Appointed As A Teacher Quotes

Self-leaders are still true leaders even if they have no known followers. True leaders inspire by the influence of their characters and general self-made brands. Leadership is defined by the virtues of one's behaviour.

Contrary to popular opinion, leadership is not a reserved position for a particular group of people who were elected or appointed, ordained or enthroned. Leadership is self-made, self-retained, self-inculcated and then exposed through a faithful, sincere and examplary life.

You say: "There are persons who lack education" and you turn to the law. But the law is not, in itself, a torch of learning which shines its light abroad. The law extends over a society where some persons have knowledge and others do not; where some citizens need to learn, and others can teach. In this matter of education, the law has only two alternatives: It can permit this transaction of teaching-and-learning to operate freely and without the use of force, or it can force human wills in this matter by taking from some of them enough to pay the teachers who are appointed by government to instruct others, without charge. But in the second case, the law commits legal plunder by violating liberty and property.

Self-leaders do not look for followers because they are busily pursuing their influencial dreams that followers will trace and ask for. Followers look for influence and that can be obtained from self-leaders.

A young child is a leader to an elderly person once his purpose has a faithful, sincere and trustworthy influence on people. Leadership is not restricted to position and age; it is self-made and influencial. Everyone has this self-leadership quality.

You can be in your room and lead people. Just develop your potentials and publicize them and you will see people looking for your product. That is influence; self-made leaders do not look for followers. Followers look for them.

The concept of leadership is abused by people who think a person becomes a leader when he grows grey hair, put into a position and expected to function. Everyone has a leadership potential carried within in a specific area of his or purpose. Leadership is universal and built on trust.

A “self-leader” is the positively influence you have on yourself and on others without any influence with your titles and positions. You must be able to lead yourself before you can lead others.

I go to all the appointments. All the meetings. I sit with the team of inclusion teachers, occupational therapists, doctors, social workers, remedial teachers, and the cab driver that gets him from appointment to appointment, and I push for everything that can be done for my autistic boy. But I will never have a plan that will fix him. Noah is not something to be fixed. And our life will never be normal. And people always say, oh well what’s normal, there’s no such thing really, and I say — sure there is…there’s a spectrum… and there’s lots and lots of possibilities within that spectrum, and trust me buddy, ducks on the moon ain’t one of them….but …. In this abnormal life, I get to live with a pirate, and a bird fancier, and an ogre, and a hedgehog, and many many superheroes, and aliens and monsters — and an angel. I get to go to infinity and beyond.

If civilization has got the better of barbarism when barbarism had the world to itself, it is too much to profess to be afraid lest barbarism, after having been fairly got under, should revive and conquer civilization. A civilization that can thus succumb to its vanquished enemy, must first have become so degenerate, that neither its appointed priests and teachers, nor anybody else, has the capacity, or will take the trouble, to stand up for it. If this be so, the sooner such a civilization receives notice to quit, the better. It can only go on from bad to worse, until destroyed and regenerated (like the Western Empire) by energetic barbarians.

However, let us give ourselves to the study of the word, and to prayer; and may the great Teacher make every scriptural truth food to our souls. I desire to grow in knowledge, but I want nothing which bears that name that has not a direct tendency to make sin more hateful, Jesus more precious to my soul; and at the same time to animate me to a diligent use of every appointed means, and an unreserved regard to every branch of duty.

Men of Athens, I have never yet studied medicine, nor sought to find a teacher among our physicians; for I have constantly avoided learning anything from the physicians, and even the appearance of having studied their art. Nevertheless I ask you to appoint me to the office of a physician, and I will endeavour to learn by experimenting on you.

Returning to ourselves is confusing at first. It’s not as simple as listening for the voices inside of us. Because sometimes the voices inside of us, which we’ve assumed speak Truth, are just the voices of human beings who told us what to believe. Often the internal voice telling us who God is and what God approves of is not God; it’s our indoctrination. It’s an echo of the voice of a teacher, a parent, a preacher—someone who has claimed to represent God to us. Many of those people have been well meaning, and others have only sought to control us. Either way, not a single one of them has been God’s appointed spokesperson. Not a single one of them has more God in her than you do. There is no church that owns God. There is no religion that owns God. There are no gatekeepers. None of this is that easy. There is no outsourcing your faith. There is just you and God. Some of the hardest and most important work of our lives is learning to separate the voices of teachers from wisdom, propaganda from truth, fear from love and in this case: the voices of God’s self-appointed representatives from the voice of God Herself. When choosing between something you Know and something other people taught you to believe, choose what you Know. As Whitman said, “Re-examine all you have been told in school or church or in any book, and dismiss whatever insults your own soul.” Having the courage to dismiss what insults your soul is a matter of life or death.

