To heal is to liberate totally. We once said there is no order in miracles because they are all MAXIMAL EXPRESSIONS OF LOVE. This has no range at all. The non-maximal only APPEARS to have a range. This is because it SEEMS to be meaningful to measure it FROM the maximum and identify its position by HOW MUCH IT IS NOT THERE. Actually, this does not mean ANYTHING. It is like negative numbers in that the concept can be used theoretically, but it has NO application practically. It is true that if you put three apples on the table and then took them AWAY, the three apples are NOT THERE. But it is NOT true that the table is now MINUS three apples. If there is NOTHING on the table, it does NOT matter what WAS there in terms of amount. The "nothing" is neither greater nor less because of what is ABSENT.
That is why "all" and "nothing" are dichotomous, WITHOUT A RANGE. This is perfectly clear in maximal test performance and for EXACTLY the reason you emphasize. You cannot interpret AT ALL, unless you assume either MAXIMAL motivation or its COMPLETE ABSENCE. Only in these two conditions can you validly COMPARE responses, and you MUST assume the former, because if the LATTER is true, the subject WILL NOT DO ANYTHING. Given VARIABLE motivation he WILL do something, but you CANNOT UNDERSTAND WHAT IT IS.
The RESULTS of tests are evaluated relatively, ASSUMING maximal motivation. But this is because we are dealing with ABILITIES, where degree of development IS meaningful. This does NOT mean that what ability is used FOR is necessarily either limited OR divided. But one thing is certain. Abilities are POTENTIALS for learning, and you will apply them to WHAT YOU WANT TO LEARN. Learning is EFFORT, and effort MEANS will.
You will notice that we have used the term "abilities" as a plural, which is correct. This is because abilities began with the ego, which perceived them as a POTENTIAL FOR EXCELLING. This is how the ego STILL perceives them and uses them. It does NOT want to teach everyone all it has learned, because that would DEFEAT its purpose in learning. Therefore, it does not REALLY learn at all. The Holy Spirit teaches YOU to use what the ego has made to TEACH the opposite of what the ego has LEARNED. The KIND of learning is as irrelevant as is the particular ability which was applied TO the learning.
You could not have a better example of the Holy Spirit's (this) unified purpose than this course. The Holy Spirit has taken very diversified areas of YOUR past learning, and has applied them to a UNIFIED curriculum. The fact that this was NOT the ego's reason for learning is totally irrelevant. YOU made the effort to learn, and the Holy Spirit has a unified goal for ALL effort. He ADAPTS the ego's potentials for excelling to potentials for EQUALIZING. This makes them USELESS for the ego's purpose, but VERY useful for His.
If different abilities are applied long enough to one GOAL, the abilities THEMSELVES become unified. This is because they are channelized in one direction, or in one WAY. Ultimately, then, they all contribute to ONE RESULT, and by so doing, their SIMILARITY rather than their differences is emphasized. You can EXCEL in many DIFFERENT ways, but you can EQUALIZE in ONE WAY ONLY. Equality is NOT a variable state, by definition.
That is why we once said that papers will be easy to write when you have learned THIS course. To the ego there appears to be no connection, because the EGO is discontinuous. But the Holy Spirit teaches one lesson and applies it to ALL individuals in ALL situations. Being conflict free, He maximizes ALL efforts and ALL results. By teaching the power of the Kingdom of God Himself, He teaches you that ALL POWER IS YOURS. Its application does not matter. It is ALWAYS maximal. Your vigilance does NOT establish it as yours, but it DOES enable you to use it ALWAYS and in ALL WAYS.
When I said, "Behold I am with you always," I meant it literally. I am not absent to ANYONE nor in ANY situation. BECAUSE I am always with you, YOU are the Way, and the Truth, and the Light. YOU did not make this power any more than I did. It was created to BE shared, and therefore cannot be meaningfully perceived as BELONGING to anyone AT THE EXPENSE of another. This perception makes it meaningLESS by eliminating or overlooking its real and ONLY meaning.
Only love is strong because it is UNDIVIDED. The strong do not attack, because they see no need to do so. BEFORE the idea of attack can enter your mind, YOU MUST HAVE PERCEIVED YOURSELF AS WEAK. Because you had attacked yourself, and BELIEVED THAT THE ATTACK WAS EFFECTIVE, you behold yourself as weakened. No longer perceiving yourself and all your brothers as equal, AND REGARDING YOURSELF AS WEAKER, you attempt to "equalize" the situation YOU HAVE MADE. You use attack to do so, because you believe that ATTACK WAS SUCCESSFUL IN WEAKENING YOU.
That is why the recognition of your OWN invulnerability is so important in the restoration of your sanity. For if you accept your invulnerability, you are recognizing that ATTACK HAS NO EFFECT. Although you have attacked yourself, and very brutally, you will demonstrate that NOTHING HAPPENED. Therefore, by attacking, you have NOT DONE ANYTHING. Once you realize this, there is no longer any SENSE in attack, for it manifestly DOES NOT WORK, it cannot PROTECT you. But the recognition of your invulnerability has more than merely negative value.
