--- DICTIONARIES (in Dictionaries, in Quotes, in Chapters)

student ::: one who studies, investigates, or examines thoughtfully. (Sri Aurobindo also employs the word as an adj.)

studentry ::: n. --> A body of students.

studentship ::: n. --> The state of being a student.

student ::: n. --> A person engaged in study; one who is devoted to learning; a learner; a pupil; a scholar; especially, one who attends a school, or who seeks knowledge from professional teachers or from books; as, the students of an academy, a college, or a university; a medical student; a hard student.
One who studies or examines in any manner; an attentive and systematic observer; as, a student of human nature, or of physical nature.

STUDENT
D.G. Bobrow 1964. Early query system. Sammet 1969, p.664.

Student PL/I
A translator-{interpreter} for a {PL/I} subset
derived from {SPL}.
["Student PL/I Compiler", R.A. Vowels, RMIT, Melbourne, 1971].
(1996-01-19)

studentry ::: n. --> A body of students.

studentship ::: n. --> The state of being a student.

student ::: n. --> A person engaged in study; one who is devoted to learning; a learner; a pupil; a scholar; especially, one who attends a school, or who seeks knowledge from professional teachers or from books; as, the students of an academy, a college, or a university; a medical student; a hard student.
One who studies or examines in any manner; an attentive and systematic observer; as, a student of human nature, or of physical nature.

STUDENT ::: D.G. Bobrow 1964. Early query system. Sammet 1969, p.664.

Student PL/I ::: (language) A translator-interpreter for a PL/I subset derived from SPL.[Student PL/I Compiler, R.A. Vowels, RMIT, Melbourne, 1971]. (1996-01-19)

student's t-distribution: Also known simply as the t-distribution.

student's t-test: Also known simply as the t-test.

student ::: one who studies, investigates, or examines thoughtfully. (Sri Aurobindo also employs the word as an adj.)

student of sacred study; one who observes the vows of sense-control; the first of the four stages of spiritual life.

--- QUOTES [49 / 49 - 500 / 7901] (in Dictionaries, in Quotes, in Chapters)

KEYS (10k)

   8 Aleister Crowley
   5 Manly P Hall
   4 The Mother
   4 Robert Anton Wilson
   4 Israel Regardie
   3 Howard Gardner
   2 Kabir
   1 Thomas Ehrlich
   1 Tenzin Wangyal Rinpoche
   1 Tao Te Ching
   1 Sri Aurobindo
   1 Saint Germain
   1 Rudolf Steiner
   1 Peter J Carroll
   1 Nyogen Senzaki
   1 Noam Chomsky
   1 Niels Bohr
   1 Mouni Sadhu
   1 Masaaki Hatsumi
   1 Lewis Carroll
   1 Jetsun Milarepa
   1 James Clerk Maxwell
   1 Huang Po
   1 Dr Robert A Hatch
   1 Chogyam Trungpa
   1 Alfred North Whitehead

NEW FULL DB (2.4M)

   6 Anonymous

   5 Ralph Waldo Emerson

   5 Frederick Lenz

   4 Rachel Ren e Russell

   4 Mehmet Murat ildan

   4 J K Rowling

   4 Donalyn Miller

   3 Stephen King

   3 Robin S Sharma

   3 Narendra Modi

   3 James W Loewen

   3 Herman Melville

   3 Bryant McGill

   3 Bill Gates

   3 Bill Ayers

   3 A P J Abdul Kalam

   3 Alfie Kohn

   2 Wayne W Dyer

   2 Terry Pratchett

   2 Tenzin Palmo

   2 Ted Sizer

   2 Seth Godin

   2 Rumi

   2 Robert E Lee

   2 Randy Pausch

   2 Paul Lockhart

   2 Patrick Rothfuss

   2 Noam Chomsky

   2 Mike Watt

   2 Mary Roach

   2 Koushun Takami

   2 Kevin Roose

   2 Kathy Acker

   2 John Dewey

   2 Johann Wolfgang von Goethe

   2 Jim Rohn

   2 J D Salinger

   2 Harbhajan Singh Yogi

   2 Gregory David Roberts

   2 George Couros

   2 Ernest Agyemang Yeboah

   2 Donald Trump

   2 David Warlick

   2 Cris Tovani

   2 Chris Colfer

   2 Carol Ann Tomlinson

   2 Carlos Ruiz Zaf n

   2 Becca Fitzpatrick

   2 Barack Obama

   2 Aristotle

   2 Anton Chekhov

   2 Andy Hargreaves

   2 Alexandra Robbins

   2 Alexander Pope

   2 Albert Einstein

1:Student, tell me, what is God? ~ Kabir,

2:Always be able to kill your students ~ Masaaki Hatsumi,

3:We are all students and should be forever ~ Israel Regardie,

4:A student should not be taught more than he can think about. ~ Alfred North Whitehead,

5:Much of the material presented in schools strikes students as alien, if not pointless. ~ Howard Gardner,

6:When the student is ready the teacher will appear. When the student is truly ready... The teacher will Disappear. ~ Tao Te Ching,

7:Students learn best not by reading the Great Books in a closed room but by opening the doors and windows of experience. ~ Thomas Ehrlich,

8:Every sentence I utter must be understood not as an affirmation but as a question.[A caution he gives his students, to be wary of dogmatism.] ~ Niels Bohr,

9:In order to look inward at this mind,Meditate without conceptual labeling.In order that appearances arise as text,Be a student of your own mind. ~ Jetsun Milarepa,

10:It is of great advantage to the student of any subject to read the original memoirs on that subject, for science is always most completely assimilated when it is in the nascent state... ~ James Clerk Maxwell,

11:In all this it will have been seen that the most powerful weapon in the hand of the student is the Vow of Holy Obedience; and many will wish that they had the opportunity of putting themselves under a holy guru. ~ Aleister Crowley, Liber ABA Magick,

12:How many times... have you encountered the saying, 'When the student is ready, the Master speaks?' Do you know why that is true? The door opens inward. The Master is everywhere, but the student has to open his mind to hear the Masters Voice. ~ Robert Anton Wilson,

13:How many times... have you encountered the saying, 'When the student is ready, the Master speaks?' Do you know why that is true? The door opens inward. The Master is everywhere, but the student has to open his mind to hear the Masters Voice. ~ Robert Anton Wilson,

14:'In order for an individual to consciously let go of a thing, he must have something that he feels is stronger to which he can anchor. As students become conscious of this, the confidence and strength will come to them to take the step.' ~ Saint Germain, The I am discourses ,

15:What we want... is for students to get more interested in things, more involved in them, more engaged in wanting to know; to have projects that they can get excited about and work on over long periods of time, to be stimulated to find things out on their own. ~ Howard Gardner,

16:Force yourself to study and your depression will go away. Can you imagine a student in college coming and telling his teacher, Sir, I didn't do my homework today because I felt depressed? Surely the teacher would punish him most severely. ~ The Mother, More Answers From The Mother ,

17:How many times... have you encountered the saying, 'When the student is ready, the Master speaks?' Do you know why that is true? The door opens inward. The Master is everywhere, but the student has to open his mind to hear the Masters Voice. ~ Robert Anton Wilson, Masks of the Illuminati ,

18:To understand any one sacred book completely it is necessary to understand all other sacred books. In spite of human prejudice to the contrary, there is but one religion and one truth and all the great faiths of the world are parts or fragments of the Anscient Wisdom. ~ Manly P Hall, The Students Monthly Letter 1973 ,

19:When one devotes oneself to meditation, mental burdens, unnecessary worries, and wandering thoughts drop off one by one; life seems to run smoothly and pleasantly. A student may now depend on intuition to make decisions. As one acts on intuition, second thought, with its dualism, doubt and hesitation, does not arise. ~ Nyogen Senzaki,

20:It is convenient therefore for the student to express his will by taking Magical Oaths. Since such an oath is irrevocable it should be well considered; and it is better not to take any oath permanently; because with increase of understanding may come a perception of the incompatibility of the lesser oath with the greater. ~ Aleister Crowley,

21:As a student who has no idea of dharma and no mind training, you decide to commit to the path and to train yourself. As you train your mind, you begin to see all kinds of things. What you see is not so much the inspiration of a glimpse of enlightenment, or buddha nature. Instead, the first thing you see is what is wrong with samsara. ~ Chogyam Trungpa,

22:A magical diary is the magicians most essential and powerful tool. It should be large enough to allow a full page for each day. Students should record the time, duration and degree of success of any practice undertaken. They should make notes about environmental factors conducive (or otherwise) to the work. ~ Peter J Carroll, Liber Null Liber MMM [13],

23:The disciple will probably be visited at night by his Teacher, who will come in a superphysical body. [...] If he has not developed his spiritual nature by right living, right thinking and right feeling during his probation as a student, he will be unable to recognize the Master when he comes. ~ Manly P Hall, What the Ancient Wisdom Expects of Its Disciples ,

24:Addicts of drunkenness or other habit-forming vices cannot possibly hope to be students of concentration for the simple reason that their real will-power is too close to zero. If they cannot stop their bad habits, which they know perfectly well are harmful for them, where then would they find enough inner strength to overcome their mental apathy and laziness? ~ Mouni Sadhu, Concentration Obstacles and Aids,

25:The occultist and the philosopher are entirely willing to accept the mystical truths of Christianity for they are a part of all truth, all revelation, and all mysteries. What the mystic seeks to escape is not true Christianity but the contendings of unnumbered jarring sects that have theologized Jesus out of existence and put in his place a figure of their own conception. ~ Manly P Hall, The Students Monthly Letter 4th year,

26:Are you looking for me?I am in the next seat.My shoulder is againstyour own neckYou won't find me in the mosqueor the sadhus temple.You wont find me in holy booksor behind the lips of priests.Nor in eating nothing but vegetablesYou will find me in the tiniest house of time.Kabir says : Student, tell me, what is God?He is the breath inside the breath.... ~ Kabir,

27:The 'Intelligence of Will' denotes that this is the path where each individual 'created being' is 'prepared' for the spiritual quest by being made aware of the higher and divine 'will' of the creatoR By spiritual preparation (prayer, meditation, visualization, and aspiration), the student becomes aware of the higher will and ultimately attains oneness with the Divine Self-fully immersed in the knowledge of 'the existence of the Primordial Wisdom.' ~ Israel Regardie, A Garden Of Pomegranates: Skrying On The Tree Of Life ,

28:The object of the theoretical (as separate from the practical) Qabalah, insofar as this thesis is concerned, is to enable the student to do three main things: First, to analyze every idea in terms of the Tree of Life. Second, to trace a necessary connection and relation between every and any class of ideas by referring them to this standard of comparison. Third, to translate any unknown system of symbolism into terms of any known one by its means. ~ Israel Regardie, A Garden Of Pomegranates: Skrying On The Tree Of Life ,

29:In mathematics, students are at the mercy of rigidly applied algorithms. They learn to use certain formalisms in certain ways, often effectively, if provided with a pre-arranged signal that a particular formalism is wanted.In social studies and the humanities, the enemies of understanding are scripts and stereotypes. Students readily believe that events occur in typical ways, and they evoke these scripts even inappropriately. For example, they regard struggles between two parties in a dispute as a "good guy versus bad guy" movie script. ~ Howard Gardner,

30:Student debt is structured to be a burden for life. The indebted cannot declare bankruptcy, unlike Donald Trump. Current student debt is estimated to be over $1.45 trillion. There are ample resources for that simply from waste, including the bloated military and the enormous concentrated private wealth that has accumulated in the financial and general corporate sector under neoliberal policies. There is no economic reason why free education cannot flourish from schools through colleges and university. The barriers are not economic but rather political decisions. ~ Noam Chomsky,

31:Arguably, the best advice for a serious student is to read a few hundred carefully selected books. An orgy of reading 30 or 40 first-rate books in a month ranks at the top of the usual list of human pleasures. If you wish, as an undergraduate, you could do it. You have time and energy, and with luck, you have the curiosity and courage to risk a month or two. Read Plato, Aristotle, Aquinas, Descartes, Pascal, Voltaire, Berkeley, Hegel, Marx, and Kanetz. Or you could just play Frisbee on the Plaza of the Americas. Life is choice and there is much to learn. Not making a choice is a choice. ~ Dr Robert A Hatch, How to Study ,

32:one gradually equilibrizes the whole of one's mental structure and obtains a simple view of the incalculably vast complexity of the universe. For it is written: "Equilibrium is the basis of the work." Serious students will need to make a careful study of the attributions detailed in this work and commit them to memory. When, by persistent application to his own mental apparatus, the numerical system with its correspondences is partly understood-as opposed to being merely memorized-the student will be amazed to find fresh light breaking in on him at every turn as he continues to refer every item in experience and consciousness to this standard. ~ Israel Regardie, A Garden Of Pomegranates: Skrying On the Tree Of Life ,

33:THE TRUE STUDENT OF OCCULT SCIENCE The White Magician uses none of the powers of the animal world in his work, but rather seeks to transmute the poles of the beast within himself into higher and finer qualities. The White Magician labors entirely with the finer forces of the elemental planes. He is a builder--not a destroyer--and seeks to liberate rather than to dominate his fellow creatures. The White Magician has dedicated his soul to the immortal light, while the Black Magician has sold his for mortal glory. The Grimores of the Middle Ages are filled with chants and charms for the invoking of spirits. History is filled with stories of Black Magicians but the true student of occult science must have nothing to do with these things other than to protect himself against them. ~ Manly P Hall, Magic: A Treatise on Natural Occultism 2020-08-28,

34:The student is told to set apart moments in his daily life in which to withdraw into himself, quietly and alone. He is not to occupy himself at such moments with the affairs of his own ego. This would result in the contrary of what is intended. He should rather let his experiences and the messages from the outer world re-echo within his own completely silent self. At such silent moments every flower, every animal, every action will unveil to him secrets undreamt of. And thus he will prepare himself to receive quite new impressions of the outer world through quite different eyes. The desire to enjoy impression after impression merely blunts the faculty of cognition; the latter, however, is nurtured and cultivated if the enjoyment once experienced is allowed to reveal its message. Thus the student must accustom himself not merely to let the enjoyment. ~ Rudolf Steiner,

35:On the exoteric side if necessary the mind should be trained by the study of any well-developed science, such as chemistry, or mathematics. The idea of organization is the first step, that of interpretation the second. The Master of the Temple, whose grade corresponds to Binah, is sworn to interpret every phenomenon as a particular dealing of God with his soul. {85} But even the beginner may attempt this practice with advantage. Either a fact fits in or it does not; if it does not, harmony is broken; and as the Universal harmony cannot be broken, the discord must be in the mind of the student, thus showing that he is not in tune with that Universal choir. Let him then puzzle out first the great facts, then the little; until one summer, when he is bald and lethargic after lunch, he understands and appreciates the existence of flies! ~ Aleister Crowley, Liber ABA Book 4,

36:Attain The Way ::: If students of the way are mistaken about their own real Mind they will indulge in various achievements and practices, expecting to attain realization by such gradual practices. However, even after aeons of diligent searching they will not be able to attain the Way. These methods cannot be compared to the sudden elimination of conceptual thought in this moment; the certain knowledge that there is nothing at all which has absolute existence, nothing on which to lay hold, nothing on which to rely, nothing in which to abide, nothing subjective or objective. It is by preventing the rise of conceptual thought that you will realize Bodhi. When you do, you will just be realizing the Buddha who has always existed in your own Mind.If students of the Way wish to become Buddhas, they don't need to study any doctrines. They need only learn how to avoid seeking for and attaching themselves to anything. Relinquishment of everything is the Dharma and they who understand this are Buddhas. Only know that the relinquishment of ALL delusions leaves no Dharma on which to lay hold. ~ Huang Po, Attain the Way ,

37:Concentrating the Attention: Whatever you may want to do in life, one thing is absolutely indispensable and at the basis of everything, the capacity of concentrating the attention. If you are able to gather together the rays of attention and consciousness on one point and can maintain the concentration with a presistent will, nothing can resist it - whatever it may be, from the most material physical development to the highest spiritual one. But this discipline must be followed in a constant and, it may be said, imperturbable way; not that you should always be concentrated on the same thing - thats not what I mean, I mean learning to concentrate. And materially, for studies, sports, all physical or mental development, it is absolutely indispensble. And the value of an individual is proportionate to the value of his attention. And from the spiritual point of view it is still more important. There is no spiritual obstacle which can resist a penetrating power of concentration. For instance, the discovery of the psychic being, union with the inner Divine, opening to the higher spheres, all can be obtained by an intense and obstinate power of concentration - but one must learn how to do it. There is nothing in the human or even in the superhuman field, to which the power of concentration is not the key. You can be the best athlete, you can be the best student, you can be an artistic, literary or scientific genius, you can be the greatest saint with that faculty. And everyone has in himself a tiny little beginning of it - it is given to everybody, but people do not cultivate it. ~ The Mother, Questions And Answers 1957-1958 ,