Such a guru, ordained by God to help individuals in response to their deep prayers, is not an ordinary teacher; but is a human vehicle whose body, speech, mind, and spirituality God uses as a channel to attract and guide lost souls back to His home of immortality. We meet various teachers in the beginning, through our vague desire to know truth. But a guru is a living embodiment of scriptural truth and an agent of salvation appointed by God in response to a devotee's incessant petitions for release from the bondage of matter.

Remus,” said Hermione tentatively, “is everything all right . . . you know . . . between you and—” “Everything is fine, thank you,” said Lupin pointedly. Hermione turned pink. There was another pause, an awkward and embarrassed one, and then Lupin said, with an air of forcing himself to admit something unpleasant, “Tonks is going to have a baby.” “Oh, how wonderful!” squealed Hermione. “Excellent!” said Ron enthusiastically. “Congratulations,” said Harry. Lupin gave an artificial smile that was more like a grimace, then said, “So . . . do you accept my offer? Will three become four? I cannot believe that Dumbledore would have disapproved, he appointed me your Defense Against the Dark Arts teacher, after all. And I must tell you that I believe that we are facing magic many of us have never encountered or imagined.” Ron and Hermione both looked at Harry. “Just—just to be clear,” he said. “You want to leave Tonks at her parents’ house and come away with us?” “She’ll be perfectly safe there, they’ll look after her,” said Lupin. He spoke with a finality bordering on indifference. “Harry, I’m sure James would have wanted me to stick with you.” “Well,” said Harry slowly, “I’m not. I’m pretty sure my father would have wanted to know why you aren’t sticking with your own kid, actually.” Lupin’s face drained of color. The temperature in the kitchen might have dropped ten degrees. Ron stared around the room as though he had been bidden to memorize it, while Hermione’s eyes swiveled backward and forward from Harry to Lupin. “You don’t understand,” said Lupin at last. “Explain, then,” said Harry. Lupin swallowed. “I—I made a grave mistake in marrying Tonks. I did it against my better judgment and I have regretted it very much ever since.” “I see,” said Harry, “so you’re just going to dump her and the kid and run off with us?” Lupin sprang to his feet: His chair toppled over backward, and he glared at them so fiercely that Harry saw, for the first time ever, the shadow of the wolf upon his human face. “Don’t you understand what I’ve done to my wife and my unborn child? I should never have married her, I’ve made her an outcast!” Lupin kicked aside the chair he had overturned. “You have only ever seen me amongst the Order, or under Dumbledore’s protection at Hogwarts! You don’t know how most of the Wizarding world sees creatures like me! When they know of my affliction, they can barely talk to me! Don’t you see what I’ve done? Even her own family is disgusted by our marriage, what parents want their only daughter to marry a werewolf? And the child—the child—” Lupin actually seized handfuls of his own hair; he looked quite deranged. “My kind don’t usually breed! It will be like me, I am convinced of it—how can I forgive myself, when I knowingly risked passing on my own condition to an innocent child? And if, by some miracle, it is not like me, then it will be better off, a hundred times so, without a father of whom it must always be ashamed!

First of all, then, I urge that supplications, prayers, intercessions, and thanksgivings be made for all people, 2for kings and all who are in high positions, that we may lead a peaceful and quiet life, godly and dignified in every way. 3This is good, and it is pleasing in the sight of God our Savior, 4who desires all people to be saved and to come to the knowledge of the truth. 5For there is one God, and there is one mediator between God and men, the man [1] Christ Jesus, 6who gave himself as a ransom for all, which is the testimony given at the proper time. 7For this I was appointed a preacher and an apostle (I am telling the truth, I am not lying), a teacher of the Gentiles in faith and truth. 8I desire then that in every place the men should pray, lifting holy hands without anger or quarreling; 9likewise also that women should adorn themselves in respectable apparel, with modesty and self-control, not with braided hair and gold or pearls or costly attire, 10but with what is

The Sputnik moment for the Open Classroom movement came in 1983, when a blue-ribbon commission appointed by Ronald Reagan’s Secretary of Education, T. H. Bell, delivered a scathing report, entitled, A Nation at Risk, whose famously ominous conclusion warned that “the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people.” The response this time was a fervent and growing bipartisan campaign for more accountability from schools, mostly in the form of more of those standardized tests. And by 2001, “accountability” had become a buzzword. Under President George W. Bush that year, the “No Child Left Behind” Act tied federal funding to students’ performance on tests. Eight years later, President Barack Obama’s “Race to the Top” program sought similar results, although this time using carrots instead of sticks. However the federal policy was constructed, the message was becoming clear: for schools to survive, their students would have to score high on mandated tests. Teachers consequently understood that to preserve their own jobs, they’d have to spend more time and energy on memorization and drills. The classrooms of the so-called Third Industrial Revolution began to look ever more like the dreary common schools of the turn of the twentieth century, and the spirit of Emile retreated once again.