If your attacks on yourself FAILED to weaken you, YOU ARE STILL STRONG. You therefore HAVE no need to "equalize" the situation to ESTABLISH your strength. But you will never realize the utter uselessness of attack, EXCEPT by recognizing that your attack on YOURSELF had no effects. For others DO react to attack, if they perceive it, and if you ARE trying to attack them, you will be unable to avoid interpreting this as reinforcement. The ONLY place where you can cancel out ALL reinforcement, is IN YOURSELF. For YOU are always the first point of your attack, and if this has never been it HAS no consequences.
The Holy Spirit's Love is your strength, for yours is divided, and therefore not real. You could not trust your own love, when you have ATTACKED it. You cannot learn of PERFECT love with a split mind, because a split mind HAS MADE ITSELF A POOR LEARNER. You tried to make the separation eternal because you wanted to RETAIN the characteristics of creation, WITH YOUR OWN CONTENT.
Creation is NOT of you, and poor learners need special teaching. You have learning handicaps in a very literal sense. There are areas in your learning skills that are so impaired, that you can progress only under constant clear-cut direction, provided by a teacher who can TRANSCEND your limited resources. He BECOMES your resource, because OF YOURSELF, you CANNOT learn. The learning situation in which you place yourself IS impossible, and IN this situation, you clearly require a special teacher, and a special curriculum.
Poor learners are not good choices for teachers, either for themselves or for anyone else. You would hardly turn to THEM to establish the curriculum by which they can ESCAPE their limitations. If they understood what is BEYOND them, they would not BE handicapped. You do NOT know the meaning of love, and this IS your handicap. Do not attempt to teach YOURSELVES what you do not understand, and do not try to set up curriculum goals, where yours have clearly failed. For YOUR learning goal has been NOT TO LEARN, and this CANNOT lead to successful learning.
You cannot transfer what you have not learned, and the impairment of the ability to generalize is a crucial learning failure. Would you ask those who have FAILED to learn, what learning aids are FOR? THEY DO NOT KNOW. For if they could INTERPRET the aids correctly, they would have LEARNED from them. We have said that the ego's rule is, "Seek and do NOT find." Translated into curricular terms, this is the same as saying, "TRY to learn but DO NOT SUCCEED."
The result of this curriculum goal is obvious. Every legitimate teaching aid, every real instruction, and every sensible guide to learning, WILL BE MISINTERPRETED. For they are all for learning FACILITATION, which this strange curriculum goal is AGAINST. If you are trying to learn how NOT to learn, and using the AIM of teaching TO DEFEAT ITSELF, what can you expect BUT confusion? The CURRICULUM does not make any sense.
This kind of learning has so weakened your mind that you CANNOT love. For the curriculum you have chosen is AGAINST love, and amounts to a course in HOW TO ATTACK YOURSELF. A necessary minor, supplementing this major curriculum goal, is in learning how NOT to overcome the split which made this goal believable. And YOU can NOT overcome it, for all YOUR learning is on its BEHALF.
Yet your will speaks against your learning, as your learning speaks against your will. And so you fight AGAINST learning, and SUCCEED, for that is your will. But you do NOT realize, even yet, that there IS something you DO will to learn, and that you CAN learn it, because it IS your will to do so. You who have tried to learn what you do NOT will, should take heart. For though the curriculum you set yourself is depressing indeed, it is merely ridiculous, IF YOU LOOK AT IT. Is it POSSIBLE that the way to achieve a goal is NOT TO ATTAIN IT?
Resign NOW as your own teachers. THIS resignation will NOT lead to depression. It is merely the result of an honest appraisal of what you have taught yourselves, and of the learning outcomes which have resulted. Under the proper learning conditions, which you can neither provide nor understand, you will become excellent learners AND teachers. But it is not so yet, and will not BE so until the whole learning situation, as YOU have set it up, is reversed.
Your learning POTENTIAL, properly understood, is limitless, BECAUSE IT WILL LEAD YOU TO GOD. You can TEACH the way to Him AND learn it, if you will follow the Teacher Who knows it, and the curriculum for learning it. The curriculum is totally unambiguous, because the goal is NOT divided, and the means and the end are in COMPLETE accord. YOU need offer only UNDIVIDED ATTENTION. Everything else will be GIVEN you. For it is YOUR will to learn aright, and NOTHING can oppose the will of God's Son. His learning is as unlimited as HE is.
Those whom you PERCEIVE as opponents are PART of your peace, which YOU are giving up by attacking them. How can you have what YOU give up? You SHARE to have, but you do NOT give it up yourselves. When you GIVE UP peace, you are EXCLUDING yourself FROM it. This is a condition which is so ALIEN to the Kingdom that you CANNOT understand the state which prevails WITHIN it.
Your past learning MUST have taught you the wrong things, simply because it has not made you happy. On this basis alone, its value should be questioned. If learning aims at CHANGE, and that is ALWAYS its purpose, are you satisfied with the changes YOURS has brought you? Dissatisfaction with the learning outcome MUST be a sign of learning failure, because it means that you did NOT get what you WANT.
