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applied
It seems to me that the Master”s instructions can be universally
applied. They are useful not only to those who are definitely trying to
tread the path which leads to Initiation, but also to all who, while
still doing the ordinary work of the world, are anxious to do their duty
earnestly and unselfishly. One of the noblest forms of work is that of
the teacher; let us see what light is thrown upon it by the words of the
Master.

LEADING THINKERS OUTSIDE THE UNIVERSITIES. During the seventeenth century,
and largely during the eighteenth as well, the extreme conservatism of the
universities, their continued control by their theological faculties, and
their continued devotion to theological controversy and the teachings of
state orthodoxy rather than the advancement of knowledge, served to make
of them such inhospitable places for the new scientific method that
practically all the leading workers with it were found outside the
universities. This was less true of England than other lands, but was in
part true of English universities as well. As civil servants, court
attaches, pensioners of royalty, or as private citizens of means they
found, as independent scholars reporting to the recently formed scientific
societies, a freedom for investigation and a tolerance of ideas then
scarcely possible anywhere in the university world.

From 479 to 431 B.C. was the Golden Age of Greece, and during this short
period Athens gave birth to more great men–poets, artists, statesmen, and
philosophers–than all the world beside had produced [1] in any period of
equal length. Then, largely as a result of the growing jealousy of
military Sparta came that cruel and vindictive civil strife, known as the
Peloponnesian War, which desolated Greece, left Athens a wreck of her
former self, permanently lowered the moral tone of the Greek people, and
impaired beyond recovery the intellectual and artistic life of Hellas. For
many centuries Athens continued to be a center of intellectual
achievement, and to spread her culture throughout a new and a different
world, but her power as a State had been impaired forever by a revengeful
war between those who should have been friends and allies in the cause of
civilization.

3. Was the evolution of the school-teacher out of the copyist at Ratisbon
(55), by a specialization of labor, analogous to the process in more
modern times?

work, training for the calling of teaching and special research
In other respects, it is largely, especially in the most advanced
work, training for the calling of teaching and special research.
By a peculiar superstition, education which has to do chiefly
with preparation for the pursuit of conspicuous idleness, for
teaching, and for literary callings, and for leadership, has been
regarded as non-vocational and even as peculiarly cultural. The
literary training which indirectly fits for authorship, whether
of books, newspaper editorials, or magazine articles, is
especially subject to this superstition: many a teacher and
author writes and argues in behalf of a cultural and humane
education against the encroachments of a specialized practical
education, without recognizing that his own education, which he
calls liberal, has been mainly training for his own particular
calling. He has simply got into the habit of regarding his own
business as essentially cultural and of overlooking the cultural
possibilities of other employments. At the bottom of these
distinctions is undoubtedly the tradition which recognizes as
employment only those pursuits where one is responsible for his
work to a specific employer, rather than to the ultimate
employer, the community.