[At the beginning of modern science], a light dawned on all those who study nature. They comprehended that reason has insight only into what it itself produces according to its own design; that it must take the lead with principles for its judgments according to constant laws and compel nature to answer its questions, rather than letting nature guide its movements by keeping reason, as it were, in leading-strings; for otherwise accidental observations, made according to no previously designed plan, can never connect up into a necessary law, which is yet what reason seeks and requires. Reason, in order to be taught by nature, must approach nature with its principles in one hand, according to which alone the agreement among appearances can count as laws, and, in the other hand, the experiments thought in accordance with these principles - yet in order to be instructed by nature not like a pupil, who has recited to him whatever the teacher wants to say, but like an appointed judge who compels witnesses to answer the questions he puts to them. Thus even physics owes the advantageous revolution in its way of thinking to the inspiration that what reason would not be able to know of itself and has to learn from nature, it has to seek in the latter (though not merely ascribe to it) in accordance with what reason itself puts into nature. This is how natural science was first brought to the secure course of a science after groping about for so many centuries.

Once upon a time Khidr, the teacher of Moses, called upon mankind with a warning. At a certain date, he said, all the water in the world which had not been specially hoarded, would disappear. It would then be renewed, with different water, which would drive men mad. Only one man listened to the meaning of this advice. He collected water and went to a secure place where he stored it, and waited for the water to change its character. On the appointed date the streams stopped running, the wells went dry, and the man who had listened, seeing this happening, went to his retreat and drank his preserved water. When he saw, from his security, the waterfalls again beginning to flow, this man descended among the other sons of men. He found that they were thinking and talking in an entirely different way from before; yet they had no memory of what had happened, nor of having been warned. When he tried to talk to them, he realized that they thought that he was mad, and they showed hostility or compassion, not understanding. At first he drank none of the new water, but went back to his concealment, to draw on his supplies, every day. Finally, however, he took the decision to drink the new water because he could not bear the loneliness of living, behaving and thinking in a different way from everyone else. He drank the new water, and became like the rest. Then he forgot all about his own store of special water, and his fellows began to look upon him as a madman who had miraculously been restored to sanity.

As the months rolled on, John and Sarah began to understand themselves less as teachers and more as parents, living into the names Baba and Kama Kiwawa. It was clear the boys needed something Keu couldn’t provide, consistent support and affection. Sarah started giving out hugs and bandages, and John role-modeled manhood by providing food, shelter, and an education. But unlike many parents, John and Sarah didn’t dole out punishments. They left that to the council. On his first visit, Keu had appointed six boys with hair sprouting on their chins as the elders of Kiwawa. He spent a week with them on a hill near Kiwawa where he instructed them in the ways of a traditional elder council, showing them how to resolve problems that might arise according to the Pokot traditions. And each night after the guard heard John’s snores rumbling out of the camper, the council built a fire and legislated the day’s problems according to the nomadic values they had learned, sometimes choosing to defer ruling on more complicated matters until Keu returned. Stolen writing stick? The elders huddled together in the shadow of the illuminated acacia tree. The oldest returned and pointed at the offender: “Water-fetching duty for a week.” “Oee,” the boys would shout, the Pokot version of Amen. “Refusing to share meat?” “Three rope whippings.” “Oee.” “Crying because you miss your mother?” “Spend more time with Kama,” the oldest boy would say with compassion. “Oee.” “We were modeling the Pokot elders by becoming the keepers of justice and fairness. You see, Pokot elders can never settle a matter based on anger or some personal retribution. That is so unacceptable,” Michael explained. “A punishment is meant to reform the person as quickly as possible so the criminal can be brought back into the group. This is because every single person has a job to do, whether it is to fetch water, herd cows, or stand guard against Karamoja. And if you are gone, then someone else has to work harder in your absence. Nomads do not have prisons like the modern world, which changes our whole entire judicial system. In America you can lock somebody up in prison for two years for just a small crime like stealing a cow. And while in prison they are taken out of the community and are expected to think about what they have done. And then after those two years of isolation, a group of psychologists and lawyers and I don’t know who else will examine that person and see if they have changed their stealing ways. If not, then they lock them back up,” he said, turning an invisible key. “In America there is the potential to give up on somebody, to leave them outside of the community. But there are no prisons in the desert, and without prisons the elders are left with two choices: reform you or kill you. And as I said, if they kill you, they are not only losing a good worker, but also a brother and a son. And the desert has already taken so many of our sons.

In 1992, he took over as the Scientific Advisor to the Minister of Defence and secretary, Department of Research and Development, and continued till he was seventy. The country’s highest civilian honour, the Bharat Ratna, was conferred on him in 1997. A year later, in 1998, he led the team that conducted India’s second nuclear tests in Pokhran. Five nuclear tests were conducted consecutively and India became a nuclear power. In 1999, he was appointed principal scientific advisor to the government of India with the rank of a Cabinet minister. By 2001, he was enjoying a teacher’s life at Anna University in Chennai. Meant to lecture a class of sixty, most of his lectures ended up in an overflowing hall with about 200 students instead. In 2002, he was elected the eleventh President of India.