The curriculum of the Atonement IS the opposite of the curriculum you have established for yourselves, but SO IS ITS OUTCOME. If the outcome of yours has made you unhappy, and if you WANT a different outcome, a change in the curriculum is obviously necessary.
The first change that MUST be introduced is a change in DIRECTION. A meaningful curriculum CANNOT be inconsistent. If it is planned by two teachers, each believing in diametrically opposed ideas, it CANNOT be integrated. If it is carried out by these two teachers simultaneously, EACH ONE MERELY INTERFERES WITH THE OTHER. This leads to fluctuation, but NOT to change. The volatile HAVE no direction. They cannot choose one, because they CANNOT relinquish the others EVEN IF THE OTHERS DO NOT EXIST. Their conflicted curriculum teaches them that ALL directions exist, and gives them no RATIONALE for choice.
The total senselessness of such a curriculum must be fully recognized before a real change in direction becomes possible. You CANNOT learn simultaneously from two teachers who are in TOTAL DISAGREEMENT ABOUT EVERYTHING. Their joint curriculum presents an IMPOSSIBLE learning task. They are teaching you ENTIRELY different things in ENTIRELY different ways, which WOULD be possible except for the crucial fact that both are teaching you about YOURSELF. Your REALITY is unaffected by both. But if you LISTEN to both, your mind will split on WHAT YOUR REALITY IS.
The role of teaching and learning is actually reversed in the thinking of the world. The reversal is characteristic. It seems as if the teacher and the learner are separated, the teacher giving something to the learner rather than to himself. Further, the act of teaching is regarded as a special activity in which one engages only a relatively small proportion of one's time. The course, on the other hand, emphasizes that to teach is to learn, so that teacher and learner are the same. It also emphasizes that teaching is a constant process; it goes on every moment of the day and continues into sleeping thoughts as well.
To teach is to demonstrate. There are only two thought systems, and you demonstrate that you believe one or the other is true all the time. From your demonstration others learn and so do you. The question is not whether you will teach, for in that there is no choice. The purpose of the course might be said to provide you with a means of choosing what you want to teach on the basis of what you want to learn. You cannot give to someone else, and this you learn through teaching. Teaching is but a call to witnesses to attest to what you believe. It is a method of conversion. This is not done by words alone. Any situation must be to you a chance to teach others what you are and what they are to you. No more than that, but also never less.
The curriculum that you set up is therefore determined exclusively by what you think you are, and what you believe the relationship of others is to you. In the formal teaching situation, these questions may be totally unrelated to what you think you are teaching. Yet it is impossible not to use the content of any situation on behalf of what you really teach and therefore learn. To this the verbal content of your teaching is quite irrelevant. It may coincide with it or it may not. It is the teaching underlying what you say that teaches you. Teaching but reinforces what you believe about yourself. Its fundamental purpose is to diminish self-doubt. This does not mean that the self you are trying to protect is real. But it does mean that the self you think is real is what you teach.
This is inevitable. There is no escape from it. How could it be otherwise? Everyone who follows the world's curriculum, and everyone here does follow it until he changes his mind, teaches solely to convince himself that he is what he is not. Herein is the purpose of the world. What else, then, would its curriculum be? Into this hopeless and closed learning situation, which teaches nothing but despair and death, God sends His teachers. And as they teach His lessons of joy and hope, their learning finally becomes complete.
Except for God's teachers there would be no hope of salvation, for the world of sin would be forever real. The self-deceiving must deceive, for they must teach deception. And what else is hell? This is a manual for the teachers of God. They are not perfect or they would not be here. Yet it is their mission to become perfect here, and so they teach perfection over and over, in many, many ways, until they have learned it. And then they are seen no more, although their thoughts remain a source of strength and truth forever. Who are they? How are they chosen? What do they do? How can they work out their own salvation and the salvation of the world? This manual attempts to answer these questions.
Changes are required in the minds of God's teachers. This may or may not involve changes in the external situation. Remember that no-one is where he is by accident, and chance plays no part in God's plan. It is most unlikely that changes in his attitudes would not be the first step in the newly-made teacher of God's training. There is, however, no set pattern, since training is always highly individualized. There are those who are called upon to change their life situation almost immediately, but these are generally special cases. By far the majority are given a slowly-evolving training program, in which as many previous mistakes as possible are corrected. Relationships in particular must be properly perceived, and all dark cornerstones of unforgiveness removed. Otherwise the old thought-system still has a basis for return.
As the teacher of God advances in his training, he learns one lesson with increasing thoroughness. He does not make his own decisions; he asks his Teacher for His answer, and it is this he follows as his guide for action. This becomes easier and easier, as the teacher of God learns to give up his own judgment. The giving up of judgment, the obvious prerequisite for hearing God's Voice, is usually a fairly slow process, not because it is difficult, but because it is apt to be perceived as personally insulting. The world's training is directed toward achieving a goal in direct opposition to that of our curriculum. The world trains for reliance on one's judgment as the criterion for maturity and strength. Our curriculum trains for the relinquishment of judgment as the necessary condition of salvation.
