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− | This is a crucial question both for teacher and pupil. If this issue is | + | This is a crucial [[question]] both for [[teacher]] and [[pupil]]. If this issue is |
− | mishandled, the teacher of God has hurt himself and has also attacked his | + | mishandled, the [[teacher of God]] has hurt himself and has also [[attacked]] his |
− | pupil. This strengthens fear, and makes the magic seem quite real to both of | + | pupil. This strengthens [[fear]], and makes the [[magic]] seem quite real to both of |
− | them. How to deal with magic thus becomes a major lesson for the teacher | + | them. How to deal with magic thus [[becomes]] a major lesson for the teacher |
− | of God to master. His first responsibility in this is not to attack it. If a magic | + | of God to master. His first [[responsibility]] in this is not to attack it. If a magic |
− | thought arouses anger in any form, God's teacher can be sure that he is | + | thought arouses [[anger]] in any form, God's teacher can be sure that he is |
− | strengthening his own belief in sin and has condemned himself. He can be | + | strengthening his own [[belief]] in [[sin]] and has [[condemned]] himself. He can be |
− | sure as well that he has asked for depression, pain, fear and disaster to come | + | sure as well that he has asked for depression, [[pain]], fear and [[disaster]] to come |
| to him. Let him remember, then, it is not this that he would teach, because it | | to him. Let him remember, then, it is not this that he would teach, because it |
| is not this that he would learn. | | is not this that he would learn. |
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− | There is, however, a temptation to respond to magic in a way that reinforces | + | There is, however, a [[temptation]] to respond to [[magic]] in a way that reinforces |
| it. Nor is this always obvious. It can, in fact, be easily concealed beneath a | | it. Nor is this always obvious. It can, in fact, be easily concealed beneath a |
− | wish to help. It is this double wish that makes the help of little value, and | + | wish to help. It is this double wish that makes the help of little [[value]], and |
| must lead to undesired outcomes. Nor should it be forgotten that the | | must lead to undesired outcomes. Nor should it be forgotten that the |
− | outcome that results will always come to teacher and to pupil alike. How | + | outcome that results will always come to [[teacher]] and to [[pupil]] alike. How |
| many times has it been emphasized that you give but to yourself? And | | many times has it been emphasized that you give but to yourself? And |
| where could this be better shown than in the kinds of help the teacher of | | where could this be better shown than in the kinds of help the teacher of |
| God gives to those who need his aid? Here is his gift most clearly given | | God gives to those who need his aid? Here is his gift most clearly given |
| him. For he will give only what he has chosen for himself. And in this gift | | him. For he will give only what he has chosen for himself. And in this gift |
− | is his judgment upon the holy Son of God. | + | is his [[judgment]] upon the holy Son of God. |
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− | It is easiest to let error be corrected where it is most apparent, and errors can | + | It is easiest to let [[error]] be [[corrected]] where it is most apparent, and errors can |
| be recognized by their results. A lesson truly taught can lead to nothing but | | be recognized by their results. A lesson truly taught can lead to nothing but |
− | release for teacher and pupil, who have shared in one intent. Attack can | + | release for teacher and pupil, who have [[shared]] in one intent. [[Attack]] can |
− | enter only if perception of separate goals has entered. And this must indeed | + | enter only if [[perception]] of [[separate]] [[goals]] has entered. And this must indeed |
− | have been the case if the result is anything but joy. The single aim of the | + | have been the case if the result is anything but [[joy]]. The single aim of the |
− | teacher turns the divided goal of the pupil into one direction, with the call | + | teacher turns the divided goal of the pupil into one [[direction]], with the call |
− | for help becoming his one appeal. This then is easily responded to with just | + | for help becoming his one [[appeal]]. This then is easily responded to with just |
| one answer, and this answer will enter the teacher's mind unfailingly. From | | one answer, and this answer will enter the teacher's mind unfailingly. From |
− | there it shines into his pupil's mind, making it one with his. | + | there it shines into his pupil's [[mind]], making it one with his. |
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− | Perhaps it will be helpful to remember that no one can be angry at a fact. It | + | Perhaps it will be helpful to remember that no one can be [[angry]] at a [[fact]]. It |
− | is always an interpretation that gives rise to negative emotions, regardless of | + | is always an [[interpretation]] that gives rise to [[negative]] [[emotions]], regardless of |
| their seeming justification by what <appears> as facts. Regardless, too, of | | their seeming justification by what <appears> as facts. Regardless, too, of |
− | the intensity of the anger that is aroused. It may be merely slight irritation, | + | the [[intensity]] of the anger that is aroused. It may be merely slight [[irritation]], |
| perhaps too mild to be even clearly recognized. Or it may also take the form | | perhaps too mild to be even clearly recognized. Or it may also take the form |
− | of intense rage, accompanied by thoughts of violence, fantasied or | + | of intense [[rage]], accompanied by thoughts of [[violence]], fantasied or |
| apparently acted out. It does not matter. All of these reactions are the same. | | apparently acted out. It does not matter. All of these reactions are the same. |
− | They obscure the truth, and this can never be a matter of degree. Either truth | + | They obscure the [[truth]], and this can never be a matter of degree. Either truth |
| is apparent, or it is not. It cannot be partially recognized. Who is unaware of | | is apparent, or it is not. It cannot be partially recognized. Who is unaware of |
− | truth must look upon illusions. | + | truth must look upon [[illusions]]. |
| | | |
| Anger in response to perceived magic thoughts is a basic cause of fear. | | Anger in response to perceived magic thoughts is a basic cause of fear. |