38:The general characteristics and attributions of these Grades are indicated by their correspondences on the Tree of Life, as may be studied in detail in the Book 777. Student. -- His business is to acquire a general intellectual knowledge of all systems of attainment, as declared in the prescribed books. (See curriculum in Appendix I.) {231} Probationer. -- His principal business is to begin such practices as he my prefer, and to write a careful record of the same for one year. Neophyte. -- Has to acquire perfect control of the Astral Plane. Zelator. -- His main work is to achieve complete success in Asana and Pranayama. He also begins to study the formula of the Rosy Cross. Practicus. -- Is expected to complete his intellectual training, and in particular to study the Qabalah. Philosophus. -- Is expected to complete his moral training. He is tested in Devotion to the Order. Dominus Liminis. -- Is expected to show mastery of Pratyahara and Dharana. Adeptus (without). -- is expected to perform the Great Work and to attain the Knowledge and Conversation of the Holy Guardian Angel. Adeptus (within). -- Is admitted to the practice of the formula of the Rosy Cross on entering the College of the Holy Ghost. Adeptus (Major). -- Obtains a general mastery of practical Magick, though without comprehension. Adeptus (Exemptus). -- Completes in perfection all these matters. He then either ("a") becomes a Brother of the Left Hand Path or, ("b") is stripped of all his attainments and of himself as well, even of his Holy Guardian Angel, and becomes a babe of the Abyss, who, having transcended the Reason, does nothing but grow in the womb of its mother. It then finds itself a Magister Templi. -- (Master of the Temple): whose functions are fully described in Liber 418, as is this whole initiation from Adeptus Exemptus. See also "Aha!". His principal business is to tend his "garden" of disciples, and to obtain a perfect understanding of the Universe. He is a Master of Samadhi. {232} Magus. -- Attains to wisdom, declares his law (See Liber I, vel Magi) and is a Master of all Magick in its greatest and highest sense. Ipsissimus. -- Is beyond all this and beyond all comprehension of those of lower degrees. ~ Aleister Crowley, Liber ABA ,

39:If this is the truth of works, the first thing the sadhaka has to do is to recoil from the egoistic forms of activity and get rid of the sense of an "I" that acts. He has to see and feel that everything happens in him by the plastic conscious or subconscious or sometimes superconscious automatism of his mental and bodily instruments moved by the forces of spiritual, mental, vital and physical Nature. There is a personality on his surface that chooses and wills, submits and struggles, tries to make good in Nature or prevail over Nature, but this personality is itself a construction of Nature and so dominated, driven, determined by her that it cannot be free. It is a formation or expression of the Self in her, - it is a self of Nature rather than a self of Self, his natural and processive, not his spiritual and permanent being, a temporary constructed personality, not the true immortal Person. It is that Person that he must become. He must succeed in being inwardly quiescent, detach himself as the observer from the outer active personality and learn the play of the cosmic forces in him by standing back from all blinding absorption in its turns and movements. Thus calm, detached, a student of himself and a witness of his nature, he realises that he is the individual soul who observes the works of Nature, accepts tranquilly her results and sanctions or withholds his sanction from the impulse to her acts. At present this soul or Purusha is little more than an acquiescent spectator, influencing perhaps the action and development of the being by the pressure of its veiled consciousness, but for the most part delegating its powers or a fragment of them to the outer personality, - in fact to Nature, for this outer self is not lord but subject to her, anı̄sa; but, once unveiled, it can make its sanction or refusal effective, become the master of the action, dictate sovereignly a change of Nature. Even if for a long time, as the result of fixed association and past storage of energy, the habitual movement takes place independent of the Purusha's assent and even if the sanctioned movement is persistently refused by Nature for want of past habit, still he will discover that in the end his assent or refusal prevails, - slowly with much resistance or quickly with a rapid accommodation of her means and tendencies she modifies herself and her workings in the direction indicated by his inner sight or volition. Thus he learns in place of mental control or egoistic will an inner spiritual control which makes him master of the Nature-forces that work in him and not their unconscious instrument or mechanic slave. Above and around him is the Shakti, the universal Mother and from her he can get all his inmost soul needs and wills if only he has a true knowledge of her ways and a true surrender to the divine Will in her. Finally, he becomes aware of that highest dynamic Self within him and within Nature which is the source of all his seeing and knowing, the source of the sanction, the source of the acceptance, the source of the rejection. This is the Lord, the Supreme, the One-in-all, Ishwara-Shakti, of whom his soul is a portion, a being of that Being and a power of that Power. The rest of our progress depends on our knowledge of the ways in which the Lord of works manifests his Will in the world and in us and executes them through the transcendent and universal Shakti. ~ Sri Aurobindo, The Synthesis Of Yoga 1.08 - The Supreme Will,

40:DHARANANOW that we have learnt to observe the mind, so that we know how it works to some extent, and have begun to understand the elements of control, we may try the result of gathering together all the powers of the mind, and attempting to focus them on a single point. We know that it is fairly easy for the ordinary educated mind to think without much distraction on a subject in which it is much interested. We have the popular phrase, "revolving a thing in the mind"; and as long as the subject is sufficiently complex, as long as thoughts pass freely, there is no great difficulty. So long as a gyroscope is in motion, it remains motionless relatively to its support, and even resists attempts to distract it; when it stops it falls from that position. If the earth ceased to spin round the sun, it would at once fall into the sun. The moment then that the student takes a simple subject - or rather a simple object - and imagines it or visualizes it, he will find that it is not so much his creature as he supposed. Other thoughts will invade the mind, so that the object is altogether forgotten, perhaps for whole minutes at a time; and at other times the object itself will begin to play all sorts of tricks. Suppose you have chosen a white cross. It will move its bar up and down, elongate the bar, turn the bar oblique, get its arms unequal, turn upside down, grow branches, get a crack around it or a figure upon it, change its shape altogether like an Amoeba, change its size and distance as a whole, change the degree of its illumination, and at the same time change its colour. It will get splotchy and blotchy, grow patterns, rise, fall, twist and turn; clouds will pass over its face. There is no conceivable change of which it is incapable. Not to mention its total disappearance, and replacement by something altogether different! Any one to whom this experience does not occur need not imagine that he is meditating. It shows merely that he is incapable of concentrating his mind in the very smallest degree. Perhaps a student may go for several days before discovering that he is not meditating. When he does, the obstinacy of the object will infuriate him; and it is only now that his real troubles will begin, only now that Will comes really into play, only now that his manhood is tested. If it were not for the Will-development which he got in the conquest of Asana, he would probably give up. As it is, the mere physical agony which he underwent is the veriest trifle compared with the horrible tedium of Dharana. For the first week it may seem rather amusing, and you may even imagine you are progressing; but as the practice teaches you what you are doing, you will apparently get worse and worse. Please understand that in doing this practice you are supposed to be seated in Asana, and to have note-book and pencil by your side, and a watch in front of you. You are not to practise at first for more than ten minutes at a time, so as to avoid risk of overtiring the brain. In fact you will probably find that the whole of your willpower is not equal to keeping to a subject at all for so long as three minutes, or even apparently concentrating on it for so long as three seconds, or three-fifths of one second. By "keeping to it at all" is meant the mere attempt to keep to it. The mind becomes so fatigued, and the object so incredibly loathsome, that it is useless to continue for the time being. In Frater P.'s record we find that after daily practice for six months, meditations of four minutes and less are still being recorded. ~ Aleister Crowley, Liber ABA ,

41:THE WAND THE Magical Will is in its essence twofold, for it presupposes a beginning and an end; to will to be a thing is to admit that you are not that thing. Hence to will anything but the supreme thing, is to wander still further from it - any will but that to give up the self to the Beloved is Black Magick - yet this surrender is so simple an act that to our complex minds it is the most difficult of all acts; and hence training is necessary. Further, the Self surrendered must not be less than the All-Self; one must not come before the altar of the Most High with an impure or an imperfect offering. As it is written in Liber LXV, "To await Thee is the end, not the beginning." This training may lead through all sorts of complications, varying according to the nature of the student, and hence it may be necessary for him at any moment to will all sorts of things which to others might seem unconnected with the goal. Thus it is not "a priori" obvious why a billiard player should need a file. Since, then, we may want "anything," let us see to it that our will is strong enough to obtain anything we want without loss of time. It is therefore necessary to develop the will to its highest point, even though the last task but one is the total surrender of this will. Partial surrender of an imperfect will is of no account in Magick. The will being a lever, a fulcrum is necessary; this fulcrum is the main aspiration of the student to attain. All wills which are not dependent upon this principal will are so many leakages; they are like fat to the athlete. The majority of the people in this world are ataxic; they cannot coordinate their mental muscles to make a purposed movement. They have no real will, only a set of wishes, many of which contradict others. The victim wobbles from one to the other (and it is no less wobbling because the movements may occasionally be very violent) and at the end of life the movements cancel each other out. Nothing has been achieved; except the one thing of which the victim is not conscious: the destruction of his own character, the confirming of indecision. Such an one is torn limb from limb by Choronzon. How then is the will to be trained? All these wishes, whims, caprices, inclinations, tendencies, appetites, must be detected, examined, judged by the standard of whether they help or hinder the main purpose, and treated accordingly. Vigilance and courage are obviously required. I was about to add self-denial, in deference to conventional speech; but how could I call that self-denial which is merely denial of those things which hamper the self? It is not suicide to kill the germs of malaria in one's blood. Now there are very great difficulties to be overcome in the training of the mind. Perhaps the greatest is forgetfulness, which is probably the worst form of what the Buddhists call ignorance. Special practices for training the memory may be of some use as a preliminary for persons whose memory is naturally poor. In any case the Magical Record prescribed for Probationers of the A.'.A.'. is useful and necessary. Above all the practices of Liber III must be done again and again, for these practices develop not only vigilance but those inhibiting centres in the brain which are, according to some psychologists, the mainspring of the mechanism by which civilized man has raised himself above the savage. So far it has been spoken, as it were, in the negative. Aaron's rod has become a serpent, and swallowed the serpents of the other Magicians; it is now necessary to turn it once more into a rod. ~ Aleister Crowley, Liber ABA Book 4,

42:Although a devout student of the Bible, Paracelsus instinctively adopted the broad patterns of essential learning, as these had been clarified by Pythagoras of Samos and Plato of Athens. Being by nature a mystic as well as a scientist, he also revealed a deep regard for the Neoplatonic philosophy as expounded by Plotinus, Iamblichus, and Proclus. Neo­platonism is therefore an invaluable aid to the interpretation of the Paracelsian doctrine. Paracelsus held that true knowledge is attained in two ways, or rather that the pursuit of knowledge is advanced by a two-fold method, the elements of which are completely interdependent. In our present terminology, we can say that these two parts of method are intuition and experience. To Paracelsus, these could never be divided from each other. The purpose of intuition is to reveal certain basic ideas which must then be tested and proven by experience. Experience, in turn, not only justifies intuition, but contributes certain additional knowledge by which the impulse to further growth is strengthened and developed. Paracelsus regarded the separation of intuition and experience to be a disaster, leading inevitably to greater error and further disaster. Intuition without experience allows the mind to fall into an abyss of speculation without adequate censorship by practical means. Experience without intuition could never be fruitful because fruitfulness comes not merely from the doing of things, but from the overtones which stimulate creative thought. Further, experience is meaningless unless there is within man the power capable of evaluating happenings and occurrences. The absence of this evaluating factor allows the individual to pass through many kinds of experiences, either misinterpreting them or not inter­ preting them at all. So Paracelsus attempted to explain intuition and how man is able to apprehend that which is not obvious or apparent. Is it possible to prove beyond doubt that the human being is capable of an inward realization of truths or facts without the assistance of the so-called rational faculty? According to Paracelsus, intuition was possible because of the existence in nature of a mysterious substance or essence-a universal life force. He gave this many names, but for our purposes, the simplest term will be appropriate. He compared it to light, further reasoning that there are two kinds of light: a visible radiance, which he called brightness, and an invisible radiance, which he called darkness. There is no essential difference between light and darkness. There is a dark light, which appears luminous to the soul but cannot be sensed by the body. There is a visible radiance which seems bright to the senses, but may appear dark to the soul. We must recognize that Paracelsus considered light as pertaining to the nature of being, the total existence from which all separate existences arise. Light not only contains the energy needed to support visible creatures, and the whole broad expanse of creation, but the invisible part of light supports the secret powers and functions of man, particularly intuition. Intuition, therefore, relates to the capacity of the individual to become attuned to the hidden side of life. By light, then, Paracelsus implies much more than the radiance that comes from the sun, a lantern, or a candle. To him, light is the perfect symbol, emblem, or figure of total well-being. Light is the cause of health. Invisible light, no less real if unseen, is the cause of wisdom. As the light of the body gives strength and energy, sustaining growth and development, so the light of the soul bestows understanding, the light of the mind makes wisdom possible, and the light of the spirit confers truth. Therefore, truth, wisdom, understanding, and health are all manifesta­ tions or revelations ot one virtue or power. What health is to the body, morality is to the emotions, virtue to the soul, wisdom to the mind, and reality to the spirit. This total content of living values is contained in every ray of visible light. This ray is only a manifestation upon one level or plane of the total mystery of life. Therefore, when we look at a thing, we either see its objective, physical form, or we apprehend its inner light Everything that lives, lives in light; everything that has an existence, radiates light. All things derive their life from light, and this light, in its root, is life itself. This, indeed, is the light that lighteth every man who cometh into the world. ~ Manly P Hall, Paracelsus ,

43:GURU YOGA Guru yoga is an essential practice in all schools of Tibetan Buddhism and Bon. This is true in sutra, tantra, and Dzogchen. It develops the heart connection with the masteR By continually strengthening our devotion, we come to the place of pure devotion in ourselves, which is the unshakeable, powerful base of the practice. The essence of guru yoga is to merge the practitioner's mind with the mind of the master. What is the true master? It is the formless, fundamental nature of mind, the primordial awareness of the base of everything, but because we exist in dualism, it is helpful for us to visualize this in a form. Doing so makes skillful use of the dualisms of the conceptual mind, to further strengthen devotion and help us stay directed toward practice and the generation of positive qualities. In the Bon tradition, we often visualize either Tapihritsa* as the master, or the Buddha ShenlaOdker*, who represents the union of all the masters. If you are already a practitioner, you may have another deity to visualize, like Guru Rinpoche or a yidam or dakini. While it is important to work with a lineage with which you have a connection, you should understand that the master you visualize is the embodiment of all the masters with whom you are connected, all the teachers with whom you have studied, all the deities to whom you have commitments. The master in guru yoga is not just one individual, but the essence of enlightenment, the primordial awareness that is your true nature. The master is also the teacher from whom you receive the teachings. In the Tibetan tradition, we say the master is more important than the Buddha. Why? Because the master is the immediate messenger of the teachings, the one who brings the Buddha's wisdom to the student. Without the master we could not find our way to the Buddha. So we should feel as much devotion to the master as we would to the Buddha if the Buddha suddenly appeared in front of us. Guru yoga is not just about generating some feeling toward a visualized image. It is done to find the fundamental mind in yourself that is the same as the fundamental mind of all your teachers, and of all the Buddhas and realized beings that have ever lived. When you merge with the guru, you merge with your pristine true nature, which is the real guide and masteR But this should not be an abstract practice. When you do guru yoga, try to feel such intense devotion that the hair stands upon your neck, tears start down your face, and your heart opens and fills with great love. Let yourself merge in union with the guru's mind, which is your enlightened Buddha-nature. This is the way to practice guru yoga. The Practice After the nine breaths, still seated in meditation posture, visualize the master above and in front of you. This should not be a flat, two dimensional picture-let a real being exist there, in three dimensions, made of light, pure, and with a strong presence that affects the feeling in your body,your energy, and your mind. Generate strong devotion and reflect on the great gift of the teachings and the tremendous good fortune you enjoy in having made a connection to them. Offer a sincere prayer, asking that your negativities and obscurations be removed, that your positive qualities develop, and that you accomplish dream yoga. Then imagine receiving blessings from the master in the form of three colored lights that stream from his or her three wisdom doors- of body, speech, and mind-into yours. The lights should be transmitted in the following sequence: White light streams from the master's brow chakra into yours, purifying and relaxing your entire body and physical dimension. Then red light streams from the master's throat chakra into yours, purifying and relaxing your energetic dimension. Finally, blue light streams from the master's heart chakra into yours, purifying and relaxing your mind. When the lights enter your body, feel them. Let your body, energy, and mind relax, suffused inwisdom light. Use your imagination to make the blessing real in your full experience, in your body and energy as well as in the images in your mind. After receiving the blessing, imagine the master dissolving into light that enters your heart and resides there as your innermost essence. Imagine that you dissolve into that light, and remain inpure awareness, rigpa. There are more elaborate instructions for guru yoga that can involve prostrations, offerings, gestures, mantras, and more complicated visualizations, but the essence of the practice is mingling your mind with the mind of the master, which is pure, non-dual awareness. Guru yoga can be done any time during the day; the more often the better. Many masters say that of all the practices it is guru yoga that is the most important. It confers the blessings of the lineage and can open and soften the heart and quiet the unruly mind. To completely accomplish guru yoga is to accomplish the path. ~ Tenzin Wangyal Rinpoche, The Tibetan Yogas Of Dream And Sleep ,