It is crucial to say first that this is a required course. Only the time you take it is voluntary. Free will does not mean that you establish the curriculum. It means only that you can elect what to take when. It is just because you are not ready to do what you should elect to do that time exists at all. (You will see miracles through your hands through me. You should begin each day with the prayer "Help me to perform whatever miracles you want of me today.")
Attack is ALWAYS physical. When attack in ANY form enters your mind, you are EQUATING YOURSELF WITH A BODY. This is the ego's INTERPRETATION of the body. You do not have to ATTACK physically to accept this interpretation; you ARE accepting it simply by the belief that attack can GET YOU SOMETHING YOU WANT. If you did NOT believe this, the IDEA of attack would have no appeal to you.
When you equate yourself with a body, you will ALWAYS experience depression. When a Child of God thinks of himself in this way, he is belittling himself and seeing his brothers as similarly belittled. Since he can find himself ONLY in them, he has cut himself off from salvation. Remember that the Holy Spirit interprets the body ONLY as a means of communication. Being the communication link between God and His separated Sons, He interprets everything YOU have in the light of what HE is.
The ego SEPARATES through the body. The Holy Spirit reaches THROUGH it to others. You do not perceive your brothers as the Holy Spirit does because you do not interpret their bodies AND YOURS solely as a means of JOINING THEIR MINDS and uniting them with yours and mine. This interpretation of the body will change your mind entirely about its value. Of itself it has NONE. If you use it for attack it is harmful to you. But if you use it ONLY to reach the minds of those who believe they ARE bodies and teach them THROUGH the body that THIS IS NOT SO, you will begin to understand the power of the mind that is in both of you. If you use the body for this, and ONLY for this, you CANNOT use it for attack. In the service of uniting, it becomes a beautiful lesson in communion, which has value until communion IS.
This is God's way of making unlimited what YOU have limited. His Voice does not see the body as YOU do, because He knows the ONLY reality that ANYTHING can have is the service it can render God on behalf of the function HE has given. Communication ENDS separation. Attack PROMOTES it. The body is ugly or beautiful, savage or holy, helpful or harmful, according to the use to which it is put. And in the body of another you will see the use to which you put YOURS.
If the body becomes for you a means which you give to the Holy Spirit to use on behalf of the union of the Sonship, you will not see ANYTHING physical except as WHAT IT IS. Use it for truth, and you will see it truly. MISuse it and you WILL misunderstand it, because you have already done so BY misusing it. Interpret ANYTHING apart from the Holy Spirit, and you will mistrust it. This will lead you to hatred and attack and LOSS OF PEACE.
But ALL loss comes only from your own misunderstanding. Loss of ANY kind is impossible. When you look upon a brother as a physical entity, HIS power and glory are lost to you and SO ARE YOURS. You HAVE attacked him, and you MUST have attacked yourself first. Do not see him this way for your OWN salvation, which MUST bring him his. Do not ALLOW him to belittle himself in YOUR mind, but give him freedom from his belief in littleness, and escape from YOURS. As part of YOU, HE is holy. As part of ME, YOU are. To communicate with part of God Himself is to reach beyond the Kingdom to its Creator, through His Voice which He has established as part of YOU.
Rejoice, then, that of yourselves you can do nothing. You are not OF yourselves. And He of Whom you ARE has willed your power and glory FOR you, with which you can perfectly accomplish His holy Will for you when you so will it yourself. He has not withdrawn His gifts from YOU, but YOU have withdrawn them from Him. Let no Son of God remain hidden for His Name's sake, because His Name is YOURS.
Remember that the Bible says, "The word (or thought) was made flesh." Strictly speaking, this is impossible, since it seems to involve the translation of one order of reality into another. Different orders of reality merely SEEM to exist, just as different orders of miracles do. Thought cannot be MADE into flesh except by belief, because thought is NOT physical. But thought IS communication, for which the body can be used. This is the only NATURAL use to which it can be put. To use the body UNnaturally is to lose sight of the Holy Spirit's purpose, and thus to confuse the goal of His curriculum.
There is nothing so frustrating to a learner as to place him in a curriculum which he cannot learn. His sense of adequacy suffers, and he MUST become depressed. Being faced with an impossible learning situation, REGARDLESS of why it is impossible, is the most depressing thing in the world. In fact, it is ultimately WHY the world is depressing. The Holy Spirit's curriculum is NEVER depressing because it is a curriculum in joy. Whenever the reaction to learning is depression, it is only because the goal of the curriculum has been lost sight of.
In the world, not even the body is perceived as whole. Its purpose is seen as fragmented into many functions which bear little or no relationship to each other, so that it appears to be ruled by chaos. Guided by the ego, it IS. Guided by the Holy Spirit, it is NOT. It becomes ONLY a means by which the part of the mind which you have separated from your Soul can reach beyond its distortions and RETURN to the Soul. The ego's temple thus becomes the temple of the Holy Spirit, where devotion to Him replaces devotion to the ego. In this sense the body DOES become a temple to God, because His Voice abides in it by directing the use TO WHICH YOU PUT IT.
