of Morya's Garden - Book 2 - Illumination (1925) - 3.2.15:
During work, when fatigue already possessed the disciples, Buddha would ask the most unexpected question and await the promptest reply. Or, placing the simplest object before them, He would suggest that they describe it in not more than three words or not less than one hundred pages. Or, placing a pupil before a locked door, He would ask: "How will you open it?" Or, summoning musicians beneath the window, He would have them sing hymns of entirely dissimilar contents. Or, noting the presence of an annoying fly, He would ask the pupil to repeat some words unexpectedly pronounced. Or, passing in front of the pupils, He would ask them how many times He had done so. Or noticing a fear of animals or of natural phenomena, He would give them the task of mastering it. Leaves of Morya's Garden - Book 2 - Illumination (1925) - 3.5.7:
Determining the essential nature of a man through the pupil of his eye, We surround him with habits of small actions. Least of all attach significance to words; they are as flowing waters. Small actions which saturate the whole life best denote the nature of a man - from them grow the large ones. We do not place much trust in chance achievements. From fear one can accomplish a deed of courage. Leaves of Morya's Garden - Book 2 - Illumination (1925) - 3.5.19:
Look intently into the pupil of the eye of these people. Therein you will find an evasive shadow, and they cannot long endure your gaze. These are hidden dugpas. Often they are more dangerous than their more obvious colleagues. New Era Community (1926) - 153:
A true musician does not think about each finger's calling forth a sound; only a pupil considers which fingers are convenient to use. The true co-worker does not think about the intended application of the qualities of labor. The music of the spheres is blended with the song of progress of labor. New Era Community (1926) - 207:
The teacher must also be depended upon to determine quickly the direction of thinking of a pupil, because erroneous equipping is a heavy offense and by it the best workers may be lost. Each inflexible program is a corpse which is intolerable under the sun of knowledge. It is necessary as quickly as possible to stabilize the school by examining the consciousness of the teacher. Create for him a better situation in order to repose in him a responsibility for the consciousness of the community workers. Agni Yoga (1929) - 13:
13. The book of Thomas à Kempis, The Imitation of Christ, has long been appreciated in the East not only by virtue of its content but because of the meaning of its title. In the midst of medieval idolatry of Christ, the voice of Thomas à Kempis resounded in protest. From behind the walls of a Catholic monastery rang out a voice to clarify the Image of the Great Teacher. The very word imitation comprises a vital action. The formula - Imitation of Christ - is an achievement of daring innate in the conscious spirit that accepts all responsibility of creation. Truly, the conscious pupil dares to approach the Teacher in imitation. Such an example brought light into the musty darkness and behind the monastic walls provided the impetus to strive toward creative daring. Agni Yoga (1929) - 43:
43. The pupil must not be obsessive, and the Teacher must not be seen as a dictator. Indeed, there is demanded of the student a realization of Hierarchy and harmony of action - the reconciling of the free will with acceptance of the Teacher. The weak mind is usually confused. Of course, the conditions and limitations imposed by the Teaching contradict the meaning of freedom in its vulgar sense. But through culture and the realization of goal-fitness the great concept of the Teacher is formed. The realization of the significance of the idea of the Teacher is a passing through the first gates of evolution. One should not bring to the concept of the Teacher expectations of anything supermundane. The Teacher is the One who gives the best advice for life. This practicality will embrace knowledge, creativity, and Infinity. Agni Yoga (1929) - 91:
91. Reconciling the idea of the finiteness of the universe with that of the principle of infinite space is one of those problems that the pupil alone must resolve. This is called Summa Summarum. To help the realization of these concepts of space, We set milestones, but the realization itself must be achieved independently. This corresponds to the degree of "Lion of the Desert." It demonstrates the freeing of oneself from Earth and earthly possessions. This achievement is required for an understanding of the spheres as separate. Agni Yoga (1929) - 95:
95. To Him of the great Illumination there came a pupil who sought a miracle, saying, "After the miracle I shall have faith." Agni Yoga (1929) - 95:
"Now," exclaimed the pupil, "I am ready to ascend the steps of the Teaching under your guidance." Agni Yoga (1929) - 203:
203. Those who seek out the yogi for instruction in the Teaching will not be of equal worthiness. A yogi must be able to understand who comes by accident; who may become a pupil; who may in the future become a pupil-teacher, learning to perfect himself by helping those who come to him. It is worse for those who involve themselves in the Yoga and then try to return to their old life. Truly, it is easier for the astral body to return into the clutches of the physical body than for one who has acquired even a grain of knowledge to return to the darkness of ignorance. Warn those who want to know about Yoga. We cannot permit people to keep their delusions. Agni Yoga (1929) - 207:
The disciples of a yogi learn to act in the same way, from the first moment of understanding. It is especially important for the pupil to control himself in the Teacher's absence. Often, just at such times, because the concept of the Teacher is still unrealized, the disciple's imprudence permits excessive freedom, and thus the way to Amrita is closed. Agni Yoga (1929) - 273:
273. The meaning of the various kinds of relationship that exist between the Teacher and His pupil should be clarified. Indeed, the steps of approach to the Teaching will differ. There is so much attraction on the first steps, and much responsibility on the later ones. Agni Yoga (1929) - 278:
278. Often the Teacher finds himself in a very difficult situation with a pupil. The pupil promises to follow all the instructions of the Teacher, but no sooner is one received than reasons are immediately found to alter it. The Teacher experiences a similar difficulty when He is accused of being inactive. Imagine the situation of an archer when he is tensed for his shot and behind him someone cries, "Why does he not shoot?" Agni Yoga (1929) - 448:
The pupil insists, "I cannot feel anything." Agni Yoga (1929) - 448:
After a long silence the pupil says, "Perhaps I do feel some cold and see something like a flashing of stars." Agni Yoga (1929) - 468:
The Teacher directs the flow of consciousness. The pupil may not even notice the touches of the Teacher. Thus everyone should enter the domain of the Teaching as into life, unwaveringly. But for this purpose one has to read the Teaching repeatedly, while in different states of spirit. It would be a mistake to devote to the Teaching only one's times of rest or of upliftment. The best symbol of the Teaching is the all-pervading Fire. Heart (1932) - 75:
At the very beginning of the Teaching you were amazed more than once at the turnings and deviations of even those near to you. You can understand the full sorrow of seeing how, upon the threshold, the pupil often runs swiftly away into the forest. My Hand is constantly with him who walks in complete readiness. Heart (1932) - 116:
116. Tests are set for the pupil himself, as milestones on the path, which he notices when he crosses into the Subtle World. Thus we learn, for verification in various conditions; therefore it is necessary to understand the substance of work performed. How many unnoticeable labors in the physical world give splendid results in the subtle condition - thus it is necessary to evaluate labors broadly. Often we see that a seemingly abstract production results in the most concrete findings, while calculations which appear to be most exact give only an experiment in patience. The process of trial is most beneficial and enters into the system of the ancient Teachings. Heart (1932) - 170:
170. When one wishes to make a speech in an unknown language, it is unwise to prepare oneself only on the preceding eve. If one desires to come out with a new instrument, it is unwise to prepare oneself on the eve of one's appearance. If one wants to cross into the Subtle World, it is unwise to begin preparations on the preceding eve. It is terrible when a man who during his entire life has turned away from thought about the Subtle World begins like a negligent pupil dimly to repeat the unrealized words only on the eve of crossing. The fact of the inevitable crossing is announced by all Teachings. It is said, "We shall not die, but change." It is impossible to speak more briefly, it is impossible to speak more affirmatively. It means that one must know the language of the Subtle World; it means that one has to acquire the right of entrance in complete consciousness, but this is impossible to attain on the eve before. One may begin to instill horror instead of joy, and thus violate the law of life. But, as you know, the best conductor is the flaming heart. With such an inextinguishable lamp it is not terrifying to cross the skies and meet the Guiding Ones. Heart (1932) - 383:
383. Among a multitude of currents the strongest will be the most cooling and the most fiery. In Tibet you have experienced the fiery currents, then the cooling ones. For the fiery currents the lamas need an entire method exaggerated by the teacher, but, as you see, one can go directly by way of the heart. The Teacher directs the currents, but the heart of the Teacher himself is sometimes in need of a cohesive substance; then the disciple's energy has a special significance. The Teacher must be very grateful when the purified energy of the pupil ascends in a powerful spiral. This is called the wheel of cooperation. So, also, the Teacher always is ready to share the supply of energy, but the pupil must be ready to have a purified heart. Heart (1932) - 460:
460. Not only vibrations but also the substance of the heart produces creativeness. The same energy should be valued in all the minutest manifestations of life. Even in its minute manifestations life represents a miracle worthy of innumerable books. Thus, directing our attention to the physical shell will inevitably intensify our attention to the action of the heart. The Teaching of the Heart is the teaching of the causes of manifestations. The ancients began the Teaching by laying their hands upon the heart. Whereupon the Teacher asked, "Dost thou hear?" "I hear," answered the pupil. "This is the beating of my heart, but it is only the first rap upon the gates of the great Heart. If thou dost not heed the beat of thy heart, then shall the beat of the Great Heart deafen thee." Fiery World - Book 1 (1933) - 69:
69. The quality of observation is one of the principal fiery qualities, but it is not attained easily. It is acquired as slowly as is consciousness. You noted correctly that consciousness is strengthened by life itself; observation is strengthened likewise. There can be no abstract consciousness, nor can there be theoretical observation. But human absent-mindedness is monstrous, it creates a seemingly unreal world. In their egoism people see only their own delusions. In such wanderings there can be no discourse about the New World. Hence, by all means, training in observation should be introduced in schools, even for small children. An hour devoted to observation is a true lesson in life, and for the teacher this hour will be a lesson in resourcefulness. Begin the refinement of observation upon everyday objects. It would be a mistake to direct the pupils too rapidly to higher concepts. If, for a beginning, the pupil is capable of observing the habitual contents of a room, this will already be an achievement. This is not so easy as it seems to an unobservant eye. Later, by a series of experiments we can accelerate the ability to form impressions. We can propose that the pupil pass through an unfamiliar room at a run and yet with concentrated observation. Thus, it is possible to reveal blindness and assert true keenness of vision. It is necessary to outline a program of tests for all the senses. Thus is fiery action expressed in a simple exercise. Children are very fond of such tasks. Such exercises of consciousness carry one into the higher spheres. The most ordinary routines can become the gateway to the most complex. Imagine the exultation of a child when he exclaims, "I've seen more!" In this "more" can be comprised an entire step. The same joyous exclamation will greet the first fiery starlet that is observed. Thus, true observation begins. Fiery World - Book 1 (1933) - 178:
178. Only through conscious striving can human evolution be advanced. When you think about particular measures for evolution, it is necessary to invoke all cooperation. A teacher says to a pupil, "You will not solve the problem as long as you have no desire to solve it." Thus, too, in life one must voluntarily wish to move with evolution. Let each one understand this in his own way, but positive action contains at least a small possibility. Mobility of thought already belongs to the fiery domain. Fiery World - Book 1 (1933) - 260:
260. If have just watched a pupil of Bekhtereff experimenting with the transmission of thought to a distance, but he could not master even the simplest condition. He could not dissociate tension from the irritation that clogged his apparatus. While he thought that he was exerting himself, in reality he was only irritated, presupposing that nothing would result. While his thinking was theoretically correct, he could not separate his emotions. Moreover, pseudo-materialism which assumes that everything is for everybody under any circumstances, interferes. Certainly, this may be possible after the evolution of two more races, but now it may be likened to an elephant's load on the back of a cockroach. The understanding of psychic energy is confused. Even though it be called a material hammer, let it at least be realized. The name does not matter. One can cite a mass of names, but crudity will not diminish because of them. The increasing coarsening of psychic energy is the most terrible epidemic. Fiery World - Book 1 (1933) - 345:
345. The Guru may ask his disciple, "What are you doing, what do you desire, what torments you, what gives you joy?" These questions will not indicate that the Guru is unaware of his disciple's state of mind. On the contrary, with complete knowledge the Guru wishes to see what the pupil himself regards as most important. Through lack of experience the pupil may indicate the most insignificant of all circumstances. Hence, the Teacher does not inquire merely out of politeness, but as a test of the consciousness of his disciple. Therefore one should carefully weigh one's replies to the Teacher. Not the so-called amenities, but a constant broadening of consciousness is the Teacher's concern. Fiery World - Book 1 (1933) - 346:
346. The pupil must also remember about divisibility of the spirit. One must strive in the consciousness so as to realize the presence of the Teacher in spirit. Those who envision the nearness of the Teacher are not quite wrong. This is better than light-mindedly to forget entirely about the Teacher. Those who memorize the words of the Teaching are not so wrong. In school, passages of texts are learned by heart to strengthen the memory. So, also when the Teaching burns within the heart, it is affirmed by brief irrevocable formulas. For some, it is easier to assimilate precise expressions. Do not prevent each one from following the path of his own karma. It is better not to force when one's individual fires are evident. Fiery World - Book 1 (1933) - 383:
383. It is difficult to dissociate within oneself the three fundamental principles. Of course, the fiery fragments can be disconnected. Should this be so? Only submergence into the darkness of chaos pushes aside the entire Fiery Image. Thought about the three principles can enrich one's conception of the three vehicles, but it is one thing to begin to think and quite another to continue and to develop one's thinking. The cosmic aspect of Being would seem a simple thought, yet what assiduous and consecutive effort must be applied to give it beauty. In connection with guidance you can notice one and the same condition in every case. It is not sufficient to direct the pupil, one must lead him to an attainment. Even within a household can one be certain that an errand will be executed thoroughly? How often a man goes to make a purchase and returns with his pockets unexpectedly empty! You already have seen many who, after starting out judiciously, turn away from the path and set fire to all their acquisitions. The harm of such burnings is great, not only for oneself but for those linked to one by karma. One can imagine how dreadful it is to renounce an already assimilated grain of Truth! Such a destructive rending results usually from chaotic thinking. Such co-workers are useless even for market errands - setting out to buy a turban they surprisingly can buy a single slipper. Therefore, only right and unwavering thinking can overpower the darkness of chaos. Fiery World - Book 1 (1933) - 573:
A certain teacher asked a pupil, "Where does stupidity dwell?" The boy answered, "When I do not know my lesson, you tap upon my forehead. Probably stupidity is there." One must understand why We now tap at the heart and not the forehead. The head has stored up many calculations, but the heart has been laggard in improving. Thus one must straighten out that which is backward. Fiery World - Book 1 (1933) - 583:
583. One must mellow the hearts of teachers, then they will abide in constant awareness. The child's heart recognizes what is aflame and what is extinguished. Not the given lesson, but the mutual aspiration of teacher and pupil reveals the world of wonders. To open the eyes of a pupil means to share with him the love of great creation. Who would dispute that one must have a firm foothold if one's goal is far distant? The archer will affirm this. Thus let us learn to cherish everything that affirms the future. Fire is at the threshold! Fiery World - Book 2 (1934) - 14:
14. At a time when one sacrifices his soul for the good of the World, the other sits upon the water. While one offers his heart for the salvation of his fellow-men, the other flounders in the manifestations of the Subtle World. The saints of Great Service have no psychism, because they are always striving in spirit towards Hierarchy, and their heart resounds to the anguish of the World. Psychism is a window into the Subtle World, but the teacher tells the pupil, "Do not turn so often to the window, look into the book of life." Brotherhood (1937) - 34:
34. It is possible for an argument to make the truth manifest, but most often it litters the space. The teacher must know to what extent the pupil can engage in argument without introducing irritation. Supermundane - The Inner Life - Book 1 (1938) - 47:
Let us again remember about co-measurement. Without it one can become misguided in his concept of the Brotherhood and the relationship between the Teacher and the pupil. Usually people do not like to be called pupils, but We retain this honorable name even for Ourselves. Every Teacher also remains a pupil, and in this idea lies co-measurement of the highest degree. Supermundane - The Inner Life - Book 1 (1938) - 215:
It is just as difficult to judge to what degree one should affect another's karma. Take, for example, a teacher who wishes to help a disciple who is being tested. The teacher might ardently wish to influence his pupil, yet the confused student does not notice the encouraging signs and glances. Of course, the teacher cannot intervene to prevent the pupil's mistakes, and regardless of his desire that the test be successful, must keep silent and try to lead the pupil to the right path in a tactful, indirect way. Supermundane - The Inner Life - Book 2 (1938) - 429:
The teacher should continue to remind the pupil about the vast numbers of natural phenomena that have remained unknown due to ignorance. In Our observations We are particularly saddened by the fact that people often pass by the special, precious proofs of the subtle nature of man without even noticing them. Supermundane - The Inner Life - Book 2 (1938) - 439:
439. Urusvati knows how often it is necessary to explain even Our clearest Indications. For example, it has been asked whether a pupil has the right to absorb the energy of the Teacher. Some will find in this a contradiction with the Indication concerning discussion with the Teacher. But it is clear that a conversation has nothing to do with absorption of energy. It includes no pleas, but simply broadens the consciousness, and every expansion is an increase of energy. Such discussion does not consume the energy of the Teacher; on the contrary, it helps to strengthen the aura, which is beneficial for the pupil. Yet some cannot understand that a true pupil will not burden the Teacher with requests. The disciple knows well enough that all that is possible will be done. He understands the state of tension in which the Teacher tirelessly sends out His energy. Supermundane - The Inner Life - Book 2 (1938) - 439:
Some people express communion only by asking for help. Perhaps traditional prayers have accustomed people to demand earthly blessings from Deity. This error is common in all teachings - people stop striving toward illumination and restrict their communion with the Highest to requests for an increase in earthly benefits. Thus, it is necessary to explain that the Teaching of Life cannot contain contradictions. Let those who fail to understand ask, and they will learn that the Teaching knows life in all its aspects. Let them remember that a devoted pupil communes with the Teacher in one unified current of energy.
|