How do we get back to the fundamentals of what worked for us for a block of 4000 years before our best and brightest civilization was destroyed?  We should start by learning the principles of ancient African Kmt's educational system offered in it's temples of life where there was always a healthy balance of science and spirituality---not metaphysics and religion. 

The center of education in ancient Kmt was the "House of Life", or the life house merger of science and spirituality in a university setting.  African Priests were also engineers and scientists.  They were morally sound and scientifically skilled in applying theory to worldly practice (engineering).  Today most of the Black world, actually almost all of the Black world has ignorant, nonscientific preachers and imams leading them to nowhere in this world and the next.  Not one car, train, airplane, water treatment plant, hospital, university, farm machine, clothes manufacturing plant, or construction/architectural institution has ever been created by people who spend hard earned Black people's money talking glowingly about the slavemakers gods, religions, and slave afterlife.  Imagine how many Black created/designed/built schools, hospitals, universities, houses, energy plants, businesses, research centers, factories, farms, armies, etc. could have been built to feed, clothe, shelter, educate, heal and protect Black populations around the world with the money spent paying for 40-year leases on churches and buying the Cadillac/Lexus and private jet plane.  Why those churches and mosques could be year round homeless shelters for all the Black folk who have lost jobs and income in these rapidly collapsing white/arab economies, but the sorry lot of misleaders would rather take your money to pay the lease/lights/gas and let them sit empty during most of the week.   Such a waste.  But the masses of Black people would not be taken advantage of in this manner if they were more diligent in studying, planning, preparing, and taking charge of their own lives and futures.  Ancient Kmt left many positive lessons; we need to return to our source.  Let the arabs, whites and jews have their worthless slavemaker beliefs.
    

'The House of Life' could well be called the modern day university and temple, the mental and the moral, the head and the heart.  It included a library, place of study, place of education, place of worship, place of meditation, place of rest and repair, place of learning life's lessons, place of the higher self. It was that part of the temple where priests taught, students learned, scientists tested hypothesis and established applied theories, and all important documents, records and texts were kept and stored. These papyri encompassed many different fields of learning such as engineering, physics, chemistry, metallurgy, construction engineering, urban planning, temple design, architecture, agriculture, astronomy, mathematics, geometry, algebra, government, law, Maat, etc., in addition to accountings on the daily and yearly economics and proceedings that went on in the temple's up-keep.

This position of the House of Life emphasized the temples to be not only a center of meditation/honor to the local or national leadership and ancestors. They, therefore served as the moral center, the community archives and the center of science and culture as well as provided the highest center of education in the world for thousands of years.

1. Besides drafting, painting, logic, yoga, nutrition, sculpture and stoneworking, which were used in upkeep/decoration of the temples, the topics that were pursued and taught in the House of Life were widespread: chemistry, physics, logic, ka, maat, astronomy, astrology, dream interpretation, urban planning, temple design, governance, civil engineering, priest training, geography, history, mathematics, music and liturgy.
2. The art of reading and writing were of course basic, and young people were sent to these temples to become educated as scribes. It is known that up to the age of about three years, the children were kept close to their mothers, then the fathers began to help the mother with the education of their children once the child was weaned from its mother's breast.
3. By the age of about six, the children were sent to the temple school to learn to read, write, and calculate. Others attended the community school, a sort of home school collective. Many of the children grew into adulthood in the temples schools where and were trained for certain disciplines.
4. But not only reading, math, logic, medicine, biology (the study of nature/life), drafting, morality and writing belonged to the curriculum. Even sports like swimming, martial arts, ball games, shooting with bow and arrow were taught. The pupils were also taught Maat values like good manners, morals, self-control and adjustment to their society. From early childhood the ancient Kmtian was taught the value and importance of living with Maat on all levels of life.
5. There was also professional academic education in the temples. Among these were physicians, judges, architects, engineers, mathematicians, construction engineers, urban planners, lawyers, scribes, and of course priests.
6. Education of pupils was both scientific/theoretical and applied/practical. Medical training was extended to treating of local patients that came seeking the help of the physician priests, and students of law were allowed to sit in at disputes to learn to practice their discipline. 
7. The most important discipline was the study of Maat---rightness, balance, justice, and fairness. This was the essential principle of Kmt life: to do justice in all situations. This was no religion but a system of moral principles of right living in all things. One very important difference is that in ancient African Kmt, the House of Life did not only study one basic set of text which was considered inspired by the ancestors, the best of them, but new texts were continuously created as a result of thought and ponderings of the ancient ones, and these new ones had the same value.
8. A vast curriculum, encompassing widely different topics, medicine, nutrition, embalming, mining, metallurgy, the art of war, martial art, governance, clothing design, temple art, architecture, animal care, farming, agriculture, weaving, stone masonry, urban planning, social studies, river transport/hydraulics, ship building, economic management, central planning, theoretical science, applied science, the main center for medication and purification rites, the training of the priesthood, the initiation of students into temple life----all these functions were regarded as belonging together, constituting that body of knowledge which kept life on societal and individual levels wedded together for the purposes of Maat.
9. The ancient Kmtians did not separate between the disciplines with formal lines of demarcation, all things fit together, all things were interrelated, all things were in motion and linked. In fact, the word religion was unknown to the Kmtian mind, to them life was of divine/Maat origin, and as such it was the duty of humans to revere rightness/justice/karma in whatever form or function it appeared. Things were what they were based on the elements that went into them.