A ministerial report published in May 2016 found ‘widespread practices of improper and unfair influence affecting the outcomes of the appointment of educators’, and that the ‘current process for selecting candidates for appointment in the education sector is riddled with inconsistencies’. It concluded that ‘where authority is weak, inefficient and dilatory, teacher unions [the South African Democratic Teachers’ Union, SADTU] move into the available spaces and determine policies, priorities and appointments, achieving undue influence over matters which primarily should be the responsibility of the Department [of Basic Education]’.155 The report followed widespread coverage of corruption and abuse of learners, including teachers paying union officials to appoint them to senior positions, and demands for sex in return for jobs. A January 2017 article in The Economist (‘South Africa has one of the world’s worst education systems’) found that: ‘A shocking 27% of pupils who have attended school for six years cannot read, compared with 4% in Tanzania and 19% in Zimbabwe. After five years of school about half cannot work out that 24 divided by three is eight. Only 37% of children starting school go on to pass the matriculation exam; just 4% earn a degree.’156

When life is hard, it appoints itself as the best teacher.

whereas the highest authority, from which bishops and priests must receive theirs, is the Christian church, and no teacher or shepherd has the right to compel obedience by force or by punishment in this world. Who then has the right to appoint bishops, pastors and ministers generally? For the Apostles, Christ was the source of authority; for their successors, the Apostles; after the death of the Apostles the right of choice went over to the congregations of the believers. The Book of the Acts gives an example in the choice of Stephen and Philip.

Hagrid’s hint about the spiders was far easier to understand — the trouble was, there didn’t seem to be a single spider left in the castle to follow. Harry looked everywhere he went, helped (rather reluctantly) by Ron. They were hampered, of course, by the fact that they weren’t allowed to wander off on their own but had to move around the castle in a pack with the other Gryffindors. Most of their fellow students seemed glad that they were being shepherded from class to class by teachers, but Harry found it very irksome. One person, however, seemed to be thoroughly enjoying the atmosphere of terror and suspicion. Draco Malfoy was strutting around the school as though he had just been appointed Head Boy. Harry didn’t realize what he was so pleased about until the Potions lesson about two weeks after Dumbledore and Hagrid had left, when, sitting right behind Malfoy, Harry overheard him gloating to Crabbe and Goyle. “I always thought Father might be the one who

Following the practice of the times, the grand princes and, later, the kings of Poland acquired the right of patronage; that is, they could appoint Orthodox bishops and even the metropolitan himself. Thus, the crucial issue of the leadership of the Orthodox faithful was left in the hands of secular rulers of another, increasingly antagonistic, church… The results were disastrous. With lay authorities capable of appointing bishops, the metropolitan's authority was undermined. And with every bishop acting as a law unto himself, the organizational discipline of the Orthodox church deteriorated rapidly. Even more deleterious was the corruption that lay patronage engendered… Under the circumstances, Orthodoxy's cultural contributions were limited. Schools, once one of the church's most attractive features, were neglected. Unqualified teachers barely succeeded in familiarizing their pupils with the rudiments of reading, writing, and Holy Scriptures. The curriculum of the schools had changed little since medieval times. The fall of Constantinople to the Ottomans in 1453 added to the intellectual and cultural stagnation by depriving the Orthodox of their most advanced and inspiring model. Lacking both external and internal stimuli, Orthodox culture slipped into ritualism, parochialism, and decay. The Poles, meanwhile, were enjoying a period of cultural growth and vitality. Benefiting from the West's prodigious outbursts of creative energy, they experienced the Renaissance with its stimulating reorientation of thought.

Romanists teach that the Church, as an external, visible society, consisting of those who profess the Christian religion, united in communion of the same sacraments and subjection to lawful pastors, and especially to the Pope of Rome, is divinely appointed to be the infallible teacher of men in all things pertaining to faith and practice. It is qualified for this office by the plenary revelation of the truth in the written and unwritten word of God, and by the supernatural guidance of the Holy Spirit vouchsafed to the bishops as official successors of the Apostles, or, to the Pope as the successor of Peter in his supremacy over the whole Church, and as vicar of Christ on earth. There is something simple and grand in this theory. It is wonderfully adapted to the tastes and wants of men. It relieves them of personal responsibility. Everything is decided for them.