Healing is the result of using the body SOLELY for communication. Since this IS natural, it heals by making whole, which is also natural. ALL mind is whole, and the belief that part of it is physical or NOT MIND is a fragmented (or sick) interpretation. Mind CANNOT be made physical, but it CAN be made manifest THROUGH the physical if it uses the body to GO BEYOND itself. By reaching OUT, the mind EXTENDS itself. It does not STOP at the body, for if it does it is blocked in its purpose. A mind which has been blocked has allowed itself to be vulnerable to attack, because it has TURNED AGAINST ITSELF.
The removal of blocks, then, is the ONLY way to guarantee help and healing. Help and healing are the normal expressions of a mind which is working THROUGH the body but not IN it. If the mind believes the body is its GOAL, it WILL distort its perception OF the body, and by blocking its own extension BEYOND it will INDUCE illness by FOSTERING SEPARATION. Perceiving the body AS A SEPARATE ENTITY cannot BUT foster illness, because it is not true. A medium of communication WILL lose its usefulness if it is used for anything else.
To use a medium of communication as a medium of ATTACK is an obvious confusion in purpose. To communicate is to join and to attack is to separate. How can you do both simultaneously WITH THE SAME THING, and NOT suffer? Perception of the body can be unified only by ONE PURPOSE. This releases the mind from the temptation to see it in many lights, and gives it over ENTIRELY to the One Light in which it can be really understood at all.
To confuse a learning device with a curriculum GOAL is a fundamental confusion. Learning can hardly be meaningfully arrested at its own aids, and hope to understand them OR its real purpose. Learning must lead BEYOND the body to the re-establishment of the power of the mind IN it. This can be accomplished ONLY if the mind EXTENDS to other minds, and does not ARREST ITSELF in its extension. The arrest of the mind's extension is the cause of all illness, because ONLY EXTENSION IS THE MIND's FUNCTION. Block this, and you have blocked health because you have BLOCKED THE MIND's JOY.
The opposite of joy is depression. When your learning promotes depression INSTEAD of joy, you CANNOT be listening to God's joyous teacher, and you MUST be learning amiss. To see a body as anything EXCEPT a means of pure extension is to limit your mind and HURT YOURSELF. Health is therefore nothing more than united purpose. If the body is brought under the purpose of the mind, it becomes whole because the mind's purpose IS one.
Attack can only be an assumed goal of the body, but the body APART from the mind HAS NO PURPOSE AT ALL. You are NOT limited by the body, and thought CANNOT be made flesh. But mind can be manifested through the body if it goes beyond it and DOES NOT INTERPRET IT AS LIMITATION. Whenever you see another as limited TO or BY the body, you are imposing this limit ON YOURSELF. Are you willing to ACCEPT this, when your whole purpose for learning should be to escape FROM limitations?
To conceive of the body as a means of attack of any kind, and to entertain even the possibility that joy could POSSIBLY result, is a clear-cut indication of a poor learner. He has accepted a learning goal in obvious contradiction to the unified purpose of the curriculum, and is interfering with his ability to accept it AS HIS OWN.
Joy is unified purpose, and unified purpose is ONLY God's. When yours is unified, it IS His. Interfere with His purpose, and YOU NEED SALVATION. You have condemned yourself, but condemnation is not of God. Therefore, it is not true. No more are any of the RESULTS of your condemnation. When you see a brother as a body, you are condemning him BECAUSE you have condemned yourself. But if ALL condemnation is unreal, and it MUST be unreal because it is a form of attack, then it can HAVE no results.
Do not allow yourselves to suffer from the results of what is not true. Free your minds from the belief that this is possible. In its complete impossibility, and your full awareness OF its complete impossibility, lies your only hope for release. But what other hope would you want? Freedom from illusions lies only in not BELIEVING them. THERE IS NO ATTACK, but there IS unlimited communication and therefore unlimited power and wholeness. The power of wholeness is EXTENSION. Do not arrest your thought in this world, and you will open your mind to Creation in God.
The "new beginning" now becomes the focus of the curriculum. The goal is clear, but now you need specific methods for attaining it. The speed by which it can be reached depends on only this; your willingness to practice every step. Each one will help a little, every time it is attempted. And, together, they will lead you both from dreams of judgment to forgiving dreams, and out of pain and fear. They are not new to you, but they are more ideas than rules of thought to you as yet. So now we need to practice them awhile, until they are the rules by which you live. We seek to make them habits now, so you will have them ready, and for ANY need.
Certain pupils have been assigned to each of God's teachers, and they will begin to look for him as soon as he has answered the Call. They were chosen for him because the form of the universal curriculum that he will teach is best for them in view of their level of understanding. His pupils have actually been waiting for him, for his coming is certain. Again, it is only a matter of time. Once he has chosen to fulfill his role, they are ready to fulfill theirs. Time waits on his choice, but not whom he will serve. When he is ready to learn, the opportunities to teach will be provided for him.
In order to understand the teaching-learning plan of salvation, it is necessary to grasp the concept of time which the course sets forth. Atonement corrects illusions, not truth. Therefore, it corrects what never was. Further, the plan for this correction was established and completed simultaneously, for the Will of God is entirely apart from time. So is all reality, being of Him. The instant the idea of separation entered the mind of God's Son, in that same instant was God's Answer given. In time this happened very long ago. In reality it never happened at all.