Thus the temples and the House of Life within them filled the important function of a meeting place between heaven and earth, they became the backbone and central of society, whether it was the ritual performed by the leadership, or the small offering brought by one of its humblest workers, whether it was the teaching of the children of the nobles or the counting of the grocery that was brought for the feeding of its artisans. In this way it was a life house.

Africans need to get back to the concept of the House of life; we need life houses to improve our lives in every area of our life.

 

Fundamentals: Ideas, Theory, Attitudes, Behaviors

The whole of what we know and what we believe is based on history.  Our beliefs shape our attitudes.  Our attitudes determine our behavior.  Our behavior is what we habitually do.  What we habitually do creates the body of our life's work.  We are judged as individuals, people's and civilization on what we do---our life's work.  We inherit a world ready-made when we are born.  It is in motion, literally and historically.  We are born into movements, deciding whether to be on the regressive or progressive side, the moribund decadent or the nascent new, the rotten or the ripe, the decaying or that which is being born.  This is a heavy burden for most, given the circumstances of the time, the epoch, the era, the moment.  Moments make people as much as people make moments.  Moments and movements are made by people who understand the accurate history of the moment and where they fit in it. 

Knowing this, they know just what it is that they can get done.  From their mountain view, like great eagles, they know what they must do and what it will take to do it.  Greats in history are great in history because they did what had to be done, against all odds, when it was most necessary.  They paid the price.  With accurate information, technical know-how, preparation and winning strategy---they faced it all, stood tall, measure up, took the blows, and finished strong.  What is a human without her/his head, heart and hands?  What are we without curricula, courage, concrete deeds?  Our children must be taught how liife really works, they must be apprentisted into scientific/engineering/technology know-how as was done in ancient time.  Get rid of the useless religions of populations who historically enslaved us and replace them with tried-and-tested morality, and moral ethics as was established in ancient African Kmt's Maat. 

We have to get to the task of studying our own conditions, writing precise and principled reports, and publishing our findings in various mass media formats.  Because world social science and cultural information about the world is not accurate, but is usually biased in the favor of the class, race, sex/gender, and culture that rules the material and intellectual means of creation/production around the world.  Europe, Arabia, and Asia write and publish the books, tv movies, film, dvds, and periodicals/magazines for billions of minds.  The physical sciences (chemistry, biology, physics, engineering) are made unusually difficult to navigate given that an African child could master the most rigorous fields and still be kept out of white and Arab controlled applied science employment opportunities---just like whites have systematically kept blacks out of the skilled engineering trades, unions, and apprentices to this very day.  Having nowhere in the white and Arab economies to apply their scientific craft (building material culture), Black children are thus robbed of essential motivation, robbed of a reason to brave difficult areas of study, cheated out of their just reward for all of their hard work, never to reach their full potential as human beings.  Having been systematically kept out of applied science, applied mathematics, applied engineering and applied morality whole generations of Africans are robbed of the opportunity for actual independence of manufacturing their own reality.  Next, those denied are systematically steered into social protest fields that the ruling race controls.  The few Africans that rise to the top of their fields as generals, secretaries of state, judges in white and Arab countries in a period of economic contraction and crisis must be conservative bordering on nazi, anti-black/anti-African culture, and anti-working class in order to keep their jobs. 

