Great ideals and principles do not live from generation to generation just because they are right, nor even because they have been carefully legislated. Ideals and principles continue from generation to generation only when they are built into the hearts of the children as they grow up.
Nothing destroys the potential for parents to have a close relationship with their children as disciplining through excessive fear. When children are still young, parents should be aware that one day their children will become independent. Parents who frequently use fear as a weapon create negative feelings in their children. When they grow up, those children are likely to rebel against their parents and go their own way.
The purpose of this discipline is to bring man into the habit of applying the insight that has come to him as the result of the preceding disciplines. When one is rising, standing, walking, doing something, stopping, one should constantly concentrate one’s mind on the act and the doing of it, not on one’s relation to the act, or its character or value. One should think: there is walking, there is stopping, there is realizing; not, I am walking, I am doing this, it is a good thing, it is disagreeable, I am gaining merit, it is I who am realizing how wonderful it is. Thence come vagrant thoughts, feelings of elation or of failure and unhappiness. Instead of all this, one should simply practice concentration of the mind on the act itself, understanding it to be an expedient means for attaining tranquillity of mind, realization, insight and Wisdom; and one should follow the practice in faith, willingness and gladness. After long practice the bondage of old habits become weakened and disappears, and in its place appear confidence, satisfaction, awareness and tranquillity. What is the Way of Wisdom designed to accomplish? There are three classes of conditions that hinder one from advancing along the path to Enlightenment. First, there are the allurements arising from the senses, from external conditions and from the discriminating mind. Second, there are the internal conditions of the mind, its thoughts, desires and mood. All these the earlier practices (ethical and mortificatory) are designed to eliminate. In the third class of impediments are placed the individual’s instinctive and fundamental (and therefore most insidious and persistent) urges - the will to live and to enjoy, the will to cherish one’s personality, the will to propagate, which give rise to greed and lust, fear and anger, infatuation, pride and egotism. The practice of the Wisdom Paramita is designed to control and eliminate these fundamental and instinctive hindrances.
Anger | Awareness | Character | Confidence | Control | Discipline | Enlightenment | Failure | Faith | Fear | Feelings | Good | Greed | Habit | Individual | Insight | Lust | Man | Means | Merit | Mind | Personality | Practice | Pride | Purpose | Purpose | Tranquility | Understanding | Unhappiness | Will | Wisdom | Failure | Awareness | Old |
My reason teaches me that land cannot be sold. The Great Spirit gave it to his children to live upon and cultivate as far as necessary for their subsistence, and so long as they occupy and cultivate it they have the right to the soil, but if they voluntarily leave it then any other people have a right to settle on it. Nothing can be sold, except things that can be carried away.
Mindfulness should be strong everywhere, for mindfulness keeps the mind away from distraction, into which it might fall, since faith, energy and understanding partake of the nature of distraction: and away from idleness, into which it might fall, since concentration partakes of the nature of idleness.
The human mind feels restless and dissatisfied under the anxieties of ignorance. It longs for the repose of conviction; and to gain this repose it will often rather precipitate its conclusions than wait for the tardy lights of observation and experiment. There is such a thing, too, as the love of simplicity and system, a prejudice of the understanding which disposes it to include al the phenomena of nature under a few sweeping generalities, and indolence which loves to repose on the beauties of a theory rather than encounter the fatiguing detail of its evidences.
The essence of all education is self-discovery and self-control. When education helps an individual to discover his own powers and limitations and, shows him how to get out of his heredity its largest and best possibilities, it will fulfill its real function, when children are taught not merely to know things but particularly to know themselves, not merely how to do things but especially how to compel themselves to do things, they may be said to be really educated. For this sort of education there is demanded rigorous discipline of the powers of observation, of the reason, and especially of the will.
The great duty of God’s children is to love one another. This duty on earth takes the name and form of the law of humanity. We are to recognize all men as brethren, no matter where born, or under what sky, or institution or religion they may live. Every man belongs to the race, and owes a duty to mankind... Men cannot, by combining themselves into narrower or larger societies, sever the sacred, blessed bond which joins them to their kind... The law of humanity must reign; over the assertion of all human rights.
Many men who spend an hour a day in physical exercises to keep fit refuse to spend an hour a week in the cultivation of their morals and their ethics. We have put so little emphasis on developing our souls that our children are beginning to doubt if we have any souls at all.
It is essential that the student acquire an understanding of and a lively feeling for values. He must acquire a vivid sense of the beautiful and of the morally good. Otherwise he - with his specialized knowledge - more closely resembles a well-trained dog than a harmoniously developed person.
The great scientific discoveries of the past hundred years have been as child's play compared with the titanic forces that will be released when man applies himself to the understanding and mastery of his own nature.