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Leaves of Morya's Garden - Book 2 - Illumination (1925) - 2.1.12:
2.1.12. Assemble the most unfortunate ones, the most obscure young students, and reveal to them the gift of power to endow humanity. Advise them to write the statutes in the Temple. It is long since the world has witnessed assemblages in the Temple. Christ will bestow His Grace upon the attaining ones. We wish to see the Temple beautiful and alive. And no one shall expel those walking to Light, but ruin awaits him. Miracles will be received upon the tablets of knowledge. Leaves of Morya's Garden - Book 2 - Illumination (1925) - 3.6.4:
The first are the unconscious communities whose members work out a mutually acceptable way of coexistence. These can be found among workmen, farmers, students, and, less frequently, in families. 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." Agni Yoga (1929) - 468:
Similarly, when teaching the foundations of life, one can provide varicolored signs of the fundamentals, but the complete Teaching must not be, and cannot be given. No book can contain the entirety of life, and it is not the purpose of the Teaching to turn students into wind-up mechanical robots. Truly, no Teacher has left a final and complete exposition of the Teaching. This would contradict the principle of Infinity and would assume limitation in the consciousness of the followers. Agni Yoga (1929) - 502:
502. One can foresee that some students will begin conducting psychic experiments with plants, but will not achieve any results. One can also foresee that some of these will then blame the Teaching for its imprecise Indications, without giving a thought to the inadequacy of their own psychic energy. 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. Fiery World - Book 1 (1933) - 634:
634. Self-control is a very complex quality. It comprises courage, patience, and compassion. But courage must not become anger, compassion should not border on hysteria, and patience must not be hypocrisy. Thus, self-control is complicated, but it is imperatively needed upon entering the Higher Worlds. One should develop this synthesized quality with the utmost care. In schools the students should be confronted with the most unexpected circumstances. The teacher should observe the degree to which impressions are consciously assimilated. This is not the austere Spartan schooling of physical endurance and resourcefulness, it is drawing upon the heart energy in order to apprehend things with dignity. Not many persons remember self-control. As soon as they pass beyond the borders of the usual they begin to display a series of strange movements, to utter needless words, and, in general, to assume an affected pose of spirit and body. It can be imagined how such people lose their composure when crossing the great boundaries! It must be remembered that in approaching Light one must carry one's own lamp unspilled. Such guiding perfection must be acquired in the physical state. Therefore experienced people ask for tests; otherwise upon what can they affirm their strength? Let each earthly action lead to the higher path. Let each thought be such that it may be repeated before the Fiery World. Fiery World - Book 2 (1934) - 59:
59. Education in the primary schools and secondary schools must be the same for both sexes. It is inadmissible to impose upon a child some specialty, when it is not yet able to define its own aptitude. It is sufficient to begin in high school to map our programs according to students' abilities. Thus one may plan the education of children who cannot yet express their inherent capabilities. It is very important that the program should not differ for the two sexes. This alone will eliminate a very harmful attitude towards sex. Fiery World - Book 2 (1934) - 128:
128. A renewal of energies is required in everything. The most powerful manifestations are in need of higher currents. Schools have the task of developing in students the understanding of the unity of the elements. It has been thought that the composition of the air is the same everywhere. People have thought like this up to the present, otherwise they would have taken suitable measures. People drink water and say - it is simply water; fire is simply fire. But even fire could be investigated from the point of view of the Fiery World. Beginning with the diversity of electrical manifestations, it is possible to arrive at the luminosity of objects and animals. One can find in certain species of fishes interesting degrees of luminosity. If we begin to analyze the composition of this luminosity, we can see, besides the ordinary processes, something indescribable, especially among deep water creatures. Amidst these compressed organisms appears one of the qualities of the subtlest Fire. Thus it is possible to observe comparable data upon antipodes. Amidst rare factions of the air and amid ethereal explosions similar differentiations of Fohat are glowing. Beings of the middle strata cannot endure the pressure of the oceanic depths, just as they are not adapted to ethereal vibrations; nevertheless certain hints may be found in observations which are already taking place. With sorrow did We follow two scientists - one descending into the depths, the other striving to the heights. Both had useful problems, but neither of them had in view the study of the degree of Fire, as an element. Naturally, their attempts were inadequate. Remarkable are the depths, and the heights still more so. But the basis of striving was right. Gradually there may be found apparatus sufficiently protective, but if the problem of spatial Fire will not be dealt with, again useful possibilities will be lost. In the fiery body we observe a great deal, but only with the help of Hierarchy. But it would be extremely opportune if scientists would put before themselves the problem of the Fire of space. Even by means of hints they would arrive at the realization of the pressure of the fiery element. Our disciples sustain it by the prophylaxis of the heart, but for the crowds, hints from various sources are needed. Crowds will perish from the fiery element. Why then do they not attempt to learn about this element? AUM (1936) - 329:
329. It is a pity that at graduation from high school a useful test, applied in olden times, is now omitted. The students had to expound a thesis, selected by themselves, before the most diverse listeners. This required that expressions be found that were comprehensible to all; the task was difficult. For some the students had to find simple words, ant yet avoid boring the more educated listeners. Although the gathering was not always satisfied, nevertheless the students applied their best efforts to make themselves understood and, at the same time, touch upon complex and lofty concepts. Such exercises are always useful. AUM (1936) - 344:
Thus one should accustom students to patience in its true meaning. AUM (1936) - 455:
Philosophers, physicists, historians, and students of dialects may gather together for useful research. AUM (1936) - 483:
Likewise, let so-called educators appraise more subtly the aptitudes of students. The same truth needs to be told to all who intend to distribute work and rewards according to abilities. This procedure is right, but all the more necessary is it to know how to evaluate aptitudes. 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) - 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) - 171:
The Teacher's task is to develop the thinking of the students in the direction of the far-off realms. Supermundane - The Inner Life - Book 1 (1938) - 202:
"Every hero whose heart is pure is a dispeller of evil, and the biographies of such heroes should be studied in schools. Students should also learn what was done to Pericles and how people have treated their heroes. Thus should human history be written. Supermundane - The Inner Life - Book 1 (1938) - 213:
A teacher must educate students to dwell continually on the beautiful. Every aspirant can enrich space. Do not think that soil needs only material fertilization. Although they require much time, experiments should be made on the influence of thought. We often devote ourselves to such prolonged research, for sound understanding cannot be reached through hasty conclusions. If continuous research is carried out, it will be clearly demonstrated that subtle energy requires subtle approaches. I must remind you again that the measures of dwarfs should not be applied to giants. Supermundane - The Inner Life - Book 1 (1938) - 243:
In this way We are greatly concerned about the health of Our students. Every leader cares about the welfare of his co-workers, but We also ask Our co-workers to help Us to help them. We can foresee approaching danger, but without the cooperation of Our co-workers We are unable to prevent the entire process from occurring. Indeed, all illnesses have a psychic origin. Thus one must gradually learn how to preserve one's forces, and if the forces are dedicated to the service of Good, such concern is not selfish. Supermundane - The Inner Life - Book 2 (1938) - 295:
For example, We say that the illusion of so-called peace is worse than actual war. People who are full of hatred may assure you that they live in peace, but they are liars. Such a lie is not easy to wash away; it continues to exist in the Subtle World. People should consider whether they have the right to pollute the subtle worlds, but they seldom think about their responsibility to the Universe. The continuity of life is not taught in the schools. There are few, if any, courses taught that reveal the grandeur of human life, and the teacher is rare who is capable of impressing upon students the dangers of false concepts. Yet all the Teachings testify to the Great Reality of true peace. 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. Supermundane - The Inner Life - Book 2 (1938) - 419:
Teachers must convince their students of the great joy in working for the saturation of space. It does not matter if the listeners show signs of forgetfulness, for they are also a part of living space, in which every useful thought unfolds as a beautiful flower. Supermundane - The Inner Life - Book 2 (1938) - 440:
The teacher should have several skills in order to inspire his students beyond intellectual exercises to a higher quality of craftsmanship.
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