Corresponding Manual for Teachers Section

Chapter 2: Characteristics of the Teachers of the Divine

1. Trust

Trust is the foundation on which the Divine’s Teachers’ 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 the Divine have trust in the Universe, 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 in Creation. It is through this Power that the Teachers of the Divine behold a forgiven world.

When this Power has once been fully experienced, it is impossible to trust one’s own sense of personal strength again. Who would attempt to fly with the tiny wings of a sparrow when the mighty wings of an angel have been given them? And who would place their faith in the shabby offerings of the ego when the Gifts of the Divine are theirs?

What is it that induces the Teachers of the Divine to make the shift to trusting totally in the Power of the Divine?

First, they must go through what might be called “a period of loosening.” 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 real Value be seen unless the perceiver is in a position where they can perceive things in a different light? They are not yet at a point at which they can make this perceptual shift entirely internally, i.e., solely through loosening the fixation of their conceptual process. And so the Plan will sometimes call for changes in what seem to be external circumstances. These changes directed by Spirit are always helpful. When the Teacher of the Divine has learned that much, they go on to the second stage.

Second, the Teacher of the Divine must go through “a period of sorting out.” This is often difficult because, having learned that the changes in their inner and outer life always allow for a reevaluation of values, they must now decide all things on the basis of whether the changes increase the helpfulness of their life evaluation or hamper it. They will find that many, if not most of the things they valued before will merely hinder their ability to transfer the awakening lessons they are learning to new situations as these arise. Because they have until now valued what is transitory and therefore really valueless, they have not generalized their learning for fear of loss and sacrifice. It takes great learning to understand that all circumstances, events, encounters, and things are potentially helpful under Spirit’s Guidance. It is only to the extent to which they are helpful toward awakening in any given situation 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 the Divine must go in their attainment of Trust can be called “a period of letting go.” If this is interpreted as giving up the desirable, it will engender enormous conflict. Few Teachers of the Divine escape this distress entirely. There is, however, no point in sorting out the valuable from the valueless unless the next obvious step of letting go of the valueless is taken. The third stage rarely if ever waits to begin until the second stage is complete. Therefore the period of overlap is apt to be one in which the Teacher of the Divine feels called upon to sacrifice their own best interests on behalf of Truth. If this is their experience then they will not as yet have realized how entirely impossible such a demand would be. They can learn this only as they actually do let go of the valueless. Through this, they learn that where they anticipated grief, they find a happy light-heartedness instead. Where they thought something was asked of them, they find a gift bestowed on them.

Fourth comes “a period of settling down.” This is a quiet time in which the Teacher of the Divine rests a while in reasonable tranquility. Now they consolidate their learning toward awakening. Now they begin to see the transfer value to all situations of what they are learning. Its potential is truly wondrous, and the Teacher of the Divine is now at the point in their awakening at which they see in it their whole way out of the world of illusions. “Let go of what you do not truly value and want, and keep what you do,” becomes their generalized lesson. How simple is the obvious! And how easy to do. The teacher of Divine needs this period of respite, for they have not yet come as far as they might think. Yet when they are ready to go on, they go with an awareness of mighty Companions beside them. Now they rest a while, getting to know their Companions before going on. They will go on from this stage in the development of their total trust knowing that they are always supported.

The fifth stage is indeed “a period of unsettling.” Now must the Teacher of the Divine understand that they did not really know what was Valuable and what was valueless from the perspective of the Timeless. All that they really learned so far was that they did not want the valueless and that they did want the Valuable. Yet their own sorting out process without awareness of their Companions was meaningless in teaching them the difference. The idea of sacrifice, so central to their own thought system, had made it impossible for them to assess truly. They thought that they had learned willingness, but now they understand that they did not know what the willingness was for. And now they must attain a state that may remain seemingly impossible to reach for a long time. They must learn to lay all judgment aside and ask only what their true will is in every circumstance. Were not each step in this direction so strongly supported, it would be difficult indeed.

And finally there is “a period of real achievement.” It is here that learning toward awakening is genuinely consolidated. Now what was perceived as merely shadows before becomes solid gains, to be counted on in all “emergencies” as well as tranquil times. Indeed, Tranquility is the result of the teacher’s advancement in their own learning, the outcome of honest effort, consistency of thought, and full transfer of the truth learned in specific situations to all “happenings.” This is the stage of Peace, for here is Heaven fully reflected. From here, the Way to Heaven is open and easy. In fact, Heaven is present. 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?