Surely, black civilization will not be rebuilt by people benefiting from taking advantage of us. 

Once in school, the contributions Africans in world history are minimized, carved up, distorted and outright covered-up.  Daily our children are bombarded with mis-education from the tv to the classroom.  White and Arab supremacy defamation/distortion tactics are as follows: 

• Use line-drawings instead of the actual picture of the African artifact.
• Draw whitewashed pictures (computer enhanced) and use them to replace the original ancient African reality.
• Over expose indigenous African Kmt pictures, making them appear red-skin when they are in actuality brown, dark brown and black.
• Ignore or refuse to publish any facts of African history that would not support white supremacy racial theories.
• Completely overlook the science that went into engineering, geometry, architecture, hydraulics, geometry, chemistry, and urban planning of ancient Kmt civilization 2600 years before whites and semites had even small settlements.
• Focus on digging up graves, mysticism, mysteries, "gods," magic, spells in African civilization instead of the science, medicine, mathematics, architecture, hydraulics, civil engineering, cosmology, astronomy, chemistry, metallurgy, realistic art, agriculture, federal government, morality and ethics, law, African family relations, etc that flowered for over 4300 years.
• Create fake religious, pseudo-scientific, propaganda to confuse those lacking objective, accurate, precise educational preparation.
• Flood the world with hastily thrown together African 'histories,' timelines, biographies, and journal articles that contain only European and Arab supremacy propaganda called scholarship.
• Rename African people and places converting them to Arab and European names, in the process losing their African meaning, value, worth---converting black to white, and passing off African civilization into white drawings/computer enhanced pictures.
• Chop-shop, plagiarize, distort, confuse chronology, reduce age of African civilizations, and purposely mix up times/dates/people/places as to whitewash African civilization.
• Attribute any Black civilization to outside white, or semite influence.
• When even the works of ancient white and semite historians contradict modern Aryan white supremacy history---discredit them in books, journals, and on dvds.

We can overcome this with independent African-centered study cooperatives. Through a will to justice with science African civilization will stand on its feet again. It must sing its own songs in its own languages, it must build its own architectural structures in its own image based on the great examples set in antiquity, it must think its own thoughts, meditate to its own supreme ancestors, it must build its own factories, make its own cars, design its own cities, pave its own highways, plant its own food, create its own moral texts, create its own philosophies and cosmologies, etc.  Petty side battles with whites passing as blacks and blacks passing as whites are of no consequence.  Meaningless intellectual chatter with racists is a waste.  The greatest dreams of our ancestors can become true, but only when we break completely with dependence on populations which have historically harmed us.  Start your own study cooperatives.  Research your topic.  Draw inferences.  Write summary reports.  Prepare for publication.  Help to bring African civilization back to life in this world.