Madison wrote in Federalist #41, “For what purpose could the enumeration of particulars be inserted, if these and all others were meant to be included in the preceding general power?” In 1792, he said: If Congress can employ money indefinitely to the general welfare, and are the sole and supreme judges of the general welfare, they may take the care of religion into their own hands; they may appoint teachers in every state, county, and parish, and pay them out of the public treasury; they may take into their own hands the education of children, establishing in like manner schools throughout the Union; they may assume the provision for the poor; they may undertake the regulation of all roads other than post-roads; in short, everything, from the highest object of state legislation down to the most minute object of police, would be thrown under the power of Congress.3

Given my empirically based conviction that a stable home life is the single most reliable predictor of a student’s success in school, I am surprised that the Republican Party, self-appointed champion of “family values,” takes no pains to press the point. Of course, to do so would undermine its agenda of dismantling public education, hamstringing teachers’ unions, denying same-sex couples the rights of marriage, preventing working mothers from achieving income parity, curtailing reproductive rights, outsourcing manufacturing jobs, and filling the coffers of the various charlatans who sell education in the form of standardized tests.

For this gospel I was appointed w a herald, apostle, and teacher, x 12 and that is why I suffer y these things. But I am not ashamed, because I know the One I have believed in and am persuaded that He is able to guard what has been entrusted to me C, z until that day. a

It is a common on occurrence to see a Negro well situated as a minister or teacher aspiring to a political appointment which temporarily pays little more than what he is receiving and offers no distinction except that of being earmarked as a Jim Crow job set aside for some Negro who has served well the purposes of the bosses as a wardheeler in a campaign.

The same thing appears in the nature and design of the sacraments, which God hath appointed. God, considering our frame, hath not only appointed that we should be told of the great things of the gospel, and of the redemption of Christ, and instructed in them by his word; but also that they should be, as it were, exhibited to our view, in sensible representations, in the sacraments, the more to affect us with them. And the impressing divine things on the hearts and affections of men, is evidently one great and main end for which God has ordained that his word delivered in the holy Scriptures, should be opened, applied, and set home upon men, in preaching. And therefore it does not answer the aim which God had in this institution, merely for men to have good commentaries and expositions on the Scripture, and other good books of divinity; because, although these may tend as well as preaching to give men a good doctrinal or speculative understanding of the things of the word of God, yet they have not an equal tendency to impress them on men's hearts and affections. God hath appointed a particular and lively application of his word to men in the preaching of it, as a fit means to affect sinners with the importance of the things of religion, and their own misery, and necessity of a remedy, and the glory and sufficiency of a remedy provided; and to stir up the pure minds of the saints, and quicken their affections, by often bringing the great things of religion to their remembrance, and setting them before them in their proper colors, though they know them, and have been fully instructed in them already, 2 Pet. 1:12, 13. And particularly, to promote those two affections in them, which are spoken of in the text, love and joy: "Christ gave some, apostles; and some, prophets; and some, evangelists; and some, pastors and teachers; that the body of Christ might be edified in love," Eph. 4:11, 12, 16. The apostle in instructing and counseling Timothy concerning the work of the ministry, informs him that the great end of that word which a minister is to preach, is love or charity, 1 Tim. 3, 4, 5. And another affection which God has appointed preaching as a means to promote in the saints, is joy; and therefore ministers are called "helpers of their joy," 2 Cor. 1:24.

We settle back into de facto alienation of our religion from Jesus as a friend and teacher, and from our moment-to-moment existence as a holy calling or appointment with God. Some will substitute ritual behavior for divine vitality and personal integrity; others may be content with an isolated string of “experiences” rather than transformation of character.

Teachers are being replaced by interactive algorithms that can teach students on a far more customized level, such as the ones being developed by companies like Mindojo. Doctors are under attack from the job replacing algorithms, such as IBM’s Jeopardy game show winning Watson computer, which is now being groomed as a medical diagnosis machine. And unlike with spending years training just one doctor at a time, every technical challenge that is beaten while training Watson will ultimately produce an infinite number of well trained doctor “machines.” Algorithms are already being appointed to fill seats on company boards, such as in May 2014 when a Hong Kong venture-capital firm, Deep Knowledge Ventures, appointed the algorithm VITAL to its board. VITAL studies vast amounts of data then gets to vote on whether the firm makes an investment in a specific company or not.

