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'However great the teacher be, he is helpless with the one whose Heart is closed.' ~ Hafiz
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"Initiation by a spiritual teacher means both a trust given by the teacher to the pupil, and a trust given by the pupil to the teacher. And the progress of the one who is initiated depends upon how much he gives himself to the teacher's guidance. One might give only a finger, another even a part of a finger, while a third would give his whole hand. That makes a great difference. A pupil says, 'Well, I will give a certain amount of my time and thought to your guidance, will that be enough?' Then the teacher says, 'Yes, if you think it is enough.' In reality, however, it is never enough. Then one might wonder if one would not be giving up one's own point of view in order to follow someone else's point of view; but actually, if one has a point of view, one never loses it. The point of view that one loses is not one's own. By looking at a thing from another person's point of view, one only enlarges one's own. Then, one has two points of view instead of one. If the thought of the pupil happens to be different from that of the teacher, then by taking the teacher's thought, his own is doubled. The pupil keeps his own point of view just the same, only now he has something for his vision from which to make his choice. The horizon of his thought is expanded. But the pupil who closes himself and says, 'I will guard my point of view or it will escape me,' will never derive any benefit from this attitude."
"The mystical path is the most subtle path to tread. The relationship between teacher and pupil is too subtle for words to express. Besides, the language of a mystical teacher is always elusive; you cannot, so to speak, pin him down as to his words. You cannot ask him to say clearly that something is so and so, or such and such. If a mystic does so, he is not a mystic, for a mystic cannot do this. The mystic may seem to be standing on the earth, but he is flying in the air. The air cannot be made into a rock, nor can the mystic be made into a gross entity. His 'yes' does not mean the same as the 'yes' of another, nor does his 'no' mean the same as the 'no' of others. The language of the mystic is not the language of words; it is the language of meaning. It is the greatest distress for a mystic to have to use the words of everyday language, which are not his words. He cannot express himself in these words. We find the same in the actions of the mystic. His outward actions will not express to everybody the meaning which is behind them, and that meaning may be much more important inwardly than the action is outwardly."
"The teacher, therefore, tests his pupil continually. He tells him and he does not tell him, for everything must come in its right time. Divine knowledge has never been taught in words, nor will it ever be so taught. The work of a mystical teacher is not to teach, but to tune, to tune the pupil so that he may become the instrument of God. For the mystical teacher is not the player of the instrument; he is the tuner. When he has tuned it, he gives it into the hands of the Player whose instrument it is to play. The duty of the mystical teacher is his service as a tuner."
"Dispute with a spiritual teacher is never any good, for the pupil may be speaking one language, while the teacher speaks another; and when there is no common language, then how can the dispute be profitable? Therefore, in the path of mysticism, there is no dispute."
...continue reading
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There is much more to this chapter written by
Hazrat Inayat Khan, in which he discusses the valuation, respect and attitude necessary in the student for a viable relationship with his/her spiritual guide. No teacher will carry a false student for very long. It is better to ask the student to leave.
False students are thieves, they steal energy, time and more from the teacher and other students and muck up the atmosphere; slowing and sometimes even stopping growth for everyone. Their selfishness affects the Whole world in ways they cannot fathom.
BE Real
BE Peacable
BE Loving
BEhave
BE