GUIDING PRINCIPLES OF KMT TEMPLE EDUCATION

Lesson 1: Day One

• § In his/her naivety The Initiate wanted to become a farmer. He was instructed to observe nature, to study it to begin understanding the nature of things. To his/her child mind, he thought that the way to do this was to actually become a farmer. That in dedicating his/her life to farming, he would learn all he wanted/needed to know.
• § We begin too early having children think about jobs (what do you want to be when you grow up) before they have even worked out their morality; who they are or want to be as people, internally. And they grow accustomed to wanting to be things (jobs) that those asking will find pleasing.
• § So children, in the process create falsehood by trying to please; choose socially acceptable jobs that they know little, if anything, about; develop the habit of not reaching goals (educational or otherwise) because they have not learned (or do not learn) what goes into training or preparing for that particular job. Because the adults don't know either, they don't help them to develop the habits necessary to prepare for that work-the necessary guidance and support (academic, social, moral) is not provided to lead to the desired outcome.
• § So children grow up pretending and pleasing others while developing bad habits along the way.
• § Early training should be an awakening of consciousness and developing thinking and problem solving skills and laying moral foundations.
• § Know how to listen, listen with your heart.
• § The purity of children's hearts allows them to easily see when adults do one thing and say another. They pick up and respond to inequality and injustice-their hearts respond by becoming very hard, soft, indecisive, confused, unable to draw boundaries, etc.
• § Shadow gives light its splendor-unity and struggle of opposites. This comment speaks to the unity of opposites. One exists because of the other. Each aspect of an opposite, its mere existence gives life to the other. And each has its value according to the conditions of its birth and the circumstances of its life.
• § In the context in which this comment was made, what the Initiate referred to as the wickedness of people, the musician argued that rather than looking at people's deeds as wicket, take the opportunity to study the nature of the person/situation to better understand it, and value the chance to appreciate goodness in people, situations, etc.
• § Nature is neither good nor beautiful, she obeys. Nature, life, etc., develop (forward or backward) according to a definite set of laws. No judgment, right or wrong, good or bad; it just is. Understanding of this comes through observation and reflection. Nature obeys laws, doesn't choose or debate.
• § Opposites-internal and external, struggle and unity and unity and struggle. With people (students), transforming their stubbornness and other characteristics (that are displayed in a distracting manner in school) into useful tools for internal development and preparation for life's work. Hardship on the one hand forces people to value moments when things ease up; and on the other challenges people to learn, reflect, grow, become tougher, etc.

• § In this lesson a sandstorm overcomes the youth as they pick flax. The Initiate takes charge and saves the flax from being blown away. His/her action leads to a reward for all. Their actions reflect unity around a common goal
• § Cyclone of sand swept through, cleaning the ground, sweeping away all that was loose on the surface; all that is not rooted will be blown away.
• § Children should be given opportunities to prove themselves; to be tested on skills and matters of the heart (morality). They should be rewarded on how they fare.

• § Adults should listen to children. Kmt Mothers listened to his/her son who wanted to continue the family name and whose heart had become hardened. This is the KA of the situation-to observe where a person is, take it in and instead of applying force to change him, parry his/her energy for he will be what is in his/her nature anyway.
• § Be direct-don't worry about other people (or place blame on them for your feelings), just say what you want.
• § Give no energy to other's jealousy, rather focus on the essence of the problem; what does a person want?
• § We have to get people to look at themselves-what they want, need, take issue with, etc. It is too easy to point fingers; doing so does not solve anything.

• § This lesson speaks of drives; e.g., the mouse gets something from being chased or else it wouldn't go out. The Initiate didn't know what drives his/her father-his/her heart is like a bottomless basin, he appears to desire nothing.
• § Children are bombarded with a lot. And this can often become overwhelming, especially when/if she/he doesn't receive much (or good) guidance; without it, and with no purpose (even if it is a bit vague), then there emerges confusion about what all this is for.
• § Your trade of yesterday is never that of tomorrow. People are constantly in the process of becoming. We are different in this moment than even the moment before.
• § No job is a sinecure (a job requiring no work). Everything requires work to become good at it. It is important to master your craft; whatever a person sets out to do, she/he must work hard to really know it now and as one evolves.

• § In this lesson, The Initiate and the harpist discuss desires. What has the power to fill you with yearning? What motivates people to do what they do. Desire on one level is the guttural, instinctual yearning that resides within. Its realization can be good or bad.
• § That is greed can be thought of a purely bad or can make people daring and have greater energy.
• § The harpist yearns for light yet physical limitations motivated him to search for light within his/her heart. The answers we seek reside in our hearts-in seed or full blown form.
• § If a flower doesn't desire light, it closes itself and receives not.
• § People are motivated by basic drives that originate within
• § People often and initially seek to satisfy their drives outside themselves; when one turns within, the search and solution have more meaning. They don't get caught up in a bunch of mess.
• § There are different and opposite ways to look at something-a child's/person's defense in school could be a coping strategy for a lack of security at home
• § There is an order to learning-sowing seeds, for example precedes sprouting and harvesting. One can't attain the end without first having gone through preceding stages.
• § To transform from one state to another, all of the old that associated with the previous set of conditions must be destroyed so the new can emerge as a synthesis of the best of its predecessor. Ego must be destroyed to make way for the humility required in the learning process.