44:Chapter LXXXII: Epistola Penultima: The Two Ways to RealityCara Soror,Do what thou wilt shall be the whole of the Law.How very sensible of you, though I admit somewhat exacting!You write-Will you tell me exactly why I should devote so much of my valuable time to subjects like Magick and Yoga.That is all very well. But you ask me to put it in syllogistic form. I have no doubt this can be done, though the task seems somewhat complicated. I think I will leave it to you to construct your series of syllogisms yourself from the arguments of this letter.In your main question the operative word is "valuable. Why, I ask, in my turn, should you consider your time valuable? It certainly is not valuable unless the universe has a meaning, and what is more, unless you know what that meaning is-at least roughly-it is millions to one that you will find yourself barking up the wrong tree.First of all let us consider this question of the meaning of the universe. It is its own evidence to design, and that design intelligent design. There is no question of any moral significance-"one man's meat is another man's poison" and so on. But there can be no possible doubt about the existence of some kind of intelligence, and that kind is far superior to anything of which we know as human.How then are we to explore, and finally to interpret this intelligence?It seems to me that there are two ways and only two. Imagine for a moment that you are an orphan in charge of a guardian, inconceivably learned from your point of view.Suppose therefore that you are puzzled by some problem suitable to your childish nature, your obvious and most simple way is to approach your guardian and ask him to enlighten you. It is clearly part of his function as guardian to do his best to help you. Very good, that is the first method, and close parallel with what we understand by the word Magick.We are bothered by some difficulty about one of the elements-say Fire-it is therefore natural to evoke a Salamander to instruct you on the difficult point. But you must remember that your Holy Guardian Angel is not only far more fully instructed than yourself on every point that you can conceive, but you may go so far as to say that it is definitely his work, or part of his work; remembering always that he inhabits a sphere or plane which is entirely different from anything of which you are normally aware.To attain to the Knowledge and Conversation of the Holy Guardian Angel is consequently without doubt by far the simplest way by which you can yourself approach that higher order of being.That, then, is a clearly intelligible method of procedure. We call it Magick.It is of course possible to strengthen the link between him and yourself so that in course of time you became capable of moving and, generally speaking, operating on that plane which is his natural habitat.There is however one other way, and one only, as far as I can see, of reaching this state.It is at least theoretically possible to exalt the whole of your own consciousness until it becomes as free to move on that exalted plane as it is for him. You should note, by the way, that in this case the postulation of another being is not necessary. There is no way of refuting the solipsism if you feel like that. Personally I cannot accede to its axiom. The evidence for an external universe appears to me perfectly adequate.Still there is no extra charge for thinking on those lines if you so wish.I have paid a great deal of attention in the course of my life to the method of exalting the human consciousness in this way; and it is really quite legitimate to identify my teaching with that of the Yogis.I must however point out that in the course of my instruction I have given continual warnings as to the dangers of this line of research. For one thing there is no means of checking your results in the ordinary scientific sense. It is always perfectly easy to find a subjective explanation of any phenomenon; and when one considers that the greatest of all the dangers in any line of research arise from egocentric vanity, I do not think I have exceeded my duty in anything that I have said to deter students from undertaking so dangerous a course as Yoga.It is, of course, much safer if you are in a position to pursue in the Indian Jungles, provided that your health will stand the climate and also, I must say, unless you have a really sound teacher on whom you can safely rely. But then, if we once introduce a teacher, why not go to the Fountain-head and press towards the Knowledge and conversation of the Holy Guardian Angel?In any case your Indian teacher will ultimately direct you to seek guidance from that source, so it seems to me that you have gone to a great deal of extra trouble and incurred a great deal of unnecessary danger by not leaving yourself in the first place in the hands of the Holy Guardian Angel.In any case there are the two methods which stand as alternatives. I do not know of any third one which can be of any use whatever. Logically, since you have asked me to be logical, there is certainly no third way; there is the external way of Magick, and the internal way of Yoga: there you have your alternatives, and there they cease.Love is the law, love under will.Fraternally,666 ~ Aleister Crowley, Magick Without Tears ,

45:For instance, a popular game with California occultists-I do not know its inventor-involves a Magic Room, much like the Pleasure Dome discussed earlier except that this Magic Room contains an Omniscient Computer. To play this game, you simply "astrally project" into the Magic Room. Do not ask what "astral projection" means, and do not assume it is metaphysical (and therefore either impossible, if you are a materialist, or very difficult, if you are a mystic). Just assume this is a gedankenexperiment, a "mind game." Project yourself, in imagination, into this Magic Room and visualize vividly the Omniscient Computer, using the details you need to make such a super-information-processor real to your fantasy. You do not need any knowledge of programming to handle this astral computer. It exists early in the next century; you are getting to use it by a species of time-travel, if that metaphor is amusing and helpful to you. It is so built that it responds immediately to human brain-waves, "reading" them and decoding their meaning. (Crude prototypes of such computers already exist.) So, when you are in this magic room, you can ask this Computer anything, just by thinking of what you want to know. It will read your thought, and project into your brain, by a laser ray, the correct answer. There is one slight problem. The computer is very sensitive to all brain-waves. If you have any doubts, it registers them as negative commands, meaning "Do not answer my question." So, the way to use it is to start simply, with "easy" questions. Ask it to dig out of the archives the name of your second-grade teacher. (Almost everybody remembers the name of their first grade teacher-imprint vulnerability again-but that of the second grade teacher tends to get lost.) When the computer has dug out the name of your second grade teacher, try it on a harder question, but not one that is too hard. It is very easy to sabotage this machine, but you don't want to sabotage it during these experiments. You want to see how well it can be made to perform. It is wise to ask only one question at a time, since it requires concentration to keep this magic computer real on the field of your perception. Do not exhaust your capacities for imagination and visualization on your first trial runs. After a few trivial experiments of the second-grade-teacher variety, you can try more interesting programs. Take a person toward whom you have negative feelings, such as anger, disappointment, feeling-of-betrayal, jealousy or whatever interferes with the smooth, tranquil operation of your own bio-computer. Ask the Magic Computer to explain that other person to you; to translate you into their reality-tunnel long enough for you to understand how events seem to them. Especially, ask how you seem to them. This computer will do that job for you; but be prepared for some shocks which might be disagreeable at first. This super-brain can also perform exegesis on ideas that seem obscure, paradoxical or enigmatic to us. For instance, early experiments with this computer can very profitably turn on asking it to explain some of the propositions in this book which may seem inexplicable or perversely wrong-headed to you, such as "We are all greater artists than we realize" or "What the Thinker thinks, the Prover proves" or "mind and its contents are functionally identical." This computer is much more powerful and scientifically advanced than the rapture-machine in the neurosomatic circuit. It has total access to all the earlier, primitive circuits, and overrules any of them. That is, if you put a meta-programming instruction into this computer; it will relay it downward to the old circuits and cancel contradictory programs left over from the past. For instance, try feeding it on such meta-programming instructions as: 1. I am at cause over my body. 2. I am at cause over my imagination. 3.1 am at cause over my future. 4. My mind abounds with beauty and power. 5.1 like people, and people like me. Remember that this computer is only a few decades ahead of present technology, so it cannot "understand" your commands if you harbor any doubts about them. Doubts tell it not to perform. Work always from what you can believe in, extending the area of belief only as results encourage you to try for more dramatic transformations of your past reality-tunnels. This represents cybernetic consciousness; the programmer becoming self-programmer, self-metaprogrammer, meta-metaprogrammer, etc. Just as the emotional compulsions of the second circuit seem primitive, mechanical and, ultimately, silly to the neurosomatic consciousness, so, too, the reality maps of the third circuit become comic, relativistic, game-like to the metaprogrammer. "Whatever you say it is, it isn't, " Korzybski, the semanticist, repeated endlessly in his seminars, trying to make clear that third-circuit semantic maps are not the territories they represent; that we can always make maps of our maps, revisions of our revisions, meta-selves of our selves. "Neti, neti" (not that, not that), Hindu teachers traditionally say when asked what "God" is or what "Reality" is. Yogis, mathematicians and musicians seem more inclined to develop meta-programming consciousness than most of humanity. Korzybski even claimed that the use of mathematical scripts is an aid to developing this circuit, for as soon as you think of your mind as mind 1, and the mind which contemplates that mind as mind2 and the mind which contemplates mind2 contemplating mind 1 as mind3, you are well on your way to meta-programming awareness. Alice in Wonderland is a masterful guide to the metaprogramming circuit (written by one of the founders of mathematical logic) and Aleister Crowley soberly urged its study upon all students of yoga. ~ Robert Anton Wilson, Prometheus Rising ,

46:SECTION 1. Books for Serious Study Liber CCXX. (Liber AL vel Legis.) The Book of the Law. This book is the foundation of the New Æon, and thus of the whole of our work. The Equinox. The standard Work of Reference in all occult matters. The Encyclopaedia of Initiation. Liber ABA (Book 4). A general account in elementary terms of magical and mystical powers. In four parts: (1) Mysticism (2) Magical (Elementary Theory) (3) Magick in Theory and Practice (this book) (4) The Law. Liber II. The Message of the Master Therion. Explains the essence of the new Law in a very simple manner. Liber DCCCXXXVIII. The Law of Liberty. A further explanation of The Book of the Law in reference to certain ethical problems. Collected Works of A. Crowley. These works contain many mystical and magical secrets, both stated clearly in prose, and woven into the Robe of sublimest poesy. The Yi King. (S. B. E. Series [vol. XVI], Oxford University Press.) The "Classic of Changes"; give the initiated Chinese system of Magick. The Tao Teh King. (S. B. E. Series [vol. XXXIX].) Gives the initiated Chinese system of Mysticism. Tannhäuser, by A. Crowley. An allegorical drama concerning the Progress of the Soul; the Tannhäuser story slightly remodelled. The Upanishads. (S. B. E. Series [vols. I & XV.) The Classical Basis of Vedantism, the best-known form of Hindu Mysticism. The Bhagavad-gita. A dialogue in which Krishna, the Hindu "Christ", expounds a system of Attainment. The Voice of the Silence, by H.P. Blavatsky, with an elaborate commentary by Frater O.M. Frater O.M., 7°=48, is the most learned of all the Brethren of the Order; he has given eighteen years to the study of this masterpiece. Raja-Yoga, by Swami Vivekananda. An excellent elementary study of Hindu mysticism. His Bhakti-Yoga is also good. The Shiva Samhita. An account of various physical means of assisting the discipline of initiation. A famous Hindu treatise on certain physical practices. The Hathayoga Pradipika. Similar to the Shiva Samhita. The Aphorisms of Patanjali. A valuable collection of precepts pertaining to mystical attainment. The Sword of Song. A study of Christian theology and ethics, with a statement and solution of the deepest philosophical problems. Also contains the best account extant of Buddhism, compared with modern science. The Book of the Dead. A collection of Egyptian magical rituals. Dogme et Rituel de la Haute Magie, by Eliphas Levi. The best general textbook of magical theory and practice for beginners. Written in an easy popular style. The Book of the Sacred Magic of Abramelin the Mage. The best exoteric account of the Great Work, with careful instructions in procedure. This Book influenced and helped the Master Therion more than any other. The Goetia. The most intelligible of all the mediæval rituals of Evocation. Contains also the favourite Invocation of the Master Therion. Erdmann's History of Philosophy. A compendious account of philosophy from the earliest times. Most valuable as a general education of the mind. The Spiritual Guide of [Miguel de] Molinos. A simple manual of Christian Mysticism. The Star in the West. (Captain Fuller). An introduction to the study of the Works of Aleister Crowley. The Dhammapada. (S. B. E. Series [vol. X], Oxford University Press). The best of the Buddhist classics. The Questions of King Milinda. (S. B. E. Series [vols. XXXV & XXXVI].) Technical points of Buddhist dogma, illustrated bydialogues. Liber 777 vel Prolegomena Symbolica Ad Systemam Sceptico-Mysticæ Viæ Explicandæ, Fundamentum Hieroglyphicam Sanctissimorum Scientiæ Summæ. A complete Dictionary of the Correspondences of all magical elements, reprinted with extensive additions, making it the only standard comprehensive book of reference ever published. It is to the language of Occultism what Webster or Murray is to the English language. Varieties of Religious Experience (William James). Valuable as showing the uniformity of mystical attainment. Kabbala Denudata, von Rosenroth: also The Kabbalah Unveiled, by S.L. Mathers. The text of the Qabalah, with commentary. A good elementary introduction to the subject. Konx Om Pax [by Aleister Crowley]. Four invaluable treatises and a preface on Mysticism and Magick. The Pistis Sophia [translated by G.R.S. Mead or Violet McDermot]. An admirable introduction to the study of Gnosticism. The Oracles of Zoroaster [Chaldæan Oracles]. An invaluable collection of precepts mystical and magical. The Dream of Scipio, by Cicero. Excellent for its Vision and its Philosophy. The Golden Verses of Pythagoras, by Fabre d'Olivet. An interesting study of the exoteric doctrines of this Master. The Divine Pymander, by Hermes Trismegistus. Invaluable as bearing on the Gnostic Philosophy. The Secret Symbols of the Rosicrucians, reprint of Franz Hartmann. An invaluable compendium. Scrutinium Chymicum [Atalanta Fugiens]¸ by Michael Maier. One of the best treatises on alchemy. Science and the Infinite, by Sidney Klein. One of the best essays written in recent years. Two Essays on the Worship of Priapus [A Discourse on the Worship of Priapus &c. &c. &c.], by Richard Payne Knight [and Thomas Wright]. Invaluable to all students. The Golden Bough, by J.G. Frazer. The textbook of Folk Lore. Invaluable to all students. The Age of Reason, by Thomas Paine. Excellent, though elementary, as a corrective to superstition. Rivers of Life, by General Forlong. An invaluable textbook of old systems of initiation. Three Dialogues, by Bishop Berkeley. The Classic of Subjective Idealism. Essays of David Hume. The Classic of Academic Scepticism. First Principles by Herbert Spencer. The Classic of Agnosticism. Prolegomena [to any future Metaphysics], by Immanuel Kant. The best introduction to Metaphysics. The Canon [by William Stirling]. The best textbook of Applied Qabalah. The Fourth Dimension, by [Charles] H. Hinton. The best essay on the subject. The Essays of Thomas Henry Huxley. Masterpieces of philosophy, as of prose. ~ Aleister Crowley, Liber ABA Appendix I: Literature Recommended to Aspirants,