Second, the Holy Spirit endues the church with God's authority. In responding to some Pentecostal exegetes who emphasize the role of the Holy Spirit only in empowering believers for witness, Max Turner makes the observation that several of the key manifestations of the Holy Spirit in the book of Acts are not linked to an empowerment-for-witness theme.' In several texts people are filled with the Holy Spirit to give service or direction to the church. For example, in Acts 6 the seven deacons are filled with the Holy Spirit to serve the church (6:1-7). Similarly, in Paul's farewell to the elders at Ephesus, he acknowledges that it was the Holy Spirit who had appointed them as overseers of the church (20:28). In Acts 11:27-28, Agabus is filled with the Holy Spirit to inform the church that a severe famine will spread over the entire Roman world. In Acts 15 the Holy Spirit directs the church in their decision regarding the terms through which Gentile believers were to be admitted into the church (15:28). The Holy Spirit extends the judgment of God on both the church and on the unbelieving world (5:3, 9; 13:9-12). Thus, the Holy Spirit serves not only to empower the church to witness but also is the "teacher of the church" and the "executor of Christ's will in the world" (John 15:26; 16:14-15).7 The Holy Spirit conveys revelation to the church by communicating to the church the will of God, thereby helping to bring the church under the authority of Christ. The early church regularly confesses that it is the Holy Spirit who inspired the biblical authors and, thereby, delivered to the church the Word of God (Acts 1:16; 4:25).

It was this dynamic and comprehensive understanding of the reign of God in which salvation and well-being, soul and body, conversion and development were not to be divorced one from the other—which Ziegenbalg and Plütschau took with them to India. To give one example, before their arrival schools were the prerogative only of Brahmins, and even then only for boys; the missionaries founded schools for members of the other castes and for girls as well. Equally important: in these schools no pressure to become a Christian was brought to bear on anybody and in some instances even non-Christian teachers were appointed (Gensichen 1975a:164-170).

After I had been at my university for a year, the foreign lecturers were suddenly kicked out over our spring holiday. We returned to classes to find only the local teachers were left. We were never told the reason the lecturers went, but I could no longer study there because all my language teachers had gone. But when God shuts a window, He opens a door! My dream now was to go to the College for International Relations. The College for International Relations was the top university in our country, and I thought it was completely out of my reach. I still had the financial backing of the Bible teacher, but I had yet to pass the entry exam. I made an appointment to see the president of the university and boldly told him I wanted to study international relations. I asked if it would be possible to take the exam. I had ambitions to work as a diplomat, a peacemaker.

But these self-appointed teachers lack personal experience, and do not even listen when others speak to them. Relying solely on their own self-assurance, they order their brethren to wait on them like slaves. They glory in this one thing: to have many disciples. Their main objective is to ensure that, when they go about in public, their retinue of followers is no smaller than those of their rivals. They behave like mountebanks rather than teachers. They think nothing of giving orders, however burdensome, but they fail to teach others by their own conduct. Thus they make their purpose obvious to all: they have insinuated themselves into a position of leadership, not for the benefit of their disciples, but to promote their own pleasure.

Belief is ever its own tempter to believe differently. You cannot believe freedom into existence, but can you free yourself from belief ? You cannot believe the ‘Truth’ into existence either, but you need not compromise yourself. The Way of Life is not by ‘means’, not even of my own doctrines, though they may allow the self-appointed to emulate my own realisation – may I never cease to be embarrassed by this! How ironic it is that the Man of Sorrows is here the teacher! I have taught – would I choose to teach myself or yourself again? No – not even for a gift from heaven! Mastership equals learning and constant unlearning! Almighty is he who has not learned – and Almighty also is the baby, who only assimilates! The most uncouth of fools now asks: ‘But how can we escape the inevitable evolutions of conception, since all is forever conceiving?’ My answer is true for all situations: listen, you who are God already, yet still want to be God. When the mind is confused to the point that it comes to a standstill,it is then that the capability of attempting the apparently impossible becomes known: by that simple state of ‘Neither-Neither’ the Ego becomes the ‘Silent Watcher’ or ‘Observer’ and understands it all!29 The ‘Why’and ‘How’of desire are contained within the mystic state of ‘Neither-Neither’, and it is such a source of nutrition to life that it may be called the ‘milk state’. Although I am but a clownish fool, all my ideas and yours have come out of it, and although I myself am lazy, regard me as an old sinner who would see others exalted before himself.

1I urge, then, first of all, that petitions, prayers, intercession and thanksgiving be made for all people— 2for kings and all those in authority, that we may live peaceful and quiet lives in all godliness and holiness. 3This is good, and pleases God our Savior, 4who wants all people to be saved and to come to a knowledge of the truth. 5For there is one God and one mediator between God and mankind, the man Christ Jesus, 6who gave himself as a ransom for all people. This has now been witnessed to at the proper time. 7And for this purpose I was appointed a herald and an apostle—I am telling the truth, I am not lying—and a true and faithful teacher of the Gentiles. 8Therefore I want the men everywhere to pray, lifting up holy hands without anger or disputing. 9I also want the women to dress modestly, with decency and propriety, adorning themselves, not with elaborate hairstyles

