There was an African woman who worked a job most diligently. She was so good at it, she was promoted from a minimum wage position to CEO of the billion-dollar company. She went from barely having enough money to having too much. She went from worrying about money in one way to worrying about money in another way. Somewhere along the way in her quick transition from “rags to riches,” she forgot she was still the same person and that the world was still the same place despite her supposed rise from disgrace. All this back story about the woman I found out in the classroom. I was in class in a room outside of Earth in the space between Earth and Moon and Sun. I was there along with many other students and two to three supervising instructors, ancestor-like in demeanor. The classroom was vast and curved around the outside of Earth, yet all of us in attendance could see and hear each other as if the classroom was very small, smaller than a university lecture hall. We were all Africans (Black by another name). The classroom had transcended. The young African woman mentioned in the opening paragraph was in this classroom. She was telling the story of how she went to the bank with a paycheck for a lot of money and the bank gave her a hard time because they didn't think it was her money. She was mad and confused about how they could disrespect her as the CEO of a billion-dollar company who supposedly “pulled herself up by her bootstrings” and supposedly “did it all by herself.” Me being me, I quickly recognized the fallacy in her folly of faulty logic. She somehow thought her new position and massive money changed her and the world. She thought she now had no worries and would have respect and had somehow escaped the problems of Maafa Racism. All these thoughts I was having at the speed of light in my head. Meanwhile, not only had the classroom transcended, but also the way class was being conducted and lessons were being taught. Lessons were being taught by students sharing experiences (life lessons).
I rose up and addressed questions to the class. The acoustics were fabulous. “Why did she think she was going to be treated differently at the bank? What was the major thing she forgot about who she was and who the world is?” I asked these questions loudly so no one with the ability could claim to not be able to hear. Teachers smiled.
To my dismay, most of the students were not listening, but instead were chitter-chattering among themselves. They were uninterested in the lessons of this day. Most of the students were Africans from America, modern-day progress Negroes. All of them were Africans who had gone to college. They now superimposedly knew things that were elevating their lives because these assimilation integration status quo Africans were in pursuit of degrees and a better quality of life via a better paying job via a “good”education.
Because the lesson being shared and importance of the moment was so basic, it was clear that many students had not transcended. Their overall level of awareness was still trapped, capped and strapped inside multiple midget matrices that represent the real world if each matrix of logic is all there is and that matrix of logic has accounted for all spirit motion inside the matrix.
It was also clear that when the classroom of fuller perspective is ready, many students will be present, but will drop out in some way. To them, knowledge of self and all else is an elective, not a required course of action. These students, dedicated to the lesser way that pays, will remain unaware even after being in the same room where clarifying instruction is given.
The classroom is being most effectively utilized by those seeking unity consciousness to optimize and become more adept and less inept. Though disappointed, I was satisfied I am doing one of my jobs. The classroom continued to expand. It transcended again to another level and I moved on with it like an electron freed from the grasp of one neutron and being attracted towards many others.
Partial Recap: Yes, when the student is ready the teacher will appear. This is because the teacher is always already there and it's just that the student becomes aware of the ever-presence of the teacher.
But also and primarily, long before the student is ready, the classroom and the teacher are ready in advance of need. This is how it always is. Nyame is faithful in advance. Search the word “cave” to find out some of the forms in which the classroom appears. Hopefully you will not also miss the point of the cave drawings, writings and paintings that were the blackboards. It is these writings on the wall that preceded the writings on the walls in the Nile Valley and most notably in Egypt. However all classrooms contain the word, preserved and presented in different forms.