47:Intuition And The Value Of Concentration ::: Mother, how can the faculty of intuition be developed? ... There are different kinds of intuition, and we carry these capacities within us. They are always active to some extent but we don't notice them because we don't pay enough attention to what is going on in us. Behind the emotions, deep within the being, in a consciousness seated somewhere near the level of the solar plexus, there is a sort of prescience, a kind of capacity for foresight, but not in the form of ideas: rather in the form of feelings, almost a perception of sensations. For instance, when one is going to decide to do something, there is sometimes a kind of uneasiness or inner refusal, and usually, if one listens to this deeper indication, one realises that it was justified. In other cases there is something that urges, indicates, insists - I am not speaking of impulses, you understand, of all the movements which come from the vital and much lower still - indications which are behind the feelings, which come from the affective part of the being; there too one can receive a fairly sure indication of the thing to be done. These are forms of intuition or of a higher instinct which can be cultivated by observation and also by studying the results. Naturally, it must be done very sincerely, objectively, without prejudice. If one wants to see things in a particular way and at the same time practise this observation, it is all useless. One must do it as if one were looking at what is happening from outside oneself, in someone else. It is one form of intuition and perhaps the first one that usually manifests. There is also another form but that one is much more difficult to observe because for those who are accustomed to think, to act by reason - not by impulse but by reason - to reflect before doing anything, there is an extremely swift process from cause to effect in the half-conscious thought which prevents you from seeing the line, the whole line of reasoning and so you don't think that it is a chain of reasoning, and that is quite deceptive. You have the impression of an intuition but it is not an intuition, it is an extremely rapid subconscious reasoning, which takes up a problem and goes straight to the conclusions. This must not be mistaken for intuition. In the ordinary functioning of the brain, intuition is something which suddenly falls like a drop of light. If one has the faculty, the beginning of a faculty of mental vision, it gives the impression of something coming from outside or above, like a little impact of a drop of light in the brain, absolutely independent of all reasoning. This is perceived more easily when one is able to silence one's mind, hold it still and attentive, arresting its usual functioning, as if the mind were changed into a kind of mirror turned towards a higher faculty in a sustained and silent attention. That too one can learn to do. One must learn to do it, it is a necessary discipline. When you have a question to solve, whatever it may be, usually you concentrate your attention here (pointing between the eyebrows), at the centre just above the eyes, the centre of the conscious will. But then if you do that, you cannot be in contact with intuition. You can be in contact with the source of the will, of effort, even of a certain kind of knowledge, but in the outer, almost material field; whereas, if you want to contact the intuition, you must keep this (Mother indicates the forehead) completely immobile. Active thought must be stopped as far as possible and the entire mental faculty must form - at the top of the head and a little further above if possible - a kind of mirror, very quiet, very still, turned upwards, in silent, very concentrated attention. If you succeed, you can - perhaps not immediately - but you can have the perception of the drops of light falling upon the mirror from a still unknown region and expressing themselves as a conscious thought which has no connection with all the rest of your thought since you have been able to keep it silent. That is the real beginning of the intellectual intuition. It is a discipline to be followed. For a long time one may try and not succeed, but as soon as one succeeds in making a mirror, still and attentive, one always obtains a result, not necessarily with a precise form of thought but always with the sensations of a light coming from above. And then, if one can receive this light coming from above without entering immediately into a whirl of activity, receive it in calm and silence and let it penetrate deep into the being, then after a while it expresses itself either as a luminous thought or as a very precise indication here (Mother indicates the heart), in this other centre. Naturally, first these two faculties must be developed; then, as soon as there is any result, one must observe the result, as I said, and see the connection with what is happening, the consequences: see, observe very attentively what has come in, what may have caused a distortion, what one has added by way of more or less conscious reasoning or the intervention of a lower will, also more or less conscious; and it is by a very deep study - indeed, almost of every moment, in any case daily and very frequent - that one succeeds in developing one's intuition. It takes a long time. It takes a long time and there are ambushes: one can deceive oneself, take for intuitions subconscious wills which try to manifest, indications given by impulses one has refused to receive openly, indeed all sorts of difficulties. One must be prepared for that. But if one persists, one is sure to succeed. And there comes a time when one feels a kind of inner guidance, something which is leading one very perceptibly in all that one does. But then, for the guidance to have its maximum power, one must naturally add to it a conscious surrender: one must be sincerely determined to follow the indication given by the higher force. If one does that, then... one saves years of study, one can seize the result extremely rapidly. If one also does that, the result comes very rapidly. But for that, it must be done with sincerity and... a kind of inner spontaneity. If one wants to try without this surrender, one may succeed - as one can also succeed in developing one's personal will and making it into a very considerable power - but that takes a very long time and one meets many obstacles and the result is very precarious; one must be very persistent, obstinate, persevering, and one is sure to succeed, but only after a great labour. Make your surrender with a sincere, complete self-giving, and you will go ahead at full speed, you will go much faster - but you must not do this calculatingly, for that spoils everything! (Silence) Moreover, whatever you may want to do in life, one thing is absolutely indispensable and at the basis of everything, the capacity of concentrating the attention. If you are able to gather together the rays of attention and consciousness on one point and can maintain this concentration with a persistent will, nothing can resist it - whatever it may be, from the most material physical development to the highest spiritual one. But this discipline must be followed in a constant and, it may be said, imperturbable way; not that you should always be concentrated on the same thing - that's not what I mean, I mean learning to concentrate. And materially, for studies, sports, all physical or mental development, it is absolutely indispensable. And the value of an individual is proportionate to the value of his attention. And from the spiritual point of view it is still more important. There is no spiritual obstacle which can resist a penetrating power of concentration. For instance, the discovery of the psychic being, union with the inner Divine, opening to the higher spheres, all can be obtained by an intense and obstinate power of concentration - but one must learn how to do it. There is nothing in the human or even in the superhuman field, to which the power of concentration is not the key. You can be the best athlete, you can be the best student, you can be an artistic, literary or scientific genius, you can be the greatest saint with that faculty. And everyone has in himself a tiny little beginning of it - it is given to everybody, but people do not cultivate it. ~ The Mother, Questions And Answers 1957-1958 ,

48:The whole question. The whole question? And now, do you understand?... Not quite? I told you that you did not understand because it was muddled up; in one question three different ideas were included. So naturally it created a confusion. But taken separately they are what I explained to you just now, most probably; that is to say, one has this altogether ignorant and obliterated consciousness and is convinced that he is the cause and effect, the origin and result of himself, separate from all others, separate with a limited power to act upon others and a little greater capacity to be set in movement by others or to react to others' influence. That is how people think usually, something like that, isn't that so? How do you feel, you? What effect do you have upon yourself? And you? And you?... You have never thought about it? You have never looked into yourself to see what effect you exercise upon yourself? Never thought over it? No? How do you feel? Nobody will tell me? Come, you tell me that. Never tried to understand how you feel? Yes? No? How strange! Never sought to understand how, for example, decisions take place in you? From where do they come? What makes you decide one thing rather than another? And what is the relation between a decision of yours and your action? And to what extent do you have the freedom of choice between one thing and another? And how far do you feel you are able to, you are free to do this or that or that other or nothing at all?... You have pondered over that? Yes? Is there any one among the students who has thought over it? No? Nobody put the question to himself? You? You?... Even if one thinks over it, perhaps one is not able to answer! One cannot explain? No. It is difficult to explain? Even this simple little thing, to see where in your consciousness the wills that come from outside meet your will (which you call yours, which comes from within), at what place the two join together and to what extent the one from outside acts upon that from within and the one from within acts upon that from outside? You have never tried to find this out? It has never seemed to you unbearable that a will from outside should have an action upon your will? No? I do not know. Oh! I am putting very difficult problems! But, my children, I was preoccupied with that when I was a child of five!... So I thought you must have been preoccupied with it since a long time. In oneself, there are contradictory wills. Yes, many. That is one of the very first discoveries. There is one part which wants things this way; and then at another moment, another way, and a third time, one wants still another thing! Besides, there is even this: something that wants and another which says no. So? But it is exactly that which has to be found if you wish in the least to organise yourself. Why not project yourself upon a screen, as in the cinema, and then look at yourself moving on it? How interesting it is! This is the first step. You project yourself on the screen and then observe and see all that is moving there and how it moves and what happens. You make a little diagram, it becomes so interesting then. And then, after a while, when you are quite accustomed to seeing, you can go one step further and take a decision. Or even a still greater step: you organise - arrange, take up all that, put each thing in its place, organise in such a way that you begin to have a straight movement with an inner meaning. And then you become conscious of your direction and are able to say: "Very well, it will be thus; my life will develop in that way, because that is the logic of my being. Now, I have arranged all that within me, each thing has been put in its place, and so naturally a central orientation is forming. I am following this orientation. One step more and I know what will happen to me for I myself am deciding it...." I do not know, I am telling you this; to me it seemed terribly interesting, the most interesting thing in the world. There was nothing, no other thing that interested me more than that. This happened to me.... I was five or six or seven years old (at seven the thing became quite serious) and I had a father who loved the circus, and he came and told me: "Come with me, I am going to the circus on Sunday." I said: "No, I am doing something much more interesting than going to the circus!" Or again, young friends invited me to attend a meeting where we were to play together, enjoy together: "No, I enjoy here much more...." And it was quite sincere. It was not a pose: for me, it was like this, it was true. There was nothing in the world more enjoyable than that. And I am so convinced that anybody who does it in that way, with the same freshness and sincerity, will obtain most interesting results.... To put all that on a screen in front of yourself and look at what is happening. And the first step is to know all that is happening and then you must not try to shut your eyes when something does not appear pleasant to you! You must keep them wide open and put each thing in that way before the screen. Then you make quite an interesting discovery. And then the next step is to start telling yourself: "Since all that is happening within me, why should I not put this thing in this way and then that thing in that way and then this other in this way and thus wouldn't I be doing something logical that has a meaning? Why should I not remove that thing which stands obstructing the way, these conflicting wills? Why? And what does that represent in the being? Why is it there? If it were put there, would it not help instead of harming me?" And so on. And little by little, little by little, you see clearer and then you see why you are made like that, what is the thing you have got to do - that for which you are born. And then, quite naturally, since all is organised for this thing to happen, the path becomes straight and you can say beforehand: "It is in this way that it will happen." And when things come from outside to try and upset all that, you are able to say: "No, I accept this, for it helps; I reject that, for that harms." And then, after a few years, you curb yourself as you curb a horse: you do whatever you like, in the way you like and you go wherever you like. It seems to me this is worth the trouble. I believe it is the most interesting thing. ...You must have a great deal of sincerity, a little courage and perseverance and then a sort of mental curiosity, you understand, curious, seeking to know, interested, wanting to learn. To love to learn: that, one must have in one's nature. To find it impossible to stand before something grey, all hazy, in which nothing is seen clearly and which gives you quite an unpleasant feeling, for you do not know where you begin and where you end, what is yours and what is not yours and what is settled and what is not settled - what is this pulp-like thing you call yourself in which things get intermingled and act upon one another without even your being aware of it? You ask yourself: "But why have I done this?" You know nothing about it. "And why have I felt that?" You don't know that, either. And then, you are thrown into a world outside that is only fog and you are thrown into a world inside that is also for you another kind of fog, still more impenetrable, in which you live, like a cork thrown upon the waters and the waves carry it away or cast it into the air, and it drops and rolls on. That is quite an unpleasant state. I do not know, but to me it appears unpleasant. To see clearly, to see one's way, where one is going, why one is going there, how one is to go there and what one is going to do and what is the kind of relation with others... But that is a problem so wonderfully interesting - it is interesting - and you can always discover things every minute! One's work is never finished. There is a time, there is a certain state of consciousness when you have the feeling that you are in that condition with all the weight of the world lying heavy upon you and besides you are going in blinkers and do not know where you are going, but there is something which is pushing you. And that is truly a very unpleasant condition. And there is another moment when one draws oneself up and is able to see what is there above, and one becomes it; then one looks at the world as though from the top of a very very high mountain and one sees all that is happening below; then one can choose one's way and follow it. That is a more pleasant condition. This then is truly the truth, you are upon earth for that, surely. All individual beings and all the little concentrations of consciousness were created to do this work. It is the very reason for existence: to be able to become fully conscious of a certain sum of vibrations representing an individual being and put order there and find one's way and follow it. And so, as men do not know it and do not do it, life comes and gives them a blow here: "Oh! that hurts", then a blow there: "Ah! that's hurting me." And the thing goes on like that and all the time it is like that. And all the time they are getting pain somewhere. They suffer, they cry, they groan. But it is simply due to that reason, there is no other: it is that they have not done that little work. If, when they were quite young, there had been someone to teach them to do the work and they had done it without losing time, they could have gone through life gloriously and instead of suffering they would have been all-powerful masters of their destiny. This is not to say that necessarily all things would become pleasant. It is not at all that. But your reaction towards things becomes the true reaction and instead of suffering, you learn; instead of being miserable, you go forward and progress. After all, I believe it is for this that you are here - so that there is someone who can tell you: "There, well, try that. It is worth trying." ~ The Mother, Questions And Answers 1953 199,