• § Take the personality out and judge a person by his/her deeds
• § Reward people by their work
• § Accountability and integrity. Say what we do and don't do honestly

• § Grass looks greener on the other side
• § Have caution with hastily made decisions
• § Struggle over ideas is important to work through issues. Struggle between convention and change; fear and courage
• § Some are driven by security, the need to have a stable and consistent life, family, job, etc.
• § Most need to be rooted in something with meaning to be able to do other things or feel their lives have value
• § After seeing the fishermen, The Initiate became interested in becoming one. Rather than letting him dream, his/her friend took him to a fisherman's house to see what it was like.
• § It moved the child from dreaming and fantasy to reality. He realized that he didn't have the stomach for it.

• § A learning exchange-student comments or raises questions and gets followed by a question to test the student. Guard against overconfidence. The self-assured child feels good about himself when she/he feels a right answer was made; she/he should be made aware of errors, when they exist.
• § When a child's heart leads her/him to answer questions, teachers follow up with questions to guide the students' learning. The aim is to seek truth, which is a reflection of reality.
• § When you see a child has a particular interest in something, let her/him explore it, while guiding the learning, to see if she/he really wants to pursue it.

• § Some children need more than conventional responses.
• § Let not fear invade the heart, for it opposes truth and light
• § Follow the voice of your heart, as it will lead you toward greater truth
• § Study the essence of phenomena according to KA, the basis of science, learning, study, and practice.
• § Adherence to principles permits one to study essence and appearance, the KA of phenomena, over time.
• § Study nature and her children. If you want to know anything, study nature.

• § Science must be rooted in practice. Produce tools to modify the environment and enhance human life.
• § The essence of this lesson deals with instinct and human nature. Humans, as animals, are motivated by some fundamental drives; the basic ones being food, clothing, and shelter. In his/her discussion with an elder, The Initiate is critical of what he considers human selfishness in fattening an animal to eat or sacrifice it. He questions why humans must behave in such an animalistic manner.
• § Nature is never compassionate. An animal will eat another that is its natural prey, and will protect one that can be useful to it. Obeying instincts is the nature of animals.
• § The elder cautions The Initiate in condemning the human pursuit of satisfying instincts because in doing so, she/he negates lessons that can be learned from nature.
• § For example, had The Initiate not been hunting, he/she would not have had the opportunity to observe many things to which he had previously not been exposed.
• § Yet in recalling an earlier discussion, The Initiate feels a heaviness in his/her heart because he knows that much of what humans do has become perverted over time. It is one thing to kill an animal or plant to eat; it is quite another matter to feed an animal in a certain way (i.e., fatten it) to eat or sacrifice it.
• § The lesson in this is that as a child, The Initiates heart is pure, which allows him to look at a situation, albeit naively, and critique it.
• § Yet an adult, who has an interest in the very thing that The Initiate is critiquing, downplays the problem and highlights the positive. This leaves the child empty inside.

• § The essence of this lesson deals with a festival procession. It highlights the act of participating in a revered event with no understanding of why the event is happening in the first place. Blind adherence to laws.
• § It is important to know why certain practices are in place and a process for evaluating their meaning in the context of contemporary society.
• § Those that no longer are effective or carry meaning should be dispensed with and replaced by ones that are relevant and reflective of current conditions.

• § The child had many questions, yet because the Teacher listened with his/her heart, he was able to discern an underlying question that was not being asked. The process of problem solving involves not only the act of finding solutions, but also properly posing a question in the first place.
• § Before answering the child, the Teacher asked him to summarize what he learned since their first meeting. Doing so lets the teacher know how to respond to the child. People must earn knowledge over time; they demonstrate their worthiness through work. The quality and quantity of work the child did shaped the nature of the answer the Teacher gave.
• § The study of nature is the best and shortest road to truth.
• § The Teacher advised the student to continue studying nature regardless of what others think.
• § Nature reveals only to children. The honesty and natural curiosity that children have put them in a position to learn more than adults, who are limited by the walls they have erected over time through experiences-good and bad-ineffective guidance, etc.
• § The Teacher cautions the child to beware of forgetting as an adult what nature has taught him as a child.
• § The Assistant wondered why the Teacher took such time with this child. One must learn how to discern the gold nugget among the pebbles. Students reveal their hearts.
• § The phenomena of life and nature are observed by humans, but in their puny selfishness, they see only the few things of which they can make use. Rare are those who seek the Cause for its own sake; even rarer are those who allow themselves to be moved by those phenomena of periodicity, attraction and repulsion.
• § Heart generous and ignorant of greed; curiosity not idle; no vanity pollutes the quest; no fear;
• § The heart must lead. Teachers must look into the hearts of children.