The world of time is the world of illusion. What happened long ago seems to be happening now. Choices made long since appear to be open; yet to be made. What has been learned and understood and long ago passed by is looked upon as a new thought, a fresh idea, a different approach. Because your will is free you can accept what has already happened at any time you choose, and only then will you realize that it was always there. As the course emphasizes, you are not free to choose the curriculum, or even the form in which you will learn it. You are free, however, to decide when you want to learn it. And as you accept it, it is already learned.
Time really, then, goes backward to an instant so ancient that it is beyond all memory and past even the possibility of remembering. Yet because it is an instant that is relived again and again and still again, it seems to be now. And thus it is that pupil and teacher seem to come together in the present, finding each other as if they had not met before. The pupil comes at the right time to the right place. This is inevitable, because he made the right choice in that ancient instant which he now relives. So has the teacher, too, made an inevitable choice out of an ancient past. God's Will in everything but seems to take time in the working-out. What could delay the power of eternity?
When pupil and teacher come together, a teaching-learning situation begins. For the teacher is not really the one who does the teaching. God's Teacher speaks to any two who join together for learning purposes. The relationship is holy because of that purpose, and God has promised to send His Spirit into any holy relationship. In the teaching-learning situation, each one learns that giving and receiving are the same. The demarcations they have drawn between their roles, their minds, their bodies, their needs, their interests, and all the differences they thought separated them from one another, fade and grow dim and disappear. Those who would learn the same course share one interest and one goal. And thus he who was the learner becomes a teacher of God Himself, for he has made the one decision that gave his teacher to him. He has seen in another person the same interests as his own.
The surface traits of God's teachers are not at all alike. They do not look alike to the body's eyes, they come from vastly different backgrounds, their experiences of the world vary greatly, and their superficial "personalities" are quite distinct. Nor at the beginning stages of their functioning as teachers of God, have they yet acquired the deeper characteristics that will establish them as what they are. God gives special gifts to His teachers because they have a special role in His plan for Atonement. Their specialness is, of course, only temporary; set in time as a means of leading out of time. These special gifts, born in the holy relationship toward which the teaching-learning situation is geared, become characteristic of all teachers of God who have advanced in their own learning. In this respect they are all alike.
All differences among the Sons of God are temporary. Nevertheless, in time it can be said that the advanced teachers of God have the following characteristics:
This is the foundation on which their ability to fulfill their function rests. Perception is the result of learning. In fact, perception is learning, because cause and effect are never separated. The teachers of God have trust in the world, because they have learned it is not governed by the laws the world made up. It is governed by a Power which is in them but not of them. It is this Power that keeps all things safe. It is through this Power that the teachers of God look on a forgiven world.
When this Power has once been experienced, it is impossible to trust one's own petty strength again. Who would attempt to fly with the tiny wings of a sparrow when the mighty power of an eagle has been given him? And who would place his faith in the shabby offerings of the ego when the gifts of God are laid before him? What is it that induces them to make the shift?
First, they must go through what might be called "a period of undoing." This need not be painful, but it usually is so experienced. It seems as if things are being taken away, and it is rarely understood initially that their lack of value is merely being recognized. How can lack of value be perceived unless the perceiver is in a position where he must see things in a different light? He is not yet at a point at which he can make the shift entirely internally. And so the plan will sometimes call for changes in what seem to be external circumstances. These changes are always helpful. When the teacher of God has learned that much, he goes on to the second stage.
Next, the teacher of God must go through "a period of sorting-out." This is always somewhat difficult because, having learned that the changes in his life are always helpful, he must now decide all things on the basis of whether they increase the helpfulness or hamper it. He will find that many, if not most of the things he valued before will merely hinder his ability to transfer what he has learned to new situations as they arise. Because he has valued what is really valueless, he will not generalize the lesson for fear of loss and sacrifice. It takes great learning to understand that all things, events, encounters and circumstances are helpful. It is only to the extent to which they are helpful that any degree of reality should be accorded them in this world of illusion. The word "value" can apply to nothing else.
The third stage through which the teacher of God must go can be called a "period of relinquishment." If this is interpreted as giving up the desirable it will engender enormous conflict. Few teachers of God escape this distress entirely. There is, however, no point in sorting out the valuable from the valueless unless the next obvious step is taken. The third step is rarely if ever begun until the second is complete. Therefore, the period of overlap is apt to be one in which the teacher of God feels called upon to sacrifice his own best interests on behalf of truth. He has not realized as yet how wholly impossible such a demand would be. He can learn this only as he actually does give up the valueless. Through this, he learns that where he anticipated grief, he finds a happy light-heartedness instead; where he thought something was asked of him he finds a gift bestowed on him.