49:One little picture in this book, the Magic Locket, was drawn by 'Miss Alice Havers.' I did not state this on the title-page, since it seemed only due, to the artist of all these (to my mind) wonderful pictures, that his name should stand there alone.The descriptions, of Sunday as spent by children of the last generation, are quoted verbatim from a speech made to me by a child-friend and a letter written to me by a lady-friend.The Chapters, headed 'Fairy Sylvie' and 'Bruno's Revenge,' are a reprint, with a few alterations, of a little fairy-tale which I wrote in the year 1867, at the request of the late Mrs. Gatty, for 'Aunt Judy's Magazine,' which she was then editing.It was in 1874, I believe, that the idea first occurred to me of making it the nucleus of a longer story.As the years went on, I jotted down, at odd moments, all sorts of odd ideas, and fragments of dialogue, that occurred to me--who knows how?--with a transitory suddenness that left me no choice but either to record them then and there, or to abandon them to oblivion. Sometimes one could trace to their source these random flashes of thought--as being suggested by the book one was reading, or struck out from the 'flint' of one's own mind by the 'steel' of a friend's chance remark but they had also a way of their own, of occurring, a propos of nothing --specimens of that hopelessly illogical phenomenon, 'an effect without a cause.' Such, for example, was the last line of 'The Hunting of the Snark,' which came into my head (as I have already related in 'The Theatre' for April, 1887) quite suddenly, during a solitary walk: and such, again, have been passages which occurred in dreams, and which I cannot trace to any antecedent cause whatever. There are at least two instances of such dream-suggestions in this book--one, my Lady's remark, 'it often runs in families, just as a love for pastry does', the other, Eric Lindon's badinage about having been in domestic service.And thus it came to pass that I found myself at last in possession of a huge unwieldy mass of litterature--if the reader will kindly excuse the spelling --which only needed stringing together, upon the thread of a consecutive story, to constitute the book I hoped to write. Only! The task, at first, seemed absolutely hopeless, and gave me a far clearer idea, than I ever had before, of the meaning of the word 'chaos': and I think it must have been ten years, or more, before I had succeeded in classifying these odds-and-ends sufficiently to see what sort of a story they indicated: for the story had to grow out of the incidents, not the incidents out of the story I am telling all this, in no spirit of egoism, but because I really believe that some of my readers will be interested in these details of the 'genesis' of a book, which looks so simple and straight-forward a matter, when completed, that they might suppose it to have been written straight off, page by page, as one would write a letter, beginning at the beginning; and ending at the end.It is, no doubt, possible to write a story in that way: and, if it be not vanity to say so, I believe that I could, myself,--if I were in the unfortunate position (for I do hold it to be a real misfortune) of being obliged to produce a given amount of fiction in a given time,--that I could 'fulfil my task,' and produce my 'tale of bricks,' as other slaves have done. One thing, at any rate, I could guarantee as to the story so produced--that it should be utterly commonplace, should contain no new ideas whatever, and should be very very weary reading!This species of literature has received the very appropriate name of 'padding' which might fitly be defined as 'that which all can write and none can read.' That the present volume contains no such writing I dare not avow: sometimes, in order to bring a picture into its proper place, it has been necessary to eke out a page with two or three extra lines : but I can honestly say I have put in no more than I was absolutely compelled to do.My readers may perhaps like to amuse themselves by trying to detect, in a given passage, the one piece of 'padding' it contains. While arranging the 'slips' into pages, I found that the passage was 3 lines too short. I supplied the deficiency, not by interpolating a word here and a word there, but by writing in 3 consecutive lines. Now can my readers guess which they are?A harder puzzle if a harder be desired would be to determine, as to the Gardener's Song, in which cases (if any) the stanza was adapted to the surrounding text, and in which (if any) the text was adapted to the stanza.Perhaps the hardest thing in all literature--at least I have found it so: by no voluntary effort can I accomplish it: I have to take it as it come's is to write anything original. And perhaps the easiest is, when once an original line has been struck out, to follow it up, and to write any amount more to the same tune. I do not know if 'Alice in Wonderland' was an original story--I was, at least, no conscious imitator in writing it--but I do know that, since it came out, something like a dozen storybooks have appeared, on identically the same pattern. The path I timidly explored believing myself to be 'the first that ever burst into that silent sea'--is now a beaten high-road: all the way-side flowers have long ago been trampled into the dust: and it would be courting disaster for me to attempt that style again.Hence it is that, in 'Sylvie and Bruno,' I have striven with I know not what success to strike out yet another new path: be it bad or good, it is the best I can do. It is written, not for money, and not for fame, but in the hope of supplying, for the children whom I love, some thoughts that may suit those hours of innocent merriment which are the very life of Childhood; and also in the hope of suggesting, to them and to others, some thoughts that may prove, I would fain hope, not wholly out of harmony with the graver cadences of Life.If I have not already exhausted the patience of my readers, I would like to seize this opportunity perhaps the last I shall have of addressing so many friends at once of putting on record some ideas that have occurred to me, as to books desirable to be written--which I should much like to attempt, but may not ever have the time or power to carry through--in the hope that, if I should fail (and the years are gliding away very fast) to finish the task I have set myself, other hands may take it up.First, a Child's Bible. The only real essentials of this would be, carefully selected passages, suitable for a child's reading, and pictures. One principle of selection, which I would adopt, would be that Religion should be put before a child as a revelation of love--no need to pain and puzzle the young mind with the history of crime and punishment. (On such a principle I should, for example, omit the history of the Flood.) The supplying of the pictures would involve no great difficulty: no new ones would be needed : hundreds of excellent pictures already exist, the copyright of which has long ago expired, and which simply need photo-zincography, or some similar process, for their successful reproduction. The book should be handy in size with a pretty attractive looking cover--in a clear legible type--and, above all, with abundance of pictures, pictures, pictures!Secondly, a book of pieces selected from the Bible--not single texts, but passages of from 10 to 20 verses each--to be committed to memory. Such passages would be found useful, to repeat to one's self and to ponder over, on many occasions when reading is difficult, if not impossible: for instance, when lying awake at night--on a railway-journey --when taking a solitary walk-in old age, when eyesight is failing or wholly lost--and, best of all, when illness, while incapacitating us for reading or any other occupation, condemns us to lie awake through many weary silent hours: at such a time how keenly one may realise the truth of David's rapturous cry "O how sweet are thy words unto my throat: yea, sweeter than honey unto my mouth!"I have said 'passages,' rather than single texts, because we have no means of recalling single texts: memory needs links, and here are none: one may have a hundred texts stored in the memory, and not be able to recall, at will, more than half-a-dozen--and those by mere chance: whereas, once get hold of any portion of a chapter that has been committed to memory, and the whole can be recovered: all hangs together.Thirdly, a collection of passages, both prose and verse, from books other than the Bible. There is not perhaps much, in what is called 'un-inspired' literature (a misnomer, I hold: if Shakespeare was not inspired, one may well doubt if any man ever was), that will bear the process of being pondered over, a hundred times: still there are such passages--enough, I think, to make a goodly store for the memory.These two books of sacred, and secular, passages for memory--will serve other good purposes besides merely occupying vacant hours: they will help to keep at bay many anxious thoughts, worrying thoughts, uncharitable thoughts, unholy thoughts. Let me say this, in better words than my own, by copying a passage from that most interesting book, Robertson's Lectures on the Epistles to the Corinthians, Lecture XLIX. "If a man finds himself haunted by evil desires and unholy images, which will generally be at periodical hours, let him commit to memory passages of Scripture, or passages from the best writers in verse or prose. Let him store his mind with these, as safeguards to repeat when he lies awake in some restless night, or when despairing imaginations, or gloomy, suicidal thoughts, beset him. Let these be to him the sword, turning everywhere to keep the way of the Garden of Life from the intrusion of profaner footsteps."Fourthly, a "Shakespeare" for girls: that is, an edition in which everything, not suitable for the perusal of girls of (say) from 10 to 17, should be omitted. Few children under 10 would be likely to understand or enjoy the greatest of poets: and those, who have passed out of girlhood, may safely be left to read Shakespeare, in any edition, 'expurgated' or not, that they may prefer: but it seems a pity that so many children, in the intermediate stage, should be debarred from a great pleasure for want of an edition suitable to them. Neither Bowdler's, Chambers's, Brandram's, nor Cundell's 'Boudoir' Shakespeare, seems to me to meet the want: they are not sufficiently 'expurgated.' Bowdler's is the most extraordinary of all: looking through it, I am filled with a deep sense of wonder, considering what he has left in, that he should have cut anything out! Besides relentlessly erasing all that is unsuitable on the score of reverence or decency, I should be inclined to omit also all that seems too difficult, or not likely to interest young readers. The resulting book might be slightly fragmentary: but it would be a real treasure to all British maidens who have any taste for poetry.If it be needful to apologize to any one for the new departure I have taken in this story--by introducing, along with what will, I hope, prove to be acceptable nonsense for children, some of the graver thoughts of human life--it must be to one who has learned the Art of keeping such thoughts wholly at a distance in hours of mirth and careless ease. To him such a mixture will seem, no doubt, ill-judged and repulsive. And that such an Art exists I do not dispute: with youth, good health, and sufficient money, it seems quite possible to lead, for years together, a life of unmixed gaiety--with the exception of one solemn fact, with which we are liable to be confronted at any moment, even in the midst of the most brilliant company or the most sparkling entertainment. A man may fix his own times for admitting serious thought, for attending public worship, for prayer, for reading the Bible: all such matters he can defer to that 'convenient season', which is so apt never to occur at all: but he cannot defer, for one single moment, the necessity of attending to a message, which may come before he has finished reading this page,' this night shalt thy soul be required of thee.'The ever-present sense of this grim possibility has been, in all ages, 1 an incubus that men have striven to shake off. Few more interesting subjects of enquiry could be found, by a student of history, than the various weapons that have been used against this shadowy foe. Saddest of all must have been the thoughts of those who saw indeed an existence beyond the grave, but an existence far more terrible than annihilation--an existence as filmy, impalpable, all but invisible spectres, drifting about, through endless ages, in a world of shadows, with nothing to do, nothing to hope for, nothing to love! In the midst of the gay verses of that genial 'bon vivant' Horace, there stands one dreary word whose utter sadness goes to one's heart. It is the word 'exilium' in the well-known passageOmnes eodem cogimur, omniumVersatur urna serius ociusSors exitura et nos in aeternumExilium impositura cymbae.Yes, to him this present life--spite of all its weariness and all its sorrow--was the only life worth having: all else was 'exile'! Does it not seem almost incredible that one, holding such a creed, should ever have smiled?And many in this day, I fear, even though believing in an existence beyond the grave far more real than Horace ever dreamed of, yet regard it as a sort of 'exile' from all the joys of life, and so adopt Horace's theory, and say 'let us eat and drink, for to-morrow we die.'We go to entertainments, such as the theatre--I say 'we', for I also go to the play, whenever I get a chance of seeing a really good one and keep at arm's length, if possible, the thought that we may not return alive. Yet how do you know--dear friend, whose patience has carried you through this garrulous preface that it may not be your lot, when mirth is fastest and most furious, to feel the sharp pang, or the deadly faintness, which heralds the final crisis--to see, with vague wonder, anxious friends bending over you to hear their troubled whispers perhaps yourself to shape the question, with trembling lips, "Is it serious?", and to be told "Yes: the end is near" (and oh, how different all Life will look when those words are said!)--how do you know, I say, that all this may not happen to you, this night?And dare you, knowing this, say to yourself "Well, perhaps it is an immoral play: perhaps the situations are a little too 'risky', the dialogue a little too strong, the 'business' a little too suggestive.I don't say that conscience is quite easy: but the piece is so clever, I must see it this once! I'll begin a stricter life to-morrow." To-morrow, and to-morrow, and tomorrow!"Who sins in hope, who, sinning, says,'Sorrow for sin God's judgement stays!'Against God's Spirit he lies; quite stops Mercy with insult; dares, and drops,Like a scorch'd fly, that spins in vainUpon the axis of its pain,Then takes its doom, to limp and crawl,Blind and forgot, from fall to fall."Let me pause for a moment to say that I believe this thought, of the possibility of death--if calmly realised, and steadily faced would be one of the best possible tests as to our going to any scene of amusement being right or wrong. If the thought of sudden death acquires, for you, a special horror when imagined as happening in a theatre, then be very sure the theatre is harmful for you, however harmless it may be for others; and that you are incurring a deadly peril in going. Be sure the safest rule is that we should not dare to live in any scene in which we dare not die.But, once realise what the true object is in life--that it is not pleasure, not knowledge, not even fame itself, 'that last infirmity of noble minds'--but that it is the development of character, the rising to a higher, nobler, purer standard, the building-up of the perfect Man--and then, so long as we feel that this is going on, and will (we trust) go on for evermore, death has for us no terror; it is not a shadow, but a light; not an end, but a beginning!One other matter may perhaps seem to call for apology--that I should have treated with such entire want of sympathy the British passion for 'Sport', which no doubt has been in by-gone days, and is still, in some forms of it, an excellent school for hardihood and for coolness in moments of danger.But I am not entirely without sympathy for genuine 'Sport': I can heartily admire the courage of the man who, with severe bodily toil, and at the risk of his life, hunts down some 'man-eating' tiger: and I can heartily sympathize with him when he exults in the glorious excitement of the chase and the hand-to-hand struggle with the monster brought to bay. But I can but look with deep wonder and sorrow on the hunter who, at his ease and in safety, can find pleasure in what involves, for some defenceless creature, wild terror and a death of agony: deeper, if the hunter be one who has pledged himself to preach to men the Religion of universal Love: deepest of all, if it be one of those 'tender and delicate' beings, whose very name serves as a symbol of Love--'thy love to me was wonderful, passing the love of women'--whose mission here is surely to help and comfort all that are in pain or sorrow!'Farewell, farewell! but this I tellTo thee, thou Wedding-Guest!He prayeth well, who loveth wellBoth man and bird and beast.He prayeth best, who loveth bestAll things both great and small;For the dear God who loveth us,He made and loveth all.' ~ Lewis Carroll, Sylvie and Bruno ,

*** NEWFULLDB 2.4M ***

1:Studentervise ~ Christian Winther

2:Student, tell me, what is God? ~ Kabir

3:Student, tell me, what is God? ~ Kabir,

4:I am a student of love. ~ Jaclyn Moriarty

5:I'm a B+ student of life. ~ Chang rae Lee

6:The world is run by C students ~ Al McGuire

7:I want to be a student for life. ~ Mike Watt

8:Students were taught by doing. ~ Minor White

9:Every student, without exception, ~ Ted Sizer

10:I was a disinterested student. ~ David Fincher

11:The 'C' students run the world. ~ Harry Truman

12:I was a good student in school. ~ Kenan Thompson

13:She's a typical artist, a student, ~ Belva Plain

14:The 'C' students run the world. ~ Harry S Truman

15:Any great teacher is a great student. ~ T D Jakes

16:Every student must be a gentleman. ~ Robert E Lee

17:I love school. I was a great student. ~ Joan Jett

18:I was always a very good student. ~ Renee Fleming

19:My Zombie Ate Your Honor Student ~ Gena Showalter

20:I was a straight-A student, baby! ~ Gloria Estefan

21:A man of one book, a student of many. ~ John Wesley

22:Brilliant students make good aides. ~ Cynthia Ozick

23:Everyone is a student and a teacher. ~ Sejal Badani

24:I smoked with a lot of college students... ~ Redman

25:students working with Professor Hinton. ~ Anonymous

26:Curiosity also makes a great student. ~ Gemma Malley

27:I've always loved being a student. ~ Elizabeth Olsen

28:I wanna try and stay a student for life. ~ Mike Watt

29:Teach the student what needs to be taught. ~ KRS One

30:Don't be anybody's follower, be a student. ~ Jim Rohn

31:Good students are good at all things. ~ Marissa Mayer

32:I am a student of life, and I love it. ~ Louise L Hay

33:Always be able to kill your students ~ Masaaki Hatsumi

34:I consider myself a student of Hollywood. ~ Rob Morrow

35:Index-learning turns no student pale, ~ Alexander Pope

36:Always be able to kill your students ~ Masaaki Hatsumi,

37:Teachers learn from their students' discussions ~ Rashi

38:For Zen students, a weed is a treasure. ~ Shunryu Suzuki

39:I'm a very bad student, but a great learner. ~ Tim Allen

40:It's very hard to remain a student in life. ~ Carol Kane

41:The student of politics must study the soul. ~ Aristotle

42:You can't motivate a student you don't know. ~ Ted Sizer

43:I am but a student... a willing student. ~ Rosemary Altea

44:Teachers are as clueless as students. ~ Devdutt Pattanaik

45:When teachers stop learning, so do students. ~ Jim Knight

46:When the student is ready, the Teacher appears! ~ Unknown

47:How index-learning turns no student pale, ~ Alexander Pope

48:I am a student of whoever I can learn from. ~ Rashad Evans

49:I liked being a kid. I liked being a student. ~ Chris Bosh

50:I taught high school students Spanish. ~ Daniela Bobadilla

51:When the student is ready the teacher will appear. ~ Laozi

52:a helplessly devoted student of human frailty ~ T R Pearson

53:Let students use technologies in the classroom. ~ Weili Dai

54:The best students get the hardest lessons. ~ Iyanla Vanzant

55:I've always been a student, so I want to learn. ~ Snoop Dogg

56:Style is time’s fool. Form is time’s student ~ Stewart Brand

57:The artist should always be the student. ~ Edgar Alwin Payne

58:Education is really aimed at helping students ~ Noam Chomsky

59:We are all just humble students of the world. ~ Bryant McGill

60:I love the most the students with troubled lives. ~ Wally Lamb

61:Student teaching is the hardest job there is. ~ Jane Kaczmarek

62:We are all students and should be forever    ~ Israel Regardie,

63:When you watch the game, be a student of the game. ~ Don Meyer

64:Far from a Harvard student, just had the balls to do it ~ Jay Z

65:Imaginative students need imaginative teachers. ~ Angela Maiers

66:I'm very staid compared to my students, actually. ~ Kathy Acker

67:I was a good student, but I didn't like school. ~ Ashley Benson

68:I did a lot of student acting when I was young. ~ Salman Rushdie

69:When the student is ready,The Master appears. ~ Buddhist Proverb

70:When the student is ready the teacher appears’?” I ~ Alyson Noel

71:When the student is ready, the teacher appears, ~ Robin S Sharma

72:B students work for C students - A students teach. ~ P J O Rourke

73:I was not a good student. I did not spend much ~ Stephen Hawking

74:Students achieving Oneness will move on to Twoness. ~ Woody Allen

75:students don't expect to understand what they read. ~ Cris Tovani

76:A student of life considers the world a classroom. ~ Harvey Mackay

77:I do favor guest workers, H1B visas and student visas. ~ Jim Kolbe

78:I was an A student and I liked creative writing. ~ Trisha Yearwood

79:the student is ready, the teacher appears— ~ Gregory David Roberts

80:When the student is ready, the teacher will appear. ~ Ryan Holiday

81:A book isn’t rigorous if students aren’t reading it. ~ Penny Kittle

82:Here's Joe Cool hanging around the student union ~ Charles M Schulz

83:I should think I'm going to be a perpetual student. ~ Anton Chekhov

84:I was a student in Germany when Hitler came to power. ~ Klaus Fuchs

85:May the student in you become the teacher for another ~ John Edward

86:Only twenty students chose to do geography in year 12, ~ R A Spratt

87:Students for a Democratic Society was founded in 1961. ~ Bill Ayers

88:The student is best taught who is told the least ~ Robert Lee Moore

89:"When the student is ready, the master appears." ~ Buddhist proverb

90:when the student is ready, the teachers will appear. ~ Wayne W Dyer

91:I expect I shall be a student to the end of my days. ~ Anton Chekhov

92:(Jessi is the only black student in the sixth grade), ~ Ann M Martin

93:More depended on the student than on the school. ~ Robert A Heinlein

94:MY JUVENILE DELINQUENT IS SCREWING YOUR HONOR STUDENT. ~ Neil Gaiman

95:Students from the same teacher will differ in their skills ~ Yip Man

96:The heart is your student, for love is the only way we learn. ~ Rumi

97:the student is ready, the teacher appears—do ~ Gregory David Roberts

98:As all born teachers, he was primarily a student. ~ Steven Pressfield

99:I like being surrounded by students and intellectuals. ~ Louis Garrel

100:One is never too old to be a student of the enemy. ~ Orson Scott Card

101:True teaching liberates the student from his teacher. ~ Ernest Holmes

102:A good student is one who will teach you something. ~ Irving Kaplansky

103:Excellent. Ignorance is most undervalued in a student. ~ Gail Carriger

104:My finest student, and also my greatest disappointment. ~ Anthony Ryan

105:Never curse yourself by limiting your students. ~ Harbhajan Singh Yogi

106:One cannot be a good teacher unless he is a good student. ~ Shiv Khera

107:Private scholarships for students at hopeless schools. ~ Newt Gingrich

108:The only person who can fix education is the student. ~ Oliver DeMille

109:When the student is ready, the teacher will appear ~ A P J Abdul Kalam

110:As a drama student I got into Thirties and Forties suits. ~ Gary Oldman

111:A trainer should never declare his students to be dead, ~ Dave Grossman

112:When the student is ready, the teacher will appear. ~ A P J Abdul Kalam

113:Be a life long student, read as many books as possible. ~ Nelson Mandela

114:He who proposes to be an author should first be a student. ~ John Dryden

115:I've never professed to be anything but an average student. ~ Dan Quayle

116:I was an art student at the time, like thousands of others. ~ Ray Davies

117:percent of medical students take no course in geriatrics, ~ Atul Gawande

118:The Heart is your Student, For love is the only way we learn. ~ Rumi

119:We do not need to teach students to embrace the status quo. ~ Seth Godin

120:When the student is ready, the messenger appears. ~ Norman Vincent Peale

121:a living. Without Jonny, Student almost fell to pieces. ~ Richard Branson

122:book variables, student variables, and school variables. ~ Teri S Lesesne

123:I don't think the same curriculum fits every student body. ~ Louis Menand

124:I tell my students, it's got to be warm, dry, and noble. ~ Samuel Mockbee

125:No one ever stops being a student in the classroom of life ~ Chris Colfer

126:No one ever stops being a student in the classroom of live ~ Chris Colfer

127:We want our students to be the students we want to teach. ~ David Warlick

128:When the student is ready, the teacher will appear. ~ Neale Donald Walsch

129:Why not whip the teacher when the student misbehaves? ~ Diogenes La rtius

130:By walking, she tells her students, is how you make the road. ~ Leni Zumas

131:Every student of comedy should see Dame Edna at least twice. ~ Dick Cavett

132:Good teachers know how to bring out the best in students. ~ Charles Kuralt

133:I hated school, but I was a good student. I made straight A's. ~ Lucy Hale

134:John von Neumann was the only student I was ever afraid of. ~ George Polya

135:me. Petra, this is Lucky Thompson, one of my students. ~ Heather Gudenkauf

136:Most of them students from the nearby University of Dayton... ~ Mary Roach

137:Brandon for being excited about the student exchange ~ Rachel Ren e Russell

138:No student is to use the bathroom unaccompanied by a teacher. ~ J K Rowling

139:...that's what students of life do—they sign up to learn ~ Danielle LaPorte

140:A judge is a law student who marks his own examination papers. ~ H L Mencken

141:Every student has the ability to be a successful learner. ~ Warren G Harding

142:In order to be a teacher you've got to be a student first ~ Gary L Francione

143:In the student sensuality is a sluggish habit of mind. ~ Henry David Thoreau

144:The student is to read history actively not passively. ~ Ralph Waldo Emerson

145:They, students have a degree of freedom that nobody else has. ~ Noam Chomsky

146:As one student said, “Lower your standards and relax as it is. ~ Pema Ch dr n

