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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. Leaves of Morya's Garden - Book 2 - Illumination (1925) - 3.6.17:
It is most difficult when a student wishes to cultivate the spirit by means of methodology. He may open a business for glossy paper advertisements, and sit, tapping with his pencil, enumerating the slogans not yet used. 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) - 278:
When you yourselves become teachers, insist on the immediate fulfilling of your instructions. Do not give orders too often, for then they become commonplace. But if the work requires it, make the instruction concise. Let it be known that your instruction is irrevocable. Put more simply, the student should follow, reconciling his free initiative with cooperation. A distorted instruction is like a derailed train. It is better not to accept the gift than to disrupt the transmitted wave. Agni Yoga (1929) - 481:
481. The student who is not afraid to continually reassess the foundations of the Teaching for the purpose of refining his knowledge is on the right path. The one who is not afraid to be misunderstood by others is with Us. The one who is unafraid to build links among the great currents of the teachings is Our friend. The one who is not afraid to see the light has an eagle's eye. The one who is not afraid to enter the fire is of fiery birth. The one who is not afraid of what he cannot see can pierce the darkness. The one who is not afraid to travel the world is ready to strive to the far-off worlds. The one who is not afraid to know the teachings of wisdom is with Us. Agni Yoga (1929) - 505:
505. The student of Yoga must become accustomed to one thing - the inevitable suspicion in other people. One should not blame them for this attitude. If the student were an ascetic, in the customary sense of the term, they would more easily accept him. If he were to have the appearance of a magus, he would also be accepted, though out of fear. But his essence cannot be defined in simple words, and his work for the evolution of the world has no place in the customary ways of the world. How will people accept the renovation of their lives, when that is what they dread above all? Agni Yoga (1929) - 642:
642. One of the most difficult requirements of the Teaching is learning to speak appropriately - to speak so as to properly direct the thinking of the listener, but without intruding upon his karma. To tell all is to enchain. But to awaken striving and indicate a direction is the true task of the Teaching. Protective care will invisibly watch over the growth of consciousness. As a hand leads in the dark along winding streets, so does the Teacher place His Hand upon the shoulder of the disciple. Not vacuum but vigilance is proper for guidance. The Indication fills space, but does not hit the student on the head. Not for any one person, but for the general evolution is the Teaching given. It is as a ray of the sun. Blessed is the one who acts as a hunter of light! Brotherhood (1937) - 426:
426. A subject must be introduced in schools - the synthesis of the sciences. From it students will perceive how closely connected are many branches of learning. They will see how great is the circle of science! They will apprehend that each scientist is in contact with an entire series of scientific provinces. If he cannot be fully conversant with them, at least he must understand their problems. Through acquaintance with synthesis, students will be able to more consciously select their own scientific activity. Let us not forget that up to the present such choice has been extremely fortuitous, often resting upon vague family traditions. Likewise, the student passed helplessly through disconnected school subjects without understanding precisely why these subjects were necessary. In the study of languages it has not usually been pointed out what are the advantages of each one. Therefore, a dull attitude toward learning has so often been noticed. This has not been laziness, but simply lack of knowledge of the meaning and aim of the subject. Assuming that each scientific subject should have an attractive introduction, the synthesis of science will enlighten even the smallest consciousness and lead it toward labor. It should not be thought that such synthesis can be absorbed only at an adult age. Actually, in their early studies it is especially easy for children to assimilate broad views. Of course, the exposition of this synthesis must be attractive. Supermundane - The Inner Life - Book 1 (1938) - 126:
What merit is there for the student who repeats Our words without applying his own effort? Consciousness is enriched only in the process of right thinking, and mechanical repetitions cannot lead to the new synthesis. One should observe how We lead thought without interfering with independent activity. We show the way, and point out the possibilities without violating karma, but each turn of the path must be recognized by the person himself. Supermundane - The Inner Life - Book 1 (1938) - 211:
The Teacher must often ponder what the student can assimilate without harm. It is better to leave things unsaid than to say too much and create circumstances that lead to betrayal. Understanding all the varieties suitable for harmonization embodies the essence of wisdom. 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 1 (1938) - 235:
The Thinker pointed out many times that the mind should be combined with the heart. The student cannot be heartless. The cruel scientist is far from Truth, the obstinate one not worthy of knowledge, and the depressed one blind to the treasures of nature. If the scientist cannot overcome yesterday's limitations, it would be better for him to give up science. Supermundane - The Inner Life - Book 1 (1938) - 245:
245. Urusvati knows what harm is done by a little knowledge in the wrong hands. Imagine an ignorant person who takes certain statements from the Teaching at random and begins to fill space with words he does not understand, because he never cared to undertake the preliminary purification necessary for the broadening of his consciousness. Unfortunately, even a fool can strike a certain rhythm whose resonance can create disharmony, and destruction may follow. But people usually do not think about the possibility of such consequences, nor do they realize that the first priority of the student should to emphasize the betterment of his consciousness. Supermundane - The Inner Life - Book 2 (1938) - 358:
When We speak about purification of thinking We have in mind primarily liberation from preconceived notions. Imagine someone experimenting with the receiving of direct communications who then tries to introduce his own thoughts. Such a student will only mix up the messages. There have been many such cases. Supermundane - The Inner Life - Book 2 (1938) - 359:
In ancient days students were required to develop subtle sight. For this purpose, the student was asked to observe an object, then suddenly was asked to close his eyes and describe it. This is not an easy discipline. In these tests, although the student thinks that he has memorized everything, he has in reality absorbed only the general outlines, and the object's distinctive features have eluded him. But it is precisely in the distinctive features of an object that one can find its essence and style.
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