The Crusade against “Liberals” Promotion of Hinduism went hand in hand with an incessant fight against “liberals,” a highly derogatory term in the mouths of Hindu nationalists, which they use to refer to academics, NGOs, and journalists that do not adhere to their ideology. Bringing Universities to Heel—the Case of Jawaharlal Nehru University Universities with a “progressive” reputation have long been a Hindu nationalist target, but tensions further intensified after 2014. They have been subjected to two types of interference. First, the government appointed men from the Sangh Parivar or fellow travelers to head them with the task of reforming them. Second, the RSS student wing, the ABVP, could finally try to call the shots on university campuses with the government’s blessing. This dual strategy is most clearly apparent in the treatment inflicted on Jawaharlal Nehru University (JNU). This institution, known for the excellence of its teachers—especially in the social sciences—had drawn bitter Hindu nationalist criticism as soon as it was founded in the 1960s due to the leftist leanings of many teachers and some of its main student organizations.97 In 2016, the Modi government appointed Mamidala Jagadesh Kumar vice-chancellor of JNU. This electrical engineering professor had been teaching at the nearby Indian Institute of Technology until then, and he had allegedly played an active role in Vijana Bharati, an organization under the Sangh Parivar umbrella that aims to promote indigenous Indian science.98 He brought about drastic budget cuts—academic spending was almost halved over three years99—and a decline in student recruitment, while systematically hampering the activities of student unions and faculty opposed to the RSS. The political disciplining of the campus took various routes, such as the harassment of professors who were openly hostile to the Sangh Parivar.

research university that primarily awards master’s degrees and PhDs, JNU saw the number of seats offered to students wishing to enroll in a master’s or a doctoral program plummet by 84 percent, from 1,234 to 194 in one year.101 Furthermore, admissions committees were made up solely of experts appointed by the JNU vice-chancellor, flouting university statutes and guidelines followed by the University Grants Commission (UGC), which stipulate that academics should be involved.102 This made it possible to hire teachers from Hindu nationalist circles,103 with few qualifications,104 and some facing charges of plagiarism.105 In particular, several former ABVP student activists from JNU have been appointed as assistant professors even after being disqualified by the committee in charge of short-listing applicants.106 The vice-chancellor replaced deans in the School of Social Sciences without following appointment procedures, cutting the number of researchers by 80 percent and ceasing to apply rules JNU had set to ensure diversity through a mechanism taking into account the social background and geographic origin of its applicants.107 The new recruitment procedure strongly disadvantaged Dalits, Adivasis, and OBCs, who used to make up nearly 50 percent of the student intake and who now accounted for a mere 7 percent. The vice-chancellor also issued ad hoc promotions, nominating recently appointed faculty members to the post of full professor. Conversely, the freeze on promotions for “antigovernment” teachers who should have been promoted on the basis of seniority prompted some of the diktat’s victims to take the matter to court.108 However, even after the court—taking note of the illegality of the rejection procedure—ordered a reexamination of the claimants’ promotions, the latter were once again denied.109

teachers, journalists and ‘media representatives’ who, having absorbed rumours in the corridors of science, appoint themselves as representatives of modern thought, as persons superior in knowledge and moral virtue to any who retain a high regard for traditional values, as persons whose very duty it is to offer new ideas to the public – and who must, in order to make their wares seem novel, deride whatever is conventional. For such people, due to the positions in which they find themselves, ‘newness’, or ‘news’, and not truth, becomes the main value, although that is hardly their intention – and although what they offer is often no more new than it is true.

You need not fear educational consequences: reading, writing, and arithmetic aren’t very hard to teach if you take pains to see that compulsion and the school agenda don’t short-circuit each individual’s private appointment with themselves to learn these things. There is abundant evidence that less than a hundred hours is sufficient for a person to become totally literate and a self-teacher. Don’t be panicked by scare tactics into surrendering your children to experts.

In 1908, English humorist Israel Zangwill staged a play titled The Melting Pot. It told the story of two Russian immigrants, David and Vera, who move to the United States, fall in love, and live happily ever after. This play’s title became a rallying cry for the high aspiration that the United States would be a place of multiethnic assimilation. But long before the United States, the Church was history’s original melting pot. As Acts 13 opens, we meet a group of churchmen who come from notably disparate backgrounds: “Now there were in the church at Antioch prophets and teachers, Barnabas, Simeon who was called Niger, Lucius of Cyrene, Manaen a member of the court of Herod the tetrarch, and Saul” (v. 1). Barnabas was a well-known Jewish teacher and cousin to Mark (cf. Colossians 4: 10). Some believe that at one point he was better known than Paul, for early in Acts, his name is placed first when the two are paired (cf. Acts 11: 30, 12: 25, 13: 7). Simeon and Lucius hailed from Africa. Niger, Simeon’s surname, is a Latin word meaning “black,” indicating possible African origins. Lucius is said to have come from Cyrene, a Roman province on the north coast of Africa. Manaen is “a member of the court of Herod the tetrarch,” that is, Herod Antipas, the ruler who beheaded John the Baptist (cf. Matthew 14: 1–12). The Greek word for “member of the court” is syntrophos, meaning, “brought up with.” Thus, Manaen had probably known Herod all his life. Finally, there is Saul, the famed Jewish antagonist turned evangelist. These are the leaders of the church at Antioch. What a group! And yet, for all their differences, they are united in Christ. Indeed, when the Spirit says, “Set apart for Me Barnabas and Saul for the work to which I called them” (Acts 13: 2), there is no quibbling over the Spirit’s appointments. No one protests, “But I wanted to be set apart!” Rather, they gladly lay their hands on these men, ordaining them into their appointed office (cf. 13: 3). Such is the Church: different people from different backgrounds doing different things under one Head, Who is Christ. The Church is a melting pot. But it is not a melting pot in which people’s individual personalities and gifts are congealed into some bland soup. Rather, people’s unique personalities and gifts are deployed according to the Spirit’s purposes. And we, who are “from every tribe and language and people and nation” (Revelation 5: 9), are part of this Church. What a glorious group we are in Christ!