147:Don't read a book and be a follower; read a book and be a student. ~ Jim Rohn

148:Finally, I was no longer a student and was making music for myself. ~ Kenny G

149:Google was now my teacher. I was a student of the world. ~ Vanessa Garden

150:Her student loans were voracious and demanded monthly feedings, ~ Dave Eggers

151:I always keep myself in a position of being a student. ~ Jackie Joyner Kersee

152:I am, and will continue to be, a humble student of you all. ~ Timothy Ferriss

153:I was a brilliant student. I always try to be the best. ~ Anibal Cavaco Silva

154:Students will rise to the level of a teacher’s expectations. ~ Donalyn Miller

155:The secret in education lies in respecting the student. ~ Ralph Waldo Emerson

156:A clever graduate student could teach Fourier something new, but ~ Paul Halmos

157:All that is necessary for a student is access to a library. ~ Thomas Jefferson

158:Armed college students were telling women to cover their heads. ~ Mohsin Hamid

159:Be a learner first, a master second, and a student always. ~ Ernie J Zelinski

160:If the student is smart, the teacher takes the credit. ~ Nassim Nicholas Taleb

161:I’m not some shy virginal college student who only owns one shirt. ~ Meg Cabot

162:It's the less bright students who make teachers teach better. ~ Malcolm Forbes

163:Just as we're all students throughout life, we're all teachers. ~ Wayne W Dyer

164:STUDENTS OUT OF BED! STUDENTS OUT OF BED IN THE CHARMS CORRIDOR! ~ J K Rowling

165:Students these days preferred to be told what to think. ~ Jordanna Max Brodsky

166:Teachers' working conditions are students' learning conditions ~ Diane Ravitch

167:I feel like I am in turbo mode as a student of entertainment. ~ Charlie Worsham

168:I love being a student, if I could, I'd stay in school forever. ~ Andrea Barber

169:Learning is something students do, NOT something done to students. ~ Alfie Kohn

170:Most student runners here normally run about 800km per month. ~ Adharanand Finn

171:MY CHILD IS AN HONOR STUDENT AT THE STATE CORRECTIONAL FACILITY, ~ Stephen King

172:States should not balance their budgets on the backs of students. ~ Arne Duncan

173:Students learn as much for a teacher as from a teacher. ~ Linda Darling Hammond

174:While most students in our city would be attending their ~ Rachel Ren e Russell

175:I believe that the greatest teachers create thinking students. ~ David F Swensen

176:I find that if you're a good student, the teacher hardly matters. ~ Lev Grossman

177:I have this philosophy that A and B students work for C students. ~ Kenny Troutt

178:It is incumbent upon the student to go to the teacher to learn. ~ Frederick Lenz

179:I wasn't a very good student. I prefer to learn by experience. ~ Cristin Milioti

180:Stop teaching students that they are the best and the brightest. ~ David Maister

181:The student is infinitely more important than the subject matter. ~ Nel Noddings

182:The student is to read history actively and not passively. ~ Ralph Waldo Emerson

183:As a student of history, I also know civilization's debt to Islam. ~ Barack Obama

184:Conversation is the laboratory and workshop of the student. ~ Ralph Waldo Emerson

185:I believe in libraries because most students don't have any money. ~ Ray Bradbury

186:I did not come to collect students, but to train teachers. ~ Harbhajan Singh Yogi

187:I'd never taken an SAT prep course. They were for weaker students. ~ John Katzman

188:Imprisoned professors taught imprisoned students free theology. ~ Jurgen Moltmann

189:My degree was garbage stuffed inside a trash can of student loans. ~ Jacob Tomsky

190:No matter how long you spend at creation, you're always a student. ~ Marcus Sakey

191:Students who don't want to get anywhere are sure to get somewhere. ~ Gunter Grass

192:When the student is ready, the teacher will appear?” “Precisely, ~ Robin S Sharma

193:I feel blessed I can address students who are the future of India. ~ Narendra Modi

194:If she's a psychology student, she'll love talking about herself. ~ Graeme Simsion

195:I was a great student at a great school, Wharton School of Finance. ~ Donald Trump

196:[Students] are being trained to ape arguments, not to intend them. ~ Paul Lockhart

197:[Students for a Democratic Society] it's a social democratic program. ~ Bill Ayers

198:I have students whose fathers are voting for Sarah Palin. It's wild. ~ Anne Waldman

199:I'm a student of violence because I'm a student of the human heart. ~ Sam Peckinpah

200:I think the problem with Western students is they're very ambitious. ~ Tenzin Palmo

201:I was a good student, sort of funny and athletic. I had friends. ~ Rosemary Mahoney

202:No one wants to get caught with their hands in their student’s pants. ~ Celia Aaron

203:Top-heavy was the ship as a dinnerless student with all Aristotle ~ Herman Melville

204:And then we moved to New Jersey and I went to the Art Students League. ~ Donald Judd

205:A professor’s job is to teach students how to see their minds growing ~ Randy Pausch

206:But students weren’t going to pay tuition to learn arm and leg anatomy; ~ Mary Roach

207:history textbooks need to disabuse students of the flat-earth myth. ~ James W Loewen

208:I have a very strong passion to sing and paint. I'm really a student. ~ Tony Bennett

209:It’s the student who makes the teacher, not the other way round. ~ Carlos Ruiz Zaf n

210:[James Mattis] is a student of history. He's a strategic thinker. ~ Michele Flournoy

211:Makes sense, doesn't it?  They're investing a lot in their students. ~ F Paul Wilson

212:Then he evacuated all the students from the classroom because ~ Rachel Ren e Russell

213:The secret of success in education is respecting the students. ~ Ralph Waldo Emerson

214:when I’m teaching a class at MIT. Thirty students, thirty laptops open. ~ David Rose

215:A student should not be taught more than he can think about. ~ Alfred North Whitehead

216:Economics is primarily useful, both to the student and to the ~ Henry Calvert Simons

217:Every form of true education trains the student in self-reliance ~ John Henrik Clarke

218:Everyone is the student of someone! No one is born as a teacher! ~ Mehmet Murat ildan

219:I never had an adult student who did less than try his or her ass off. ~ Stephen King

220:It's the student who makes the teacher, not the other way around. ~ Carlos Ruiz Zaf n

221:It's the student who makes the teacher, not the other way around. ~ Carlos Ruiz Zafon

222:I was a good little boy and a good student. I've never been arrested. ~ Michael Moore

223:nearly half full, seating about two hundred students. The room was ~ Patrick Rothfuss

224:Praise begets emulation,--a goodly seed to sow among youthful students. ~ Horace Mann

225:Student—“any person who studies, investigates, or examines thoughtfully. ~ John Piper

226:Student, doctor, chemist, butler—he had more facets than a chandelier. ~ Betina Krahn

227:Students who laugh more- learn more. Students who laugh more earn more. ~ John Cleese

228:A student should not be taught more than he can think about. ~ Alfred North Whitehead,

229:Even though I only have a high-school degree, I'm a professional student. ~ Bill Gates

230:Everything and everyone is your teacher unless you are a poor student. ~ Bryant McGill

231:He would usually study with a small group of students, men and women. ~ Frederick Lenz

232:If prayers emitted light, you'd see ours (Liberty students') from space. ~ Kevin Roose

233:It's not about being digital. It's about students who are born digital. ~ John Palfrey

234:Providence School of Art students used to sneak into P Funk concerts. ~ Bernie Worrell

235:Students don't know who Mark Twain was because he wasn't on the test. ~ Kinky Friedman

236:When I was alive, I aimed to be a student not of longing but of light. ~ Maggie Nelson

237:Why don't you lay the footpaths where the students want to walk? ~ Dwight D Eisenhower

238:A student's mentality in learning martial arts is to overcome one's problems. ~ Ip Chun

239:For was it not true that when the student is ready, the teacher appears? ~ Barry Eisler

240:He who teaches the Bible is never a scholar; he is always a student. ~ Elizabeth George

241:It is very reassuring to your students that you know what you are doing. ~ Harry K Wong

242:Students, eh? Love 'em or hate 'em, you can't hit them with a shovel! ~ Terry Pratchett

243:students must be taught to think critically about what they are facing. ~ George Couros

244:The academic world is competitive. For ideas, grants, students, funding. ~ Lisa Gardner

245:The best students always are flunking. Every good teacher knows that. ~ Robert M Pirsig

246:The wit of a graduate student is like champagne. Canadian champagne. ~ Robertson Davies

247:BE A STUDENT BY STAYING OPEN AND WILLING TO LEARN FROM EVERYONE AND ANYONE. ~ Wayne Dyer

248:I feel I learned as much from fellow students as from the professors. ~ Jack Steinberger

249:It’s a good sign when a student goes chasing the wind and catches it, ~ Patrick Rothfuss

250:The students of Gallaudet have sent a powerful message across this country! ~ Paul Simon

251:You are always a student, never a master. You have to keep moving forward. ~ Conrad Hall

252:Dates and periods are of interest only to the student of musical history. ~ Peter Warlock

253:Give more than you receive. That is the principle I tell all my students. ~ B K S Iyengar

254:Good teachers join self and subject and students in the fabric of life. ~ Parker J Palmer

255:I almost never do free writing. Unless I am forcing my students to do it. ~ Rachel Zucker

256:I have taught my students not to apply rules or mechanical ways of seeing. ~ Josef Albers

257:Just putting a computer in front of a student doesn't make education better. ~ Joel Klein

258:Never mind that he got detention for flipping off half the student body. ~ Victoria Scott

259:Rather, they prove that students can make something out of their education. ~ Umberto Eco

260:Sent. Think you can mess with me? Think again, honey. Student, meet teacher. ~ Max Monroe

261:Unfortunately, the highly curious student is a small percentage of the kids. ~ Bill Gates

262:Adam Parrish – magician and puzzle, student and logician, man and boy. ~ Maggie Stiefvater

263:Boho to me is a first-year student who's just discovered the tie-dye shop. ~ Alex Kapranos

264:Do not look so happy. I tell you ahead of time. All my students despise me. ~ Jandy Nelson

265:I never saw a fruit-bearing Christian who was not a student of the Bible. ~ Dwight L Moody

266:I've always felt that I did well as a student because I lacked confidence. ~ Denton Cooley

267:I want to become a student. I want to read Chinese history and go on a dig. ~ Lou Gerstner

268:Prohibiting guns on campus made the Virginia Tech students less safe, not more. ~ Ron Paul

269:Students are rewarded for memorization, not imagination or resourcefulness. ~ Sugata Mitra

270:the failing of a student to learn is the failing of the teacher to teach. ~ Kristin Hannah

271:The Ritual of Abundant Knowledge is all about becoming a student of life. ~ Robin S Sharma

272:To students, he was El Diablo, but in Law circles, he was called The Cleaner. ~ J J McAvoy

273:We must prepare students for a future we can neither describe nor predict. ~ David Warlick

274:What does he expect from a law student? I'm hard-wired to find loopholes. ~ Megan Thomason

275:He was a sleaze, a nobody, a former graduate student of English studies. ~ Jonathan Franzen

276:I am acting at university, and I have really enjoyed doing student drama. ~ Anna Popplewell

277:I first studied at the "School of Hard Knocks." I was a very good student... ~ Jos N Harris

278:If you have decided to be a master, you must continue to be a student! ~ Mehmet Murat ildan

279:I'm not speaking as someone who has reached satori or anything else. I'm a student. ~ Sting

280:more students of English in China than there are people in the United States. ~ Bill Bryson

281:Now, once again, 2 students left. But of course they're a part of you now. ~ Koushun Takami

282:say that a good student could learn more from a bad teacher than a poor ~ A P J Abdul Kalam

283:The job of an educator is to teach students to see vitality in themselves ~ Joseph Campbell

284:The land is the real teacher. All we need as students is mindfulness. ~ Robin Wall Kimmerer

285:There is unspeakable pleasure attending the life of a voluntary student. ~ Oliver Goldsmith

286:The student community of Presidency College was also politically most active. ~ Amartya Sen

287:This is what I want for my students, to lose and find themselves in books. ~ Donalyn Miller

288:We must question why the smartest students don't choose to become teachers. ~ Narendra Modi

289:I drink Coke-zero while I score coke from an honors student in Huntington Beach. ~ Kris Kidd

290:If I had had me for a student I would have thrown me out of class immediately. ~ Lynda Barry

291:If we teach today’s students as we taught yesterday’s, we rob them of tomorrow. ~ John Dewey

292:Students in the school of prayer never graduate from the school of the Gospel. ~ C J Mahaney

293:teachers who make lessons interesting get the attention of students ~ Ernest Agyemang Yeboah

294:The Jews have always been students, and their greatest study is themselves. ~ Albert Goldman

295:Time is the best teacher, but unfortunately, it kills all of its students. ~ Robbie Williams

296:aggression enables a student to feel in control and take charge of a situation. ~ Eric Jensen

297:having an honest intellectual relationship with our students and our subject. ~ Paul Lockhart

298:I'm a student of history. Revolutions only get names after it's clear who won. ~ Wilson Rawls

299:I was a B student in math, simply because my teachers liked me, as an actor. ~ Morgan Freeman

300:I was never an A student, but I was really well behaved until I was 13 or so. ~ Colin Farrell

301:proudly living in a refrigerator-sized apartment with three other students. ~ Kristan Higgins

302:Students in the '60s were responsible for great changes, politically and socially. ~ Tom Ford

303:Three Chilean engineering students have designed a bicycle that cannot be stolen. ~ Anonymous

304:We have but one rule here, and that is that every student must be a gentleman. ~ Robert E Lee

305:A true master gives all his knowledge. But only when the student is ready. ~ Georges St Pierre

306:I am the student who picks his nose, so come over here and take off your clothes. ~ John Hiatt

307:I think as a student I ended up liking so many different and conflicting things. ~ Wade Guyton

308:People can look to me as a teacher, but I consider myself a student of hip-hop. ~ Doug E Fresh

309:Principles for Developing Thought- Revealing Activities for Students and Teachers. ~ Anonymous

310:Skuta var topptung som en middagslos student med hodet fullt av Aristoteles. ~ Herman Melville

311:The central job of schools is to maximize the capacity of each students. ~ Carol Ann Tomlinson

312:Bohr had learned to be alert for bright students who were not afraid to argue. ~ Richard Rhodes

313:Both teachers and students must move ahead together for the nation to progress. ~ Narendra Modi

314:College is like a fountain of knowledge - and the students are there to drink ~ Chuck Palahniuk

315:He could teach his students nothing. He was only educating himself at their cost. ~ Henry Adams