Now comes "a period of settling down." This is a quiet time, in which the teacher of God rests a while in reasonable peace. Now he consolidates his learning. Now he begins to see the transfer value of what he has learned. Its potential is literally staggering, and the teacher of God is now at the point in his progress at which he sees in it his whole way out. "Give up what you do not want, and keep what you do." How simple is the obvious. And how easy to do. The teacher of God needs this period of respite. He has not yet come as far as he thinks. Yet when he is ready to go on, he goes with mighty companions beside him. Now he rests a while, and gathers them before going on. He will not go on from here alone.
The next stage is indeed "a period of unsettling." Now must the teacher of God understand that he did not really know what was valuable and what was valueless. All that he really learned so far was that he did not want the valueless and that he did want the valuable. Yet his own sorting out was meaningless in teaching him the difference. The idea of sacrifice, so central to his own thought system, had made it impossible for him to judge. He thought he had learned willingness, but now he sees that he does not know what the willingness is for. And now he must attain a state that may remain impossible for a long, long time. He must learn to lay all judgment aside and ask only what he really wants in every circumstance. Were not each step in this direction so heavily reinforced, it would be hard indeed.
And finally, there is "a period of achievement." It is here that learning is consolidated. Now what was seen as merely shadows before become solid gains, to be counted on in all "emergencies" as well as tranquil times. Indeed, the tranquility is their result; the outcome of honest learning, consistency of thought and full transfer. This is the stage of real peace, for here is Heaven's state fully reflected. From here, the way to Heaven is open and easy. In fact, it is here. Who would "go" anywhere, if peace of mind is already complete? And who would seek to change tranquility for something more desirable? What could be more desirable than this?
All other traits of God's teachers rest on trust. Once that has been achieved the others cannot fail to follow. Only the trusting can afford honesty, for only they can see its value. Honesty does not apply only to what you say. The term actually means consistency. There is nothing you say that contradicts what you think or do; no thought opposes any other thought; no act belies your word; and no word lacks agreement with another. Such are the truly honest. At no level are they in conflict with themselves. Therefore it is impossible for them to be in conflict with anyone or anything.
The peace of mind which the advanced teachers of God experience is largely due to their perfect honesty. It is only the wish to deceive that makes for war. No-one at one with himself can even conceive of conflict. Conflict is the inevitable result of self-deception, and self-deception is dishonesty. There is no challenge to a teacher of God. Challenge implies doubt, and the trust on which God's teachers rest secure makes doubt impossible. Therefore they can only succeed. In this as in all things they are honest. They can only succeed, because they never do their will alone. They choose for all mankind; for all the world and all things in it; for the unchanging and unchangeable beyond appearances; and for the Son of God and his Creator. How could they not succeed? They choose in perfect honesty, sure of their choice of themselves.
God's teachers do not judge. To judge is to be dishonest, for to judge is to assume a position you do not have. Judgment without self-deception is impossible. Judgment implies that you have been deceived in your brothers. How then could you not have been deceived in yourself? Judgment implies a lack of trust, and trust remains the bedrock of the teacher of God's whole thought system. Let this be lost and all his learning goes. Without judgment are all things equally acceptable, for who could judge otherwise? Without judgment are all men brothers, for who is there who stands apart? Judgment destroys honesty and shatters trust. No teacher of God can judge and hope to learn.
Harm is impossible for God's teachers. They can neither harm nor be harmed. Harm is the outcome of judgment. It is the dishonest act that follows a dishonest thought. It is a verdict of guilt upon a brother and therefore on oneself. It is the end of peace and the denial of learning. It demonstrates the absence of God's curriculum and its replacement by insanity. No teacher of God but must learn, - and fairly early in his training, - that harmfulness completely obliterates his function from his awareness. It will make him confused, fearful, angry and suspicious. It will make the Holy Spirit's lessons impossible to learn. Nor can God's Teacher be heard at all except by those who realize that harm can actually achieve nothing. No gain can come from it.
Therefore God's teachers are wholly gentle. They need the strength of gentleness, for it is in this that the function of salvation becomes easy. To those who would do harm it is impossible. To those to whom harm has no meaning it is merely natural. What choice but this has meaning to the sane? Who chooses hell when he perceives a way to Heaven? And who would choose the weakness that must come from harm in place of the unfailing, all-encompassing and limitless strength of gentleness? The might of God's teachers lies in their gentleness, for they have understood their evil thoughts came neither from God's Son nor his Creator. Thus did they join their thoughts with Him Who is their Source. And so their will, which always was His Own, is free to be itself.
Joy is the inevitable result of gentleness. Gentleness means that fear is now impossible, and what could come to interfere with joy? The open hands of gentleness are always filled. The gentle have no pain. They cannot suffer. Why would they not be joyous? They are sure they are beloved and must be safe. Joy goes with gentleness as surely as grief attends attack. God's teachers trust in Him. And they are sure His Teacher goes before them, making sure no harm can come to them. They hold His gifts and follow in His way, because God's Voice directs them in all things. Joy is their song of thanks. And Christ looks down on them in thanks as well. His need of them is just as great as theirs of Him. How joyous it is to share the purpose of salvation.