To interfere with the free development of talent, to obstruct the natural play of supply and demand in the teaching profession, to foster academic snobbery by the prestige of certain privileged institutions, to transfer accredited value from essential manhood to an outward badge, to blight hopes and promote invidious sentiments, to divert the attention of aspiring youth from direct dealings with truth to the passing of examinations,– such consequences, if they exist, ought surely to be regarded as drawbacks to the system, and an enlightened public consciousness ought to be keenly alive to the importance of reducing their amount. Candidates themselves do seem to be keenly conscious of some of these evils, but outside of their ranks or in the general public no such consciousness, so far as I can see, exists; or if it does exist, it fails to express itself aloud. Schools, Colleges, and Universities, appear enthusiastic over the entire system, just as it stands, and unanimously applaud all its developments. I beg the reader to consider some of the secondary evils which I have enumerated. First of all, is not our growing tendency to appoint no instructors who are not also doctors an instance of pure sham? Will any one pretend for a moment that the doctor's degree is a guarantee that its possessor will be successful as a teacher? Notoriously his moral, social, and personal characteristics may utterly disqualify him for success in the class-room; and of these characteristics his doctor's examination is unable to take any account whatever.

It seems to me that angels and bodhisattvas are everywhere available for consultation if only we can see them clear; they are unadorned, and joyous, and patient, and radiant, and luminous, and not disguised or hidden or filtered in any way whatsoever, so that if you see them clearly, which happens occasionally even to the most blinkered and frightened of us, you realize immediately who they are, beings of great and humble illumination dressed in the skins of new and dewy beings, and you realize, with a catch in your throat, that they are your teachers, and they are agents of an unimaginable love, and they are your cousins and companions in awe, and they are miracles and prayers and songs of inexplicable beauty whom no one can explain and no one own or claim or trammel, and that simply to perceive them is to be blessed beyond the reach of language, and that to be the one appointed to tow them along a beach, or a crowd, or home through the brilliant morning from the muddy hilarious peewee soccer game is to be graced beyond measure or understanding; which is what I was, and I am, and I will be, until the day I die, and change form from this one to another, in ways miraculous and mysterious, never to be plumbed by the mind or measures of man.

Some of the hardest and most important work of our lives is learning to separate the voices of teachers from wisdom, propaganda from truth, fear from love and in this case: the voices of God’s self-appointed representatives from the voice of God Herself.

If civilisation has got the better of barbarism when barbarism had the world to itself, it is too much to profess to be afraid lest barbarism, after having been fairly got under, should revive and conquer civilisation. A civilisation that can thus succumb to its vanquished enemy, must first have become so degenerate, that neither its appointed priests and teachers, nor anybody else, has the capacity, or will take the trouble, to stand up for it. If this be so, the sooner such a civilisation receives notice to quit, the better. It can only go on from bad to worse, until destroyed and regenerated (like the Western Empire) by energetic barbarians.

A teacher does not give experience, because he did not learn it. It revealed itself to him at its appointed time.

Someone in the crowd said to Him, “Teacher, tell my brother to divide the family inheritance with me.” 14But He said to him, “Man, who appointed Me a judge or arbitrator over you?” 15Then He said to them, “Beware, and be on your guard against every form of greed; for not even when one has an abundance does his life consist of his possessions.” 16And He told them a parable, saying, “The land of a rich man was very productive. 17And he began reasoning to himself, saying, ‘What shall I do, since I have no place to store my crops?’ 18Then he said, ‘This is what I will do: I will tear down my barns and build larger ones, and there I will store all my grain and my goods. 19And I will say to my soul, “Soul, you have many goods laid up for many years to come; take your ease, eat, drink and be merry.” ’ 20But God said to him, ‘You fool! This very night your soul is required of you; and now who will own what you have prepared?’ 21So is the man who stores up treasure for himself, and is not rich toward God.