316:I'm a humble student of acting myself and part of that studentship is teaching. ~ Jeff Goldblum

317:I was wrong, after all. Deciding a student's future so randomly is senseless. ~ Ayumi Komura

318:No one expected a first year engineering student to build the perfect bridge. ~ Janet Evanovich

319:Positive liberty," another student said, "is freedom from internal constraints. ~ Tara Westover

320:Pythagoras, the teacher, paid his student three oboli for each lesson he attended ~ Simon Singh

321:Student is not a container you have to fill but a torch you have to light up. ~ Albert Einstein

322:There are few sources of energy so powerful as a procrastinating college student. ~ Paul Graham

323:And it’s like that Zen saying: ‘When the student is ready, the teacher will appear. ~ Mike Wells

324:Education as the exercise of domination stimulates the credulity of the students. ~ Paulo Freire

325:Harvard takes perfectly good plums as students, and turns them into prunes. ~ Frank Lloyd Wright

326:Instead of being a student of a (given) field, I would like you to be the field. ~ Jacob Barnett

327:I was the one of those students who made the top half of the class possible. ~ Michael Bloomberg

328:lessons of medicrity, to a great extent, produce students of mediocrity ~ Ernest Agyemang Yeboah

329:Like all good students, I yearned for nothing but approval, even from fools. ~ Viet Thanh Nguyen

330:Out of the questions of students come most of the creative ideas and discoveries. ~ Ellen Langer

331:Students are intense people, they laugh and cry, they break down and rebuild. ~ Ursula K Le Guin

332:To control students is to force them to accommodate to a preestablished curriculum. ~ Alfie Kohn

333:Top-heavy was the ship as a dinnerless student with all Aristotle in his head. ~ Herman Melville

334:When you act like a teacher, it's usually because you're afraid to be the student. ~ Byron Katie

335:For the true student, everything that happens in daily life is a test. ~ Karlfried Graf Durckheim

336:I don't teach my students, I provide the circumstances in which they can learn. ~ Albert Einstein

337:I wasn't a great student, C average. I was pretty shy, but I drank a lot of beer. ~ Kenny Chesney

338:I wasn't the best student. I wasn't stupid, but I wasn't paying a lot of attention. ~ Denis Leary

339:I won vice president of my student body in high school. That doesn't mean anything. ~ Al Sharpton

340:Questions are for the benefit of every student, not just the one raising his hand. ~ Ann Patchett

341:Students are often in no position to judge 'relevance' until long after the fact. ~ Thomas Sowell

342:the burden of assimilation is put largely on the shoulders of minority students. ~ Michelle Obama

343:As universities have turned into businesses, so students have turned into consumers. ~ Kenan Malik

344:heaped on the hapless American student to pay for a bloated academic establishment ~ George Gilder

345:how the act of writing gives the teacher a window into the brain of his student. ~ William Zinsser

346:I always liked telling my students: "Go out do for others what somebody did for you ~ Randy Pausch

347:if students leave school less curious than when they started, we have failed them. ~ George Couros

348:Instead of bailing out Wall Street for the fourth time.. let's bail out the students. ~ Jill Stein

349:I teach writing courses and first of all, I teach my students what prosody is. ~ Theodore Sturgeon

350:Life is here to teach us, so be a good student. Mistakes are the only way we learn. ~ Dannika Dark

351:Now once again: '2 students remaining.' But of course they're part of you now. ~ Koushun Takami

352:School is at its best when it gives students the expectation that they will not only ~ Seth Godin

353:Students, eh? Love ’em or hate ’em, you’re not allowed to hit ’em with a shovel. ~ Terry Pratchett

354:The passion/hunger of the student brings out the experience/wisdom of the mentor. ~ Orrin Woodward

355:Therefore, O students, study mathematics and do not build without foundations. ~ Leonardo da Vinci

356:The thing about me is I have a great little acting school. I teach about 125 students. ~ Luke Ford

357:Tonight I want us to simply be Christian and Clara, two college students on a date. ~ Cynthia Hand

358:Veblen once asked a religious student the value of her church in kegs of beer. ~ Robert Heilbroner

359:We must realise that prophetic cry of black students: Black man you are on your own! ~ Steven Biko

360:A child who is disciplined will be more obedient and also more organized as a student. ~ Bill Cosby

361:Education is the sum of what students teach each other between lectures and seminars. ~ Stephen Fry

362:encouraged me to follow his lead. Selby encouraged (but didn’t require) his students to ~ J D Vance

363:For every rod of wet bamboo upon the student's back, the teacher deserves two. ~ Seth Grahame Smith

364:Hypotheses are lullabies for teachers to sing their students to sleep. ~ Johann Wolfgang von Goethe

365:I began to treat my belongings as if they were alive when I was a high school student. ~ Marie Kond

366:I'm 53. I don't care about high school students. I find them irritating and uninformed. ~ Alan Ball

367:It is white. - when asked what the White house was like by a student in East London ~ George W Bush

368:I wasn't a great student. Just give me a school with no grades, and I'll be happy. ~ Alison Elliott

369:My report card always said, 'Jim finishes first and then disrupts the other students'. ~ Jim Carrey

370:Students need to make their own choices about reading material and writing topics. ~ Donalyn Miller

371:Students work to get good grades even when they have no interest in their studies. ~ Barry Schwartz

372:Studies have shown that, at least among students, popularity equals visibility. ~ Alexandra Robbins

373:The most dangerous thing about student riots is that adults take them seriously. ~ Georges Pompidou

374:The teachers apparently regarded a dead student very differently from a living one. ~ Hermann Hesse

375:Why aren’t adults, even teachers, reading, and what is this doing to our students? ~ Donalyn Miller

376:Anytime students shout down a speaker who says something different, this is not good. ~ Charles Koch

377:BASIC is a language invented in 1964 to provide computer access to non-science students. ~ Anonymous

378:I am always urging my students to honor their writing practice, to set up a schedule. ~ Tayari Jones

379:I came into the Republican party in 1980, when I was a college student at Georgetown. ~ Luis Fortuno

380:It was a failure of pedagogical nerve, she reminded herself, to give up on a student. ~ Paul Russell

381:statistically insignificant relationship between student evaluations and learning, ~ Jeffrey Pfeffer

382:The ideal college is Mark Hopkins on one end of a log and a student on the other. ~ James A Garfield

383:Wise teachers create an environment that encourages students to teach themselves ~ Leonard Roy Frank

384:You cannot teach today the same way you did yesterday to prepare students for tomorrow. ~ John Dewey

385:all the teachers at this school attack their students? Or are you just a raving bitch? ~ Chris Cannon

386:And after all, they had been successful with the Jews and Gypsies and Bible Students. ~ Philip K Dick

387:Any good athletic is always in a state of perpetual training, as is the Zen student. ~ Frederick Lenz

388:A university is what a college becomes when the faculty loses interest in the students. ~ John Ciardi

389:Be reasonable with the students and make sure they see the logic in what we're doing. ~ Deng Xiaoping

390:Grades dilute the pleasure that a student experiences on successfully completing a task. ~ Alfie Kohn

391:He particularly liked about making students safe for ideas, not ideas safe for students. ~ Clark Kerr

392:Human reproduction can be a sticky subject—” “Ewww!” groaned a chorus of students ~ Becca Fitzpatrick

393:I can always see what I've done wrong. I'm always learning. I'm the perennial student. ~ Pat Oliphant

394:I have very little patience for teachers who teach their students things that are wrong. ~ Hank Green

395:In the minds of their peers, too often students become caricatures of themselves. ~ Alexandra Robbins

396:I think students ought to have the right to protest, but not to the point of anarchy. ~ Johnny Carson

397:...it is the greatest achievement of a teacher to enable his students to surpass him. ~ John G Kemeny

398:I was a Jewish rabbinical student for 12 years, and studied the Bible all the time. ~ Alan Dershowitz

399:Kabir says: Student, tell me, what is God? He is the breath inside the breath. KABIR ~ Jon Kabat Zinn

400:mean fake advice letters to students, and spreading lies and nasty rumors. And ~ Rachel Ren e Russell

401:put my copy on the document camera so students can see how I read and annotate as I go. ~ Cris Tovani

402:School district policies and practices have not kept pace with student and teacher needs. ~ Eli Broad

403:She talked to me like I was just like any other student, not a kid in a wheelchair. ~ Sharon M Draper

404:We're trying to increase the efficiency of students to learn from current instruction. ~ Steve Miller

405:Be cool, dear student. The heart of manipulation is to empathize without being touched. ~ Vernor Vinge

406:I do not believe in the gifted. If [the students] have ganas, I can make them do it. ~ Jaime Escalante

407:If anything, I was the opposite of most college students who think they can do anything. ~ Annie Baker

408:Just like credit card companies, or those student loan people. Now there's evil for you. ~ Jim Butcher

409:Seen at Liberty University: "I hope the Rapture happens before my student loans are due. ~ Kevin Roose

410:The illustration reminded her of student tattoo work—heavy in ambition, light on execution. ~ J D Horn

411:The students wanted to speak to the government, and the police answered with bullets. ~ Vusi Mahlasela

412:The teacher will never give up on the student no matter how mixed up he or she might be ~ Pema Chodron

413:Today's students are no longer the people our educational system was designed to teach. ~ Marc Prensky

414:When the student is ready, the teacher will appear. Sometimes the teacher is inside us. ~ Stephen King

415:You can’t be content with mastery; you have to push yourself to become a student again. ~ Austin Kleon

416:Anyone who doesn’t respect a teacher or cherish a student may be clever, but has gone astray. ~ Lao Tzu

417:A student can win twelve letters at a university without learning how to write one. ~ Robert M Hutchins

418:Explorers Club, a group of fifteen or so students who met in the company cafeteria on ~ Walter Isaacson

419:I don't think we expect enough of students. They just need someone to show them the way. ~ Rafe Esquith

420:I'm proposing a plan to provide school choice to every disadvantaged student in America. ~ Donald Trump

421:Much of the material presented in schools strikes students as alien, if not pointless. ~ Howard Gardner

422:the competition develops students’ critical thinking, public speaking, and research skills. ~ Anonymous

423:the purpose of schools was not to educate all students to the same level, but to sort them, ~ Todd Rose

424:We all are children and parents, students and teachers, healers and in need of care. ~ Henri J M Nouwen

425:Without apology, the Christian leader is a devoted student and a lifelong learner. ~ R Albert Mohler Jr

426:You always teach others what you most need to learn. You are your own worst student. ~ Elizabeth Lesser

427:...and when one says student, one says Parisian: to study in Paris is to be born in Paris. ~ Victor Hugo

428:... at thirty-two she had less dating experience than the average high school student. ~ Lacey Alexander

429:It is the common defect of modern art study. Too many students do not know why they draw. ~ Robert Henri

430:Much of the material presented in schools strikes students as alien, if not pointless. ~ Howard Gardner,

431:Students and their families carry more responsibility for student success in the East. ~ Andy Hargreaves

432:The measure of a great teacher isn’t what he or she knows; it’s what the students know. ~ John C Maxwell

433:The PhD student is someone who forgoes current income in order to forgo future income. ~ Peter Greenberg

434:The purpose of education is to free the student from the tyranny of the present. ~ Marcus Tullius Cicero

435:You're a student - whether the idea appeals to you or not. You're in love with knowledge. ~ J D Salinger

436:and Littleton (2010) – exploring the identities of piano students as they transition into the ~ Anonymous

437:College students who tend to study alone learn more over time than those who work in groups. ~ Susan Cain

438:Lenin had taken part in Jewish student meetings in Switzerland thirty-five years before. ~ Chaim Weizmann

439:Students deserve great teachers. And teachers deserve the support they need to become great. ~ Bill Gates

440:Students who don’t learn best by sitting still at a desk are made to feel somehow inferior, ~ Peter Thiel

441:Teachers who believe they can make a real difference in their students lives REALLY do. ~ Andy Hargreaves

442:Teach the student to see the land, understand what he sees, and enjoy what he understands. ~ Aldo Leopold

443:The most common mistake we make as teachers is attempting to tell our students too much. ~ Robert H Frank

444:The students with growth mindset completely took charge of their learning and motivation. ~ Carol S Dweck

445:This is a school, not a democracy; the students have whatever rights we choose to allow them. ~ Joan Hess

446:When you're a drama student, I think the most you hope for is to make a living out of acting. ~ Tom Ellis

447:You're a student - whether that idea appeals to you or not. You're in love with knowledge. ~ J D Salinger

448:You [the Gallaudet students] have brought the deaf community together.... You are my heroes. ~ Tom Harkin

449:And the rule still holds true: more diversity translates into more division between students. ~ Po Bronson

450:I decided to find out how people at school might react if one of the students never came back. ~ Jay Asher

451:If you are a student, try to be a teacher; if you are a teacher, try to be a student! ~ Mehmet Murat ildan

452:Keep in mind that life produces no maestros, only students of varying shades of ineptitude. ~ Bette Greene

453:So apparently all homeschooled kids spoke like pretentious liberal arts college students. ~ Koren Zailckas

454:Study depends on the goodwill of the student, a quality that cannot be secured by compulsion. ~ Quintilian

455:types: frumpy graduate students, disheveled professors, too busy or distracted to bother ~ Krassi Zourkova

456:We have an obligation and a responsibility to be investing in our students and our schools. ~ Barack Obama

457:And I'm a Hailsham student - which is enough by itself sometimes to get people's backs up. ~ Kazuo Ishiguro

458:Human reproduction can be a sticky subject—” “Ewww!” groaned a chorus of students ~ Becca Fitzpatrick

459:I examine each student carefully: Is there a balance between their tonal and their nagual? ~ Frederick Lenz

460:I feel a number of people who will never be students whom I'm corresponding with inwardly. ~ Frederick Lenz

461:Is it life, I ask, is it even prudence, To bore thyself and bore the students? ~ Johann Wolfgang von Goethe

462:Readiness is a student’s entry point relative to a particular understanding or skill. ~ Carol Ann Tomlinson

463:Teach students how to do things right, don't just establish consequences for doing them wrong. ~ Doug Lemov

464:The higher the social class of other students the higher any given student's achievement. ~ James S Coleman

465:The issue here isn't whether every student is brainwashed, it's whether it is appropriate. ~ David Horowitz

466:The student can read as fast as his mind will let him, not as slow as his eyes make him. ~ Mortimer J Adler

467:The teacher can only provide the lessons, but the student ultimately decides what to learn. ~ Bryant McGill

468:Travelling becomes an excellent teacher if the traveller becomes an excellent student! ~ Mehmet Murat ildan

469:We are tutor and student. Roommates. Sparring partners. Friends. Anything you want us to be. ~ Anyta Sunday

470:Amherst is a liberal arts college, committed to providing students with a broad education. ~ Joseph Stiglitz

471:Are you in the military?" "No, I'm a grad student. I used to be a boy scout, if that helps. ~ Anna Durand

472:Have you ever considered using your medical degree for good?" "I have a lot of student loans. ~ Chelsea Cain

473:I cannot say that I was a particularly diligent student, especially during the lower grades. ~ Koichi Tanaka

474:I feel that I learned far more from my students than I could possibly have taught them. ~ Arno Allan Penzias

475:I found my student of the year, and now Tata Nano is searching for India's student of the year ~ Karan Johar

476:I'm a dad, I'm a husband, I'm an activist, I'm a writer and I'm just a student of the world. ~ Michael J Fox

477:I'm happy to be helping people that are passionate about empowering parents for student learning. ~ Jeb Bush

478:Into the soul of every student I would have instilled the patriotic fervor of Patrick Henry. ~ David O McKay

479:I was actually a pretty good student. My problem was that I didn't know what I wanted to study. ~ Mila Kunis

480:I wasn't really into body piercings until I found that about half my female students had them. ~ Kathy Acker

481:I was then a young and omniscient student (alas, I was soon to lose both these virtues). ~ Leszek Ko akowski

482:Oh Potter, you rotter, oh what have you done? You’re killing off students, you think it’s good ~ J K Rowling

483:Reading is the least laborious of all the tasks that fall to the student's lot. ~ Marcus Fabius Quintilianus

484:The student of politics therefore as well as the psychologist must study the nature of the soul. ~ Aristotle

485:We all have our own karma and so different teachers will be meaningful to different students. ~ Tenzin Palmo

486:What could be more interesting to students than their own behavior and that of others? ~ Wilbert J McKeachie

487:What students would learn in American schools above all is the religion of Jesus Christ. ~ George Washington

488:Would you rather take a sensible student, or someone who speaks a foreign language well?’ My ~ Chetan Bhagat

489:Conservative professors are more willing to reward the best students and punish the worst.60 ~ Jonathan Haidt