• § Teachers are judges too and as such must clean their hearts of attachments
• § In studying the monkey, the child learned a lesson on human versus animal nature. That the difference between him and the monkey, for example, is that when faced with a fig, the monkey will eat it, but he can choose not to and leave it alone.
• § In this lesson, the child defended someone who could not defend himself. Children must be encouraged to take principled positions regardless of the consequences. They must know that doing right is more important than what others think of them.
• § When they know in their hearts that they have done right, they can defend themselves with honesty when/if challenged, looking people directly in the eyes. If a person has not been honest, has not done justice, then she/he cannot defend self against criticism and condemnation.
• § There are two things one must know: to weigh one's words well, and to sound the heart of one's listener. By "weighing one's words well" a person speaks accurately, precise, and direct; by "sounding the heart of one's listener" one speaks to the heart of a person...her/his/her conscience, sense of morality.
• § Adults often jump to the defense of other adults without looking into the heart of the child, the facts of the situation, and/or its right-wrongness.
• § It is much easier to defend oneself than to keep silent in the moment of joy.
• § The competition between musicians demonstrated the importance of competition in sharpening one's craft.

• § There is no good complaining without evidence. Decisions must be made on evidence. Children must be taught how to collect and interpret evidence, data from which they can draw conclusions, solve problems, etc.
• § Too often people do things based on personality, how they feel, etc. This opens the door for low morale and poor behavior in response. When children see (or experience) inconsistencies in treatment, they respond accordingly through their behavior.
• § There is no reason to get mad if someone makes up something; know what you will do and do it. Rely on evidence and require others to do so.
• § Research methods should be taught early, beginning with basic observation techniques and documentation. Journaling on a regular basis.
• § The Initiate learned patience in his/her process of gathering data. At first he wanted to confront the person doing harm to him, but he sat back to gather data.
• § The suffering he experienced by watching the other child do wrong led him to develop thicker skin, to get tougher. He learned the lengths that people will go to cover up their own shortcomings.
• § Do not yield to grief. Hardship will come in life, but giving in to depression, anxiety, fear disallows a person from properly assessing the source and identifying, planning, and implementing solutions
• § Make a great effort to understand the situation.
• § Children should learn how to solve problems and be reminded to allow an adult's fury to calm down before speaking-meeting fire with fire does not work.
• § If a person is right, then he/she has nothing to fear. Children should not be intimidated by adults in their efforts to speak truthfully about a situation. In addition, if a person made a decision to do something, and does it, she/he ought have no fear about defending that decision.
• § "Why am I bound to the demesne? True, I am fed by the demesne. Is there anything within me that is not fed by the demesne? My heart is not fed by the demesne: so my heart is free. My heart is fed by no one."
• § An important lesson to learn-principles, morality, doing right for right's sake is most important. The reality is that many people lack such integrity-whomever pays for them to eat is who they answer to.
• § It takes a person with integrity to behave in a principled manner in the face of losing money and other material things. It is integrity that must be cultivated in students and staff.

• § An honest person does not tremble before the judge
• § A person should be able to say to her/himself: Don't stammer: for if a lie is in my mouth, I shall be punished; but if my word is true, then neither you nor I ought be punished, but the pots should be beaten, which troubled your heart
• § Speak directly, honestly, and with conviction-if one has taken into one's hands the thread of a tangled skein, one must unravel it entirely, with a firm heart. If your conscience is clear, bring your request to completion.
• § Let the evidence speak for itself and exhibit humility
• § Have a keen tongue and a subtle mind. They can create disorder or peace, according to the use to which they are put. Children must learn to distinguish. They must be given opportunities to make decisions.
• § Stage 1-learn from nature; stage 2-take learning in own hands.
• § In this process of standing before the ruler/judge, not only was evidence judged, but also the manner in which The Initiate conducted himself. Everything is a test, an opportunity to see where you are in morality or the process of development of a particular skill.
• § Justice must prevail, however in order to do so, reliable evidence must be gathered and considered prior to making a decision.
• § The honest heart then analyzes the evidence, asks questions of those involved, investigates reality, and then makes a decision that is right, just.
• § The character of the people involved always matter in what would be considered data with integrity.
• § The Initiate proved himself to be upstanding and honest, humble and not trying to prove something. Rather he stepped aside and let the evidence speak for itself.

