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Leaves of Morya's Garden - Book 1 - The Call (1924) - 36:
36. The pupils must not judge hastily. I rejoice in the fiery spirit - but temper yourself. The spirit quivers, the northern lights are at play; teeming with life is nature, and God manifests His Mercy. My Shield will flame radiantly above you. Read less - ponder. Leaves of Morya's Garden - Book 1 - The Call (1924) - 50:
50. Hunter, unwavering is your spirit. Be clear in your beliefs and you will conquer darkness. Pupils, spread love and knowledge. A smile carries power. Leaves of Morya's Garden - Book 1 - The Call (1924) - 76:
76. Be not dismayed at the Teacher's criticisms. Pupils should rejoice at every message. Contemplate the spiritual guidance of One Teacher. Your spirit presses onward; At the Gates I shall await you. My Breath shall warm your hands, and I shall guide you along the mountain path to the Temple. Love Me and your power will be multiplied and your strength doubled. Your spirit transports your body beyond the earth. You must rejoice in the ascension through pure teachings. Leaves of Morya's Garden - Book 1 - The Call (1924) - 331:
Children, pupils, My children, be happy! The greatest joy is near. I Myself, I so attest, I affirm. Leaves of Morya's Garden - Book 1 - The Call (1924) - 353:
When Sergius of Radonezh declined the throne of the Metropolitan, And strove to commune with animals, He stayed to build monasteries, And kept around Him His pupils. Leaves of Morya's Garden - Book 2 - Illumination (1925) - 1.8.5:
1.8.5. I shall explain why it is important to heed the words and the given images. Our pupils have an exercise of thought in which out of a whole message a part or a single word is given and, perceiving the direction of the thought, each one adds to it according to his understanding, sensing that which is closest to himself. But in time the personal is superseded by a united consciousness, and upon a single word there is built a complex structure. Thus is attained the code of spirit. Leaves of Morya's Garden - Book 2 - Illumination (1925) - 2.2.1:
2.2.1. Maitreya sends courage. Maitreya will accept the gift. Maitreya feels its love. Maitreya sends blessings upon the joyous labor. Maitreya bestows labor upon Earth in the name of miracle. Walk joyfully. It is a joy to Me to lead the smiling ones. Discern the Teaching of Light in each manifestation. Resourcefulness is a quality of My pupils. Leaves of Morya's Garden - Book 2 - Illumination (1925) - 2.4.6:
2.4.6. For the reason that Our pupils bear within themselves the microcosm of the Brotherhood, there is not an indifferent attitude towards them. In their mode of life the same details as of Our Life are gradually revealed. There is endless labor; absence of the sense of finiteness, even of knowledge; loneliness and the absence of a home on Earth; the understanding of joy, in the sense of realization of possibilities - for the best arrows seldom reach their mark. And when We see the hearts of people who strive toward one and the same garden, how could We not manifest joy? But fearlessness in the face of endless labor is especially important. It is true that from the realization of the infinite possibilities of the human apparatus one feels relief. 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) - 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) - 3.6.16:
Tell pupils and friends that they must learn. Let them learn in tension of the spirit; learn through opened eyes; learn absolutely endlessly, for there is no end. This simple affirmation fills many with terror. Leaves of Morya's Garden - Book 2 - Illumination (1925) - 3.6.17:
3.6.17. Upon assembling the pupils, consider what to begin with. The usual mistake is to begin with the alphabet, disregarding the nature of the student. It is Our rule to give, along with the primary proposition, fragments of the highest possibilities. New Era Community (1926) - 104:
104. Each school must be a complete educational unit. In schools there must be a useful museum in which the pupils themselves take part. There must be a cooperative, and the pupils must also be taught such cooperation. All phases of art must be included. Without the paths of beauty there can be no education. New Era Community (1926) - 105:
105. The study period will be a most agreeable hour when the teacher justly appraises the aptitudes of the pupils. Only discernment of capabilities makes for a just relationship toward the future workers. Often the students themselves do not understand their destination. The teacher, as a friend, prepares them in the best direction. No compulsion is applicable in schools. Only persuasion can be suitable for stimulating learning. More experiments, more discourses - what a joy there is in the application of one's forces! Little ones love the work of the "grown-ups." New Era Community (1926) - 114:
114. People study the life of bees, of ants, of monkeys, and they are amazed at migratory birds, at their order and precision of course; yet from all this they draw no deductions for the betterment of earthly life. Natural history must be taught in schools as completely and attractively as possible. By examples from the vegetable and animal kingdoms one should give to understand what treasures are contained in man. If the comparatively lower organisms sense the fundamentals of existence, then so much more must man apply his efforts for a successful improvement. Many valuable indications are revealed everywhere. From the very first lessons let pupils rejoice at the wonders of life. Likewise let them apprehend how to make use of flights and of clairaudience. Thus, clairaudience will be a natural condition. Likewise the Subtle World will be studied, along with subtle energies. There will be no dividing line between physical and metaphysical, for all exists - which means that everything is perceptible and cognizable. And so, superstitions and prejudices will be shattered. New Era Community (1926) - 115:
115. No one dares to stand up against the school, but few there are who think about its improvement. School programs are not looked over for years at a time, and meanwhile discoveries are on the march. New data are rushing in from all sides the air spheres and the depths of the oceans and the mountain treasuries all relate wonderful facts about themselves. Haste is needed, else excavations will alter the data of conventionalized history. In the new schools prohibitions must be removed, in order that pupils may see reality - which is wonderful if truthfully revealed. Broad is the field of mental competition! New Era Community (1926) - 117:
117. It is absurd to think that perspiration is only a physical manifestation. During mental work a particular emanation valuable for the saturation of space issues forth. If bodily perspiration can fertilize the earth, then that of the spirit restores prana by being chemically transformed in the rays of the Sun. Labor is the crown of Light. It is necessary that school pupils remember the significance of labor as a factor of world-creation. As a result of labor there will be steadfastness of consciousness. It is necessary to emphasize strongly the atmosphere of work. New Era Community (1926) - 122:
Most of all, take care to expel prohibitions from the lives of pupils. For the community dwellers this is particularly easy, because their book can be especially inspiring and attractive. Indeed, a clerk's account of the community is intolerable. The contemptible pendant thrusts away each one who does not prove to have an untalented, cold attitude toward beauty. Around the community there must be an inspirational quality. Agni Yoga (1929) - 278:
Pupils often forget that their chosen Teacher, out of experience, will never belittle them. How much, then, must cooperation be valued, firm in trust! Agni Yoga (1929) - 299:
299. If a teacher says, "I have ten thousand pupils," ask, "Is it possible that everyone is given entrance?" Quantity precludes success. The size of an army was never the sole guarantee of victory. Agni Yoga (1929) - 448:
448. In the dark the yogi places a strong magnet or a chip from an object from the far-off worlds above the crown of a pupil's head, and asks, "What do you feel?" Agni Yoga (1929) - 551:
551. The Blessed Buddha once said to his pupils, "Let us sit in silence and let our eyes behold." Heart (1932) - 30:
30. Why do so many experiments remain without result? First of all, on account of impatience and the lack of desire to assume responsibility. Sometimes We are reproached that help did not come in time. But instead of a reproach, the one who asked should remember how prematurely he deviated or considered the load excessive. We deplore it greatly when we see faint-hearted deviations or an unwillingness to place oneself on the edge of a precipice. But how to strain the energy if not by an extreme situation? Such situations ought only to be considered not as the end, but as the beginning. Likewise, exercising patience, it is useful to acquire a conception of beginning. For some, everything is definitely an end, but for Our pupils everything is a beginning. Heart (1932) - 241:
It would be useful in the schools, in regard to historic epochs, to question the pupils as to how they would have acted in the place of the heroes. One must not implant any special replies in the pupils; on the contrary, the ground should be opened for all types of considerations; thus the students will be initiated into their first tests. Therefore, from the first years, one should become accustomed to a free choice of results. True, the Invisible Hand of the Teacher will always forewarn about retrogression. Of course, for this the existence of at least a thin thread with Hierarchy is necessary. Heart (1932) - 334:
334. Ask a clever man what has most often warned him of danger, safeguarded him against errors and deviations. An honest man will say the heart. He will not name the brain or reason. Only a stupid man will rely upon conventionally rationalized deductions. The heart is permeated with straight-knowledge. We already voiced this concept long ago, but now we return to it upon another turn of the spiral. We have already passed through the discipline of Heart and Hierarchy, and have pondered upon Infinity. Thus straight-knowledge appeared not as a kind of vague intuition, but as a result of spiritual discipline together with the understanding of the significance of the heart. Thus guide the pupils. At first, cast the necessary concept like a far-reaching net, then cautiously draw in the corners of the net in order to completely surround that which you seek. It is not casually that the symbol of the fisherman casting his net is often pointed out. The heart is not so easy to catch! It is not easy to accept the language of the heart as a reality. Time, devotion, and striving are needed in order to obtain the understanding of the expression of the heart. Heart (1932) - 508:
508. It will be asked how to feel the influence of the Teaching in the midst of daily life. Answer - by the smallest things, by each action, each touch. Denial and daily habit deprive certain pupils of much. 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) - 254:
254. To speak according to the level of consciousness of your listener means to be already on a lofty step. Various dogmas are especially harmful in that they propound a rigid formula regardless of the level of consciousness. How many negations, how much anger and confusion arise merely from disparity in the degree of consciousness! And not only the degree but the mood of consciousness is so often the deciding factor. Enough has been said about the harm of irritation, which beclouds the consciousness; but in addition to this principal enemy one must remember about all small distractions of thought. One must become accustomed to carry the fundamental thought of existence unobscured. Thus, when schoolteachers learn how to deal with pupils according to their consciousness, true evolution will begin. It is impossible to divide humanity merely according to age or class. We continually see how certain children are in need of adult speech, and elderly people, sometimes in government positions, can understand only childish expressions. Not for the latter children is the Kingdom of Heaven! The new consciousness does not come from mechanical formulas. Thus, one must learn to speak according to the consciousness of the listener. This is not easy, but it constitutes and excellent exercise in sagacity. Furthermore, this also applies to fiery occupations. Fiery World - Book 1 (1933) - 331:
331. It is the Teacher's duty to follow the quality of the pupil's thought. Not twists of the mind, but tendency of thought gives evidence of progress. This understanding of another's thought is not supernatural, but is derived from many movements and glances. With only a little attention the Teacher will perceive the fires of the eyes. These flashes are quite significant and give a wise physician the entire record of the internal condition. Fiery World - Book 1 (1933) - 342:
342. During his journeys Apollonius of Tyana would sometimes say to his disciples, "Let us tarry here. This place is pleasing to me." From these words his pupils knew that a magnet was concealed there or that the Teacher intended to bury a magnet there. The sensing of magnets is accomplished by means of a particular current connected with the power of Agni. In the course of time science may investigate these magnetic waves, for they are not exhausted for centuries. Magnets have been set like milestones in places of special significance. When a ploughman carries with him a bit of his native soil, he recalls, as it were, the ancient custom of bringing a handful of earth as an irrefutable token. And now you also know how some commemorative soil was brought. Its destiny is not simple; an evil one wished to scatter it, but a benign hand intentionally concealed the treasure and it remained forgotten. Still, the thought attached to this offering exists and is more effective than one might think - thus thought lives on. An object magnetized by thought, verily, has power. Thus, without superstition, but quite scientifically, one should study the stratifications of thought - they are the work of Fire. Fiery World - Book 1 (1933) - 411:
411. The language of the spirit is essential for the Subtle World. Its essence lies in the subtle nature, but it is possible to become accustomed to it even while in the earthly state. Such orientation is a useful fiery test. The school must discover the resourcefulness of pupils by test of giving one word, and later on comes the task of understanding at one glance. The later experiment will be closest to the Subtle World. In addition one can develop a sense of relativity by addressing one's interlocutor according to his nature. Thus, in an earthly conversation each one adopts the best language for his companion, taking into consideration his state of consciousness. Every schoolteacher knows how multiform must be his language in order to make friends of his pupils. But besides the school, in any home one learns to discern the thoughts of the mistress of the house. Thus, in the midst of daily life, characteristics of a subtle order are manifested. One has only to take note of them, to penetrate into them, and to expand these observations. But for this, one should be imbued with reverence for the future and learn to love the principal factor of the Subtle World - Agni. I insist on the expression, "to love fierily," only thus can one assimilate this element which is so difficult for Earth. Our discourses should first of all lead to an understanding of the Subtle World and, as its apotheosis, bring one fearlessly to the radiance of the Fiery World. We rejoice when, amidst the earthly sojourn, the dimensions of the Subtle World are established. Through this, we bring Earth to a closer cooperation with the far-off worlds, in other words, we participate in the process of evolution. Fiery World - Book 1 (1933) - 632:
632. In the acquisition of qualities one cannot keep to one system or one order of sequence. Whoever feels at heart the need of acquiring patience, let him set himself this task. Whoever strives to develop courage, let him gather this experience. One cannot forbid him who wishes to think of compassion or express himself in cooperation. Still worse are conventional coercive methods which force the disciple to strive for the quality farthest from him, which cannot yet be assimilated. With all the discipline of the Greek schools of philosophy, imposition on a pupil's free will was forbidden. For example, all abusive words were forbidden by mutual agreement, without coercion, otherwise a man could send mentally still worse abuse. One should definitely indicate to the beginners the need for improving their qualities, but in the sequence of predilection. The fires of the heart kindle the centers according to the individuality. Thus one should appreciate these fiery guideposts. It must be understood why We so insist upon a natural transformation of life. It is because otherwise the effects of deviation from the very nature of striving will result in a violation of all foundations. Fiery World - Book 3 (1935) - 58:
Indeed, the leaders of the spirit do not practice suggestion nor hypnotism, and great faith in Hierarchy is not illusion but the life of the Subtle World. The manifestation of followers and pupils is a consequence of the magnet of the spirit of the Hierarch. Thus let us remind all faint-hearted and obsessed ones, who are not averse to employ blasphemy and betrayal. Hardly any manifestation is more deplorable than lack of understanding of the Hierarchic Principles of Existence. Let us manifest understanding for the magnet of the spirit on the path to the Fiery World. AUM (1936) - 490:
Do not be astonished that frequently those who are being guided do not generally recognize the Guidance. Verily, the Guide is not vexed by this. The swimming teacher supports his pupils at first and encourages them, whispering, "You are floating by yourself." It is thus in all fields. It would not be wise for the Guide to enumerate all cosmic and karmic conditions. Such accumulations would only frighten and suppress energy. Brotherhood (1937) - 144:
Discourses about causes and effects should be introduced in the schools. Let the teacher propose a cause and the pupils think out the effects. In such conversations there will be displayed also the qualities of the students. It is possible to imagine many effects from one cause. Only a broadened consciousness will apprehend what effects will correspond to all the attendant circumstances. One should not be consoled by the fact that even a simple farmer can calculate a harvest. The manifestation of cosmic currents and of mental conflicts is far more complicated. From childhood on, let youth be accustomed to complicated effects and to dependence upon spatial thoughts. It should not be supposed that children need to have safeguards erected against their thinking. Brotherhood (1937) - 601:
601. Likewise, let us welcome those schoolteachers who can find an hour to talk to their pupils about the dignity and responsibility of man, about the primary energy, and about the treasures belonging to all peoples. Such preceptors will indeed make more manifest the path of labor and achievement. They will find harmony between the preeminence of the spirit and the health of the body. They will introduce the book of knowledge into each dwelling. The life of such teachers is hard. Let there live in them the life-giving dream about the Brotherhood. 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) - 198:
"For example, every schoolteacher can observe how carefully one should treat pupils in their adolescence. The teacher should know how to talk about life in such a way that each listener will think that he has come to the right conclusions by himself. Such a teacher is like a good gardener who understands what kind of wind best carries the fertile seeds." 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) - 425:
But how seldom we meet with such a consciously careful upbringing! Even the best teachers sometimes find themselves in such difficult conditions that they have no possibility of paying attention to the individual qualities of their pupils. In some families the question of upbringing is not considered, and the children are left to themselves with no caressing hand and no parental voice to tell them about the marvelous world. Supermundane - The Inner Life - Book 2 (1938) - 438:
You may be asked if it would not be better to concentrate mentally. But this beautiful state can be destroyed by spatial currents and whirlwinds. Besides, ordinary people do not know how to think, and waver like reeds in the wind. But during such winds one must hold fast to something secure. In labor will people's consciousnesses find this support. The teacher must accustom his pupils to work and must praise the best quality of labor. This perfectment will lead to an expansion of thought. Supermundane - The Inner Life - Book 2 (1938) - 440:
The Thinker insisted that His pupils choose a craft and learn to find perfectment in it.
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