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180. In the schools of the future the ways of spiritual growth will be taught by those who have gained full ascent. My chosen ones will bring my simple Word of what must be rendered to the great nation. And personal love, national love and universal love will offer praise and sacrifice to the Creator of Love. We send our help and blessing. -Leaves of Morya's Garden 1924
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III, v, 19. Beware of them! Chiefly protect the children. They are the cause of many children's ailments, they find access into the schools. For them historical fact and the Law of Knowledge are non-existent. Upon encountering sickly children inquire about the quality of their teachers. -Leaves of Morya's Garden 1925
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47. In schools respect must be taught for the pronouncement of a concept. Of course parrots can senselessly project into space concepts often of great significance. But people must understand that the word is the pedal of though, that each word is a thunder-bearing arrow.
103. Schools must be a stronghold of learning in all fullness. Each school from the very primary up to the highest institution must be a living link among all schools. Study must be continued during one's entire life. Applied knowledge must be taught, without breaking away from historic and philosophic science. The art of thinking must be developed in each worker. Only then will he grasp the joy of perfectionment and know how to make use of his leisure.
105. 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 friend prepares them in the best direction. No compulsion is applicable in schools; only persuasion can be suitable for stimulating learning.
106. When the family does not know how let the school teach cleanliness in all ways of life. Dirt comes not from poverty but from ignorance. Cleanliness in life is the gateway to purity of heart. Who then is unwilling that people be pure? One should equip schools in such a way that they will be conservatories for the adornment of life. Each object can be considered from the standpoint of love; each thing must be made a participant in the happy life. Cooperation will help to find a way for each household.
108. Not the process of compulsion but the smile of summons---but if into the schools of life treason will have seeped, then severest judgment will put an end to such madness.
109. Schools will determine where is laziness, where an unusual structure of character, where madness and where the necessary understanding.
110. Young hearts will feel not as ants upon the Earth's crust but as bearers of Spirit responsible for the planet. Let us fix our attention on schools, for from them will issue the affirmation of cooperation. There will be no construction without cooperation. There will be no security of state and union while outworn egoism holds sway.
114. 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....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.
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.
157. This straightening out of school thinking must be attended to immediately, otherwise one more generation of brainless ones will disgrace the planet.
178. I wish that my counsels might reach the schools. I wish that children might remember the Friends who have dedicated themselves to the community of the world.
207. If a lively ship must reduce sail in order to even up a formation, will this not be a killing of possibilities? Do you know how the harmony in the ship's sailing effort has been created? And has it not been constructed for resisting the utmost peril? How to make use of it for conveying frozen vegetables? Always preserve a possibility of responsible advancement. From the first year of school let not slow pace be a handicap for rapid pace. Let the teacher keenly discern those able to proceed swiftly. It is not necessary to praise them, but one should clear the path for them. One should create intermediate courses; the fleet ones can run up these steps. Do not conceal difficulties from them; for a certain type of consciousness every movement leading to achievement is already a light and a joy.
207. It will be inexcusable if schools of the future like those in which recent generations have been maimed, are reminiscent of stockyards. Fanaticism and forbiddances are replaced by possibilities. -M: Community 1926
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308. It may often be noticed that a child understands the hidden meaning of an occurrence better than an adult. Only according to inner feeling can we approach a just evaluation. We accept a calm surface before a storm, and we do not pay attention to the blowing curtains at the doors. Thus the formation of events will be understood. -M: Hierarchy 1931
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103. Schools must be a stronghold of learning in all fullness. Each school from the very primary up to the highest institution must be a living link among all schools. Study must be continued during one's entire life. Applied knowledge must be taught, without breaking away from historic and philosophic science. The art of thinking must be developed in each worker. Only then will he grasp the joy of perfectionment and know how to make use of his leisure.
105. 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 friend prepares them in the best direction. No compulsion is applicable in schools; only persuasion can be suitable for stimulating learning.