• § The child is arrogant, freshly out of scribe school but has not yet mastered such fundamentals as humility and respect for those who are older. Like some of our children, The Initiate speaks to an older worker as though he/she is less than her/him.
• § The fruits of the school education-insulting the ignorant, despising the destitute, thinking that she/he is better than others who have not received the same training or have the same things.
• § You who are allowed to learn, insult the ignorant: a child is given an opportunity to learn because others have made a way for that to happen.
• § You, the well-nurtured, despise the destitute: someone having more than another and thinking that she/he is above the other.
• § What have you done to deserve what you have received? People must earn their place in the world, not have it handed to them. Hard work builds character and helps people to value what they have earned with their own hands. People should not be put in positions without first having demonstrated through action that they are deserving of it.
• § What people receive-because opportunities have opened for them-means nothing if not used in a purposeful and meaningful manner. Arrogance, boasting, etc. erodes the value of the gift and the recipient.
• § Ignorance is no excuse for letting oneself go, losing control of one self. Be mindful, demonstrate "perfect movement"
• § Favoritism is damaging in many ways: 1) gives favored ones a false sense of who they are and accomplishment; 2) negates hard work, which is an essential building block of morality; 3) demeans and negates genuine hard work of others who are not favored; 4) negates struggle and inhibits learning; 5) is fundamentally dishonest. In this case, The Initiate was given preferential treatment and therefore failed to grasp the ability to understand the language he studied to write.
• § "Let no further boast come from your lips. Your teacher may have made a mistake, but a spoiled child can do nothing to straighten that out." Not only was The Initiate treated better than others, but the content of his/her work was terrible and replete with vanity. He was only able to write and understand a very limited amount of information. A missed opportunity that he had the fortunate ability to correct.
• § Dark is the sun to the veiled eyes of remorse; and bitter the bread to the mouth of the ungrateful, for his/her heart knows no rest. 1) a person caught up in feeling sorry for him/herself is unable to see possibility, 2) an ungrateful person will never be satisfied.
• § Put wisdom to practice and all evil will flee you. Wisdom is necessarily honest.
• § Follow up with the teacher that gave The Initiate preferential treatment. This follow up is important to do with teachers as they have to know the impact of their actions on the development of the children.
• § The practice of favoritism when a teacher treats students as vile favorites, which leads to a fall. Sparing criticism and encouraging vanity, leads a student to have no respect for a teacher over time.
• § Humans pay with tears the price of conscience, if they have not been tamed in childhood: consulting one's conscience may lead her/him to fall out of disfavor with others, subject her/him to humiliation, etc.
• § Favored ones tend to not learn any correct movements, nor respect for the tools of the teacher, nor the proportions and meaning of the divine characters which he transcribes (the content of his/her study)
• § Students-have no more arrogance, instead grave attention, anxious effort; Teacher who cannot treat children fairly ought let the children go and permit them to receive training from others better able to guide them properly
• § For everything there is a time; time for harmony and anarchy, and no one can change the course of stars
• § To the arrogant student: you have swelled your memory with formulas and your heart with self-conceit. Now you will have to learn that your knowledge is spurious if compared with that of a stone-breaker, a master-carpenter, or even a nimble-fingered potter. Your hands will now have to learn that matter follows laws of its own and independent of convention; that in order to make a masterpiece from a stone one must have one's ear in one's heart and a living soul in one's fingers.
• § A master craftsperson needs an instinct.
• § If a student is worthy of a job, she/he will keep it.
• § When students are concerned with things that do not matter, they should be helped to know what does matter and work on those things. This child is arrogant-concerned more with his/her clothes, losing his/her position in relation to others than in thinking about what he did wrong to put himself in the position in the first place.
• § People, who are worthy (e.g., children) must be helped to know when they are wrong so that they can face up to themselves and others where necessary. They need to let their heart work out things.