490:If you truly want students to take an interest in American history, then stop lying to them. ~ James W Loewen

491:I went to high school in the 1970s and was a real daydreamer and not the best student. ~ John Benjamin Hickey

492:Oliver bends down, makes a quiet grad-student grunt, and it flies open with a pop and a shriek. ~ Robin Sloan

493:One thing we can do really well for our students is to help them figure out their identity. ~ Soledad O Brien

494:People got out of the way for Cam. He was like a hot Moses, parting a sea of drunk college students. ~ J Lynn

495:Rhyme written in graffiti xeroxed on blueprints, students influenced are now a nuisance. ~ Louis Eric Barrier

496:Students for a Democratic Society was also affiliated with the civil rights movement everywhere. ~ Bill Ayers

497:Students out of bed! Students in the corridors!” “They’re supposed to be, you blithering idiot! ~ J K Rowling

498:Students rarely disappoint teachers who assure them in advance that they are doomed to failure. ~ Sidney Hook

499:The layout of textbooks, I think, has been done with an assumption that students don't read. ~ James W Loewen

500:The majority of U.S. high school students don't know within 50 years when the Civil War occurred. ~ Jim Leach

--- IN CHAPTERS (in Dictionaries, in Quotes, in Chapters)

10

  115 Integral Yoga
   65 Occultism
   30 Poetry
   21 Fiction
   16 Yoga
   15 Education
   13 Philosophy
   12 Psychology
   6 Christianity
   4 Theosophy
   3 Mysticism
   2 Sufism
   2 Integral Theory
   1 Philsophy
   1 Kabbalah
   1 Hinduism
   1 Alchemy


   73 The Mother
   40 Satprem
   34 Aleister Crowley
   29 Nolini Kanta Gupta
   22 Sri Aurobindo
   20 H P Lovecraft
   12 Rudolf Steiner
   11 Sri Ramakrishna
   10 Swami Krishnananda
   9 Carl Jung
   9 A B Purani
   8 James George Frazer
   6 William Wordsworth
   6 Swami Vivekananda
   6 Plato
   4 Walt Whitman
   4 Saint Augustine of Hippo
   4 Nirodbaran
   4 Jordan Peterson
   4 Hsuan Chueh of Yung Chia
   4 George Van Vrekhem
   4 Alice Bailey
   4 Aldous Huxley
   3 John Keats
   3 Franz Bardon
   2 William Butler Yeats
   2 Thubten Chodron
   2 Robert Browning
   2 Percy Bysshe Shelley
   2 Jorge Luis Borges
   2 Johann Wolfgang von Goethe


   28 Liber ABA
   16 Magick Without Tears
   14 The Gospel of Sri Ramakrishna
   14 On Education
   14 Collected Works of Nolini Kanta Gupta - Vol 07
   10 The Study and Practice of Yoga
   10 Knowledge of the Higher Worlds
   10 A Garden of Pomegranates - An Outline of the Qabalah
   9 Evening Talks With Sri Aurobindo
   8 The Golden Bough
   8 Agenda Vol 08
   7 Agenda Vol 10
   6 Wordsworth - Poems
   6 The Secret Doctrine
   6 The Blue Cliff Records
   6 Questions And Answers 1950-1951
   6 Collected Works of Nolini Kanta Gupta - Vol 08
   5 Walden
   5 Savitri
   4 Words Of Long Ago
   4 Whitman - Poems
   4 Twelve Years With Sri Aurobindo
   4 The Practice of Psycho therapy
   4 The Perennial Philosophy
   4 The 7 Habits of Highly Effective People
   4 Talks
   4 Questions And Answers 1956
   4 Questions And Answers 1953
   4 Preparing for the Miraculous
   4 Maps of Meaning
   4 Bhakti-Yoga
   4 A Treatise on Cosmic Fire
   4 Agenda Vol 12
   3 The Archetypes and the Collective Unconscious
   3 Sri Aurobindo or the Adventure of Consciousness
   3 Questions And Answers 1954
   3 Keats - Poems
   3 Collected Works of Nolini Kanta Gupta - Vol 05
   3 Collected Works of Nolini Kanta Gupta - Vol 02
   3 Beating the Cloth Drum Letters of Zen Master Hakuin
   3 Agenda Vol 13
   3 Agenda Vol 11
   3 Agenda Vol 03
   2 Yeats - Poems
   2 The Problems of Philosophy
   2 The Practice of Magical Evocation
   2 The Human Cycle
   2 The Essentials of Education
   2 The Confessions of Saint Augustine
   2 Shelley - Poems
   2 Questions And Answers 1957-1958
   2 On Thoughts And Aphorisms
   2 Letters On Yoga IV
   2 How to Free Your Mind - Tara the Liberator
   2 Faust
   2 Collected Works of Nolini Kanta Gupta - Vol 04
   2 City of God
   2 Browning - Poems
   2 Agenda Vol 09
   2 Agenda Vol 07
   2 Agenda Vol 01

00.03_-_Upanishadic_Symbolism, #Collected Works of Nolini Kanta Gupta - Vol 02, #Nolini Kanta Gupta, #Integral Yoga       There was an aspirant, a student who was seeking after knowledge. One day there appeared to him a white dog. Soon, other dogs followed and addressed their predecessor: "O Lord, sing to our Food, for we desire to eat." The white dog answered, "Come to me at dawn here in this very place." The aspirant waited. The dogs, like singer-priests, circled round in a ring. Then they sat and cried aloud; they cried out," Om We eat and Om we drink, may the gods bring here our food."

0.00_-_Introduction, #A Garden of Pomegranates - An Outline of the Qabalah, #Israel Regardie, #Occultism      The Qabalah reveals the nature of certain physical and psychological phenomena. Once these are apprehended, understood and correlated, the student can use the principles of Magic to exercise control over life's conditions and circumstances not otherwise possible. In short. Magic provides the practical application of the theories supplied by the Qabalah.      --      Each letter of the Qabalistic alphabet has a number, color, many symbols and a Tarot card attri buted to it. The Qabalah not only aids in an understanding of the Tarot, but teaches the student how to classify and organize all such ideas, numbers and symbols. Just as a knowledge of Latin will give insight into the meaning of an unfamiliar English word with a Latin root, so the knowledge of the Qabalah with the various attri butions to each character in its alphabet will enable the student to understand and correlate ideas and concepts which otherwise would have no apparent relation.      A simple example is the concept of the Trinity in the Christian religion. The student is frequently amazed to learn through a study of the Qabalah that Egyptian mythology followed a similar concept with its trinity of gods, Osiris the father, Isis the virgin-mother, and Horus the son. The Qabalah indicates similar correspondences in the pantheon of Roman and Greek deities, proving the father-mother (Holy Spirit) - son principles of deity are primordial archetypes of man's psyche, rather than being, as is frequently and erroneously supposed a development peculiar to the Christian era.      --      Some of the passages in the book force me today to emphasize that so far as the Qabalah is concerned, it could and should be employed without binding to it the partisan qualities of any one particular religious faith. This goes as much for Judaism as it does for Christianity. Neither has much intrinsic usefulness where this scientific scheme is concerned. If some students feel hurt by this statement, that cannot be helped. The day of most contemporary faiths is over; they have been more of a curse than a boon to mankind. Nothing that I say here, however, should reflect on the peoples concerned, those who accept these religions. They are merely unfortunate. The religion itself is worn out and indeed is dying.      --      All sorts of books have been written on the Qabalah, some poor, some few others extremely good. But I came to feel the need for what might be called a sort of Berlitz handbook, a concise but comprehensive introduction, studded with diagrams and tables of easily understood definitions and correspondences to simplify the student's grasp of so complicated and abstruse a subject.      --      In 1932, at the suggestion of Thomas Burke, the novelist, I submitted my manuscript to one of his publishers, Messrs. Constable in London. They were unable to use it, but made some encouraging comments and advised me to submit it to Riders. To my delight and surprise, Riders published it, and throughout the years the reaction it has had indicated other students found it also fulfilled their need for a condensed and simplified survey of such a vast subject as the Qabalah.      The importance of the book to me was and is five-fold. 1) It provided a yardstick by which to measure my personal progress in the understanding of the Qabalah. 2) Therefore it can have an equivalent value to the modern student. 3) It serves as a theoretical introduction to the Qabalistic foundation of the magical work of the Hermetic Order of the Golden Dawn. 4) It throws considerable light on the occasionally obscure writings of Aleister Crowley. 5) It is dedicated to Crowley, who was the Ankh-af-na-Khonsu mentioned in The Book of the Law -a dedication which served both as a token of personal loyalty and devotion to Crowley, but was also a gesture of my spiritual independence from him.      --      May everyone who reads this new edition of A Garden of Pomegranates be encouraged and inspired to light his own candle of inner vision and begin his journey into the boundless space that lies within himself. Then, through realization of his true identity, each student can become a lamp unto his own path. And more. Awareness of the Truth of his being will rip asunder the veil of unknowing that has heretofore enshrouded the star he already is, permitting the brilliance of his light to illumine the darkness of that part of the Universe in which he abides.

0.01_-_I_-_Sri_Aurobindos_personality,_his_outer_retirement_-_outside_contacts_after_1910_-_spiritual_personalities:_Vibhutis_and_Avatars_-_transformtion_of_human_personality, #Evening Talks With Sri Aurobindo, #Sri Aurobindo, #Integral Yoga       The Evening Talks collected here may afford to the outside world a glimpse of his external personality and give the seeker some idea of its richness, its many-sidedness, its uniqueness. One can also form some notion of Sri Aurobindo's personality from the books in which the height, the universal sweep and clear vision of his integral ideal and thought can be seen. His writings are, in a sense, the best representative of his mental personality. The versatile nature of his genius, the penetrating power of his intellect, his extraordinary power of expression, his intense sincerity, his utter singleness of purpose all these can be easily felt by any earnest student of his works. He may discover even in the realm of mind that Sri Aurobindo brings the unlimited into the limited. Another side of his dynamic personality is represented by the Ashram as an institution. But the outer, if one may use the phrase, the human side of his personality, is unknown to the outside world because from 1910 to 1950 a span of forty years he led a life of outer retirement. No doubt, many knew about his staying at Pondicherry and practising some kind of very special Yoga to the mystery of which they had no access. To some, perhaps, he was living a life of enviable solitude enjoying the luxury of a spiritual endeavour. Many regretted his retirement as a great loss to the world because they could not see any external activity on his part which could be regarded as 'public', 'altruistic' or 'beneficial'. Even some of his admirers thought that he was after some kind of personal salvation which would have very little significance for mankind in general. His outward non-participation in public life was construed by many as lack of love for humanity.

01.04_-_The_Secret_Knowledge, #Savitri, #Sri Aurobindo, #Integral Yoga   He runs upon her roads; hers is his course.   A witness and student of her joy and dole,   A partner in her evil and her good,

02.11_-_The_Kingdoms_and_Godheads_of_the_Greater_Mind, #Savitri, #Sri Aurobindo, #Integral Yoga   Assigned a reason and unchanging rule.   The unseen grew visible to student eyes,   Explained was the immense Inconscient's scheme,

02.14_-_Appendix, #Collected Works of Nolini Kanta Gupta - Vol 02, #Nolini Kanta Gupta, #Integral Yoga       I did not come to appreciate the poetry of Wordsworth in my school days, it happened in college, and to a large extent thanks to Professor Manmohan Ghose. In our school days, the mind and heart of Bengali students were saturated with the poetry of Tagore: .      --       Let me in this connection tell you a story. We were then in college. The Swadeshi movement was in full flood, carrying everything before it. We the young generation of students had been swept off our feet. One day, an elder among us whom I used to consider personally as my friend, philosopher and guide, happened to pass a remark which rather made me lose my bearings a little. He was listing the misdeeds of the British in India. "This nation of shopkeepers!" he was saying, "There is no end to their trickeries to cheat us. Take, for instance, this question of education. The system they have set up with the high-sounding title of 'University' and 'the advancement of learning' is nothing more than a machine for creating a band of inexpensive clerks and slaves to serve them. They have been throwing dust into our eyes by easily passing off useless Brummagem ware with the label of the real thing. One such eminently useless stuff is their poet Wordsworth, whom they have tried to foist on our young boys to their immense detriment." This remark was no doubt a testimony to his inordinate love of country. But it remains to be seen how far it would bear scrutiny as being based on truth.

03.07_-_Brahmacharya, #Collected Works of Nolini Kanta Gupta - Vol 02, #Nolini Kanta Gupta, #Integral Yoga       This new approach has rectified much of the wrong handling of the problem of education to which we have been accustomed. Even this new orientation, however, is not sufficient: along with freedom and autonomy, the element of discipline and order has also to be brought in, if not quite in the old way at least in a new manner. It will not do to say simply that it must be self-discipline and self-order, but the question is how it is to be practically carried out. In ancient times it was done by living the life of an aspirant, not merely by studying and going to school, being only a student but living in the hours of the teacher, in the atmosphere of his direct presence and influence: the teacher too was not a machine issuing mechanical instruction, but a Person who loved and whom one loved, a warm embodiment of the ideal.       In our days there has been this unhappy division between the student and the aspirant. In the student life, life and study are things apart. One may be a good student, study very seriously and attain considerable eminence in intellectual achievement, and yet in life one may remain quite the ordinary man with very normal reactions. Along with the brain we do not endeavour to educate the life instincts and body impulses. This portion of our nature we leave all alone and do not dare or care to handle it consciously. Sometimes we call that freedom; but it is more slavery than freedom, slavery to our commonplace animal nature. Because one follows one's impulses and instincts freely, without let or hindrance one feels as if he were free. Far from it.

04.01_-_The_Birth_and_Childhood_of_the_Flame, #Savitri, #Sri Aurobindo, #Integral Yoga   Holding her forehead's candid stainless space   Behind the student arch a noble power

07.06_-_Nirvana_and_the_Discovery_of_the_All-Negating_Absolute, #Savitri, #Sri Aurobindo, #Integral Yoga   A witness of the drama of herself,   A student of her own interior scene,   She watched the passion and the toil of life

09.13_-_On_Teachers_and_Teaching, #Collected Works of Nolini Kanta Gupta - Vol 04, #Nolini Kanta Gupta, #Integral Yoga       The problem of teachers is: how to control the classes, how to bring the students under discipline?       How can you have control over your students or discipline them unless you have control over yourself?      --       It is a pity! But how can you hope for it otherwise? When you have an undisciplined, disobedient, insolent student, it means a certain vibration in the atmosphere which is unfortunately very contagious. If you do not have in yourself the contrary vibration, the vibration of discipline, order, humility, calmness, peace that nothing disturbs, how can you hope, I say, to have an influence? You may tell the student that such a thing should not be done; but the result may be worse or he may mock at you. And if, on top of it, you do not know how to control yourself, but get into a temper, well, you may be done for, you may lose for your whole life all possibility of controlling your students.       Teachers who do not possess perfect calm, endurance that can stand all test, tranquillity that cannot be shaken by anything, who have not cast off their amour propre, are not the kind that can ever succeed. You must be a saint, a hero in order to be a good teacher. You must be a great Yogi to be a good teacher. You must yourself have always the perfect attitude if you demand from your students a perfect attitude. You cannot ask of any person a thing which you cannot do yourself.      --       Now I would like to add one word, since I have the occasion. We have asked many of our students, when they are grown up and know something, to teach others. There are some, I believe, who know the reason why; but there are others who think that it is because it is good to serve in some-way or other, because teachers are needed after all and that we are glad to have them. But I tell you, for it is a fact, I have never asked any of those who were educated here to give lessons unless I saw that that was the best way for them to acquire self-discipline, to learn what they are to teach, to attain an inner perfection which they would not do except by being teachers and having this opportunity, an exceptionally severe one, for self-discipline.      --       What about the organisation of studies at the Ashram school? If the students are given full freedom, as it is supposed you have given them, that is to say, if they are permitted to come to the classes or go away from them as they like or learn or not learn their lessons according to their choice, then how can a system or organisation work?       But when did I say that a student is free to come and go as he likes? You must not confuse matters. I said and I repeat that if a student feels that a particular subject is foreign to him, if for example, he has a capacity for literature and poetry and a disgust or even dislike for mathematics, in that case, if the student comes and tells me, "I prefer not to follow the course of mathematics", I cannot answer him, "No, you must absolutely do it". But once a student has decided to follow a class, it is quite an elementary discipline for him to follow the class, to attend it regularly, to behave decently while he is there. Otherwise it is not becoming of him to go to the school at all. I have never encouraged people to loiter about during class hours or to come one day and be absent the next day, never, for, to begin with, if you are not able to submit yourself to this very elementary discipline, you will never succeed in having the least control over yourself; you will be always the slave of every impulse and fancy of yours.