106. When the family does not know how let the school teach cleanliness in all ways of life. Dirt comes not from poverty but from ignorance. Cleanliness in life is the gateway to purity of heart. Who then is unwilling that people be pure? One should equip schools in such a way that they will be conservatories for the adornment of life. Each object can be considered from the standpoint of love; each thing must be made a participant in the happy life. Cooperation will help to find a way for each household.
108. Not the process of compulsion but the smile of summons---but if into the schools of life treason will have seeped, then severest judgment will put an end to such madness.
109. Schools will determine where is laziness, where an unusual structure of character, where madness and where the necessary understanding.
110. Young hearts will feel not as ants upon the Earth's crust but as bearers of Spirit responsible for the planet. Let us fix our attention on schools, for from them will issue the affirmation of cooperation. There will be no construction without cooperation. There will be no security of state and union while outworn egoism holds sway.
114. 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....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.
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.
157. This straightening out of school thinking must be attended to immediately, otherwise one more generation of brainless ones will disgrace the planet.
178. I wish that my counsels might reach the schools. I wish that children might remember the Friends who have dedicated themselves to the community of the world.
207. If a lively ship must reduce sail in order to even up a formation, will this not be a killing of possibilities? Do you know how the harmony in the ship's sailing effort has been created? And has it not been constructed for resisting the utmost peril? How to make use of it for conveying frozen vegetables? Always preserve a possibility of responsible advancement. From the first year of school let not slow pace be a handicap for rapid pace. Let the teacher keenly discern those able to proceed swiftly. It is not necessary to praise them, but one should clear the path for them. One should create intermediate courses; the fleet ones can run up these steps. Do not conceal difficulties from them; for a certain type of consciousness every movement leading to achievement is already a light and a joy.
207. It will be inexcusable if schools of the future like those in which recent generations have been maimed, are reminiscent of stockyards. Fanaticism and forbiddances are replaced by possibilities. -M: Community 1926
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308. It may often be noticed that a child understands the hidden meaning of an occurrence better than an adult. Only according to inner feeling can we approach a just evaluation. We accept a calm surface before a storm, and we do not pay attention to the blowing curtains at the doors. Thus the formation of events will be understood. -M: Hierarchy 1931
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22. The heart cannot be nurtured externally only, it must be supported also by earthly strivings. Firmness of striving will be attained also by sharpness of cognizance.
196. Affirm that imagination cannot form itself without the participation of the heart. Hence inner or outer creators will be those who have wisely correlated the accumulations with a manifestation of the fires of the heart. Thus one should tell all children in all schools in order that not even one tenet of the Teaching might become abstract.
319. A miracle is a manifestation of the most subtle energies which are not accounted for in schools of chemistry and physics....A miracle may take place, but it is necessary to unite the most refined threads of the heart. Therefore we point out the necessity of unification of consciousness.
425. One should not be distressed if the Law cannot be expressed by a dead letter. On the contrary the diversity of intervening conditions enriches the possibilities of new observations. Thus even in schools one should exercise the attention of the small ones who are often much more honest and flexible than adults; one should only approach them with the attractive proposal that they pay attention to their own sensations.
-Morya: Heart 1932
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196. Affirm that imagination cannot form itself without the participation of the heart. Hence inner or outer creators will be those who have wisely correlated the accumulations with a manifestation of the fires of the heart. Thus one should tell all children in all schools in order that not even one tenet of the Teaching might become abstract.
319. A miracle is a manifestation of the most subtle energies which are not accounted for in schools of chemistry and physics....A miracle may take place, but it is necessary to unite the most refined threads of the heart. Therefore we point out the necessity of unification of consciousness.
425. One should not be distressed if the Law cannot be expressed by a dead letter. On the contrary the diversity of intervening conditions enriches the possibilities of new observations. Thus even in schools one should exercise the attention of the small ones who are often much more honest and flexible than adults; one should only approach them with the attractive proposal that they pay attention to their own sensations.
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