God's teachers have learned how to be simple. They have no dreams that need defense against the truth. They do not try to make themselves. Their joy comes from their understanding Who created them. And does what God created need defense? No-one can become an advanced teacher of God until he fully understands that defenses are but the foolish guardians of mad illusions. The more grotesque the dream, the fiercer and more powerful its defenses seem to be. Yet when the teacher of God finally agrees to look past them, he finds nothing was there. Slowly at first he lets himself be undeceived. But he learns faster as his trust increases. It is not danger that comes when defenses are laid down. It is safety. It is peace. It is joy. And it is God.
The term generosity has special meaning to the teacher of God. It is not the usual meaning of the word; in fact, it is a meaning that must be learned and learned very carefully. Like all the other attributes of God's teachers this one rests ultimately on trust, for without trust no-one can be generous in the true sense. To the world, generosity means "giving away" in the sense of "giving up." To the teachers of God, it means "giving away" in order to keep. This has been emphasized throughout the text and the workbook, but it is perhaps more alien to the thinking of the world than many other ideas in our curriculum. Its greater strangeness lies merely in the obviousness of its reversal of the world's thinking. In the clearest way possible and at the simplest of levels, the word means the exact opposite to the teachers of God and to the world.
The teacher of God is generous out of Self-interest. This does not refer, however, to the self the world speaks of. The teacher of God does not want anything he cannot give away, because he realizes it would be valueless to him by definition. What would he want it for? He could only lose because of it. He could not gain. Therefore he does not seek what only he could keep, because that is a guarantee of loss. He does not want to suffer. Why should he ensure himself pain? But he does want to keep for himself all things that are of God, and therefore for His Son. These are the things that belong to him. These he can give away in true generosity, protecting them forever for himself.
Those who are certain of the outcome can afford to wait, and wait without anxiety. Patience is natural to the teacher of God. All he sees is certain outcome, at a time perhaps unknown as yet, but not in doubt. The time will be as right as is the answer. And this is true for everything that happens now or in the future. The past as well held no mistakes; nothing that did not serve to benefit the world as well as him to whom it seemed to happen. Perhaps it was not understood at the time. Even so, the teacher of God is willing to reconsider all his past decisions, if they are causing pain to anyone. Patience is natural to those who trust. Sure of the ultimate interpretation of all things in time, no outcome already seen or yet to come can cause them fear.
The extent of the teacher of God's faithfulness is the measure of his advancement in the curriculum. Does he still select some aspects of his life to bring to his learning, while keeping others apart? If so, his advancement is limited and his trust not yet firmly established. Faithfulness is the teacher of God's trust in the Word of God to set all things right; not some, but all. Generally, his faithfulness begins by resting on just some problems, remaining carefully limited for a time. To give up all problems to one Answer is to reverse the thinking of the world entirely. And that alone is faithfulness. Nothing but that really deserves the name. Yet each degree, however small, is worth achieving. Readiness, as the text notes, is not mastery.
True faithfulness, however, does not deviate. Being consistent it is wholly honest. Being unswerving it is full of trust. Being based on fearlessness it is gentle. Being certain it is joyous, and being confident it is tolerant. Defenselessness attends it naturally, and joy is its condition. Faithfulness, then, combines in itself the other attributes of God's teachers. It implies acceptance of the Word of God and His definition of His Son. It is to Them that faithfulness in the true sense is always directed. Toward Them it looks, seeking until it finds. And having found, it rests in quiet certainty on That alone to which all faithfulness is due.
The centrality of open-mindedness, perhaps the last of the attributes the teacher of God acquires, is easily understood when its relation to forgiveness is recognized. Open-mindedness comes with lack of judgment. As judgment shuts the mind against God's Teacher, so open-mindedness invites Him to come in. As condemnation judges the Son of God as evil, so open-mindedness permits him to be judged by the Voice for God on His behalf. As the projection of guilt upon him would send him to hell, so open-mindedness lets Christ's image be projected on him. Only the open-minded can be at peace, for they alone see reason for it.
How do the open-minded forgive? They have let go all things that would prevent forgiveness. They have in truth abandoned the world, and let it be restored to them in newness and in joy so glorious they never could have conceived of such a change. Nothing is now as it was formerly. Nothing but sparkles now which seemed so dull and lifeless before. And above all are all things welcoming, for threat has gone. No clouds remain to hide the Face of Christ. Now is the goal achieved. Forgiveness is the final goal of the curriculum. It paves the way for what goes far beyond all learning. The curriculum makes no effort to exceed its legitimate goal. Forgiveness is its single aim, at which all learning ultimately converges. It is indeed enough.
You may have noticed that the list of attributes of God's teachers does not include those things which are the Son of God's inheritance. Terms like love, sinlessness, perfection, knowledge, and eternal truth do not appear in this context. They would be most inappropriate here. What God has given is so far beyond our curriculum that learning but disappears in its presence. Yet while its presence is obscured, the focus properly belongs on the curriculum. It is the function of God's teachers to bring true learning to the world. Properly speaking, it is unlearning that they bring, for that is "true learning" in the world. It is given to the teachers of God to bring the glad tidings of complete forgiveness to the world. Blessed indeed are they, for they are the Bringers of salvation.