Mary Had A Little Lamb

Mary had a little lamb
Its fleece was white as snow
And everywhere that Mary went
The lamb was sure to go.
It followed her to school one day
Which was against the rules
It made the children laugh and play,
To see a lamb at school.

Like Mary, many of us has had pets and other cordial animals follow us wherever we go as we walk, drive our car, ride the bicycle, etc. We love our animals and they reciprocate affectionately. Because of this bond with animals and humans, many establishments post signs on their doors, “no pets allowed.” Even then, there is a sense of playfulness and laughter to have such gentle and comforting creatures in our midst. Now, envision having the spirit of the pet in you, and everywhere you go you make people laugh with playfulness in the spirit, but some places have made it against their rules to have you there. How would you feel, and what type of culture is made that way? Adding to this, what would society be like if the schools banned joy, gentleness, and love from entering the learning process? Children would be graded corresponding to proper responses to laughter and playfulness, and teachers jobs would hinge on how well they kept the “lamb” out of the learning schedule.

From our inner life is where the spirit of laughter and playfulness originates. Fun and play consist of joy, gentleness, and love. Those spiritual qualities are a delight and something we should desire to follow us wherever we go. Who would want to engineer a culture of people who establish rules against being spiritually focused? The schools would implement anti-spiritual sentiments into their curriculum. The children would be taught to hate and have cruel intentions towards kindness, goodwill, and love. They would have to demonstrate their proficiency in utilizing techniques of aggression, harshness, and conflict to ban a meek and gentle spirit from graduating. Especially, the children would have knowledge on how to use despair, pessimism, and evilness to bar the attitude of faith, joy, and goodness from receiving a diploma. The teachers would exhibit an attitude of impatience towards children who showed patience to a joyful and playful spirit. In addition, the teachers would demonstrate various degrees of out of control responses toward students who shared self-control towards the “lamb.” Furthermore, the instructors would have a purpose to put an end to the students’ attitude of persevering in laughter and playfulness. In essence, through their position of authority and disciplinary tools, the teachers would bully and intimidate the children to brush them away from the “lamb.”

We have to be open to the idea of owning a “lamb” of our inner life, and to allow the soft and tender qualities to be with us everywhere we go. That allows various fruitful qualities to blossom in us to give inspiration, insight, and creativity through joy, gentleness, and love. What would happen if creativity through the “lamb” was against the rules? Even more tragic is the thought that schools from kindergarten to graduation would not allow individual ideas that brings laughter and playfulness through inventions and interpretation of the subject taught. In other words, if students had inspirations or interpretations that made learning fun and playful then it would be answered with discipline, not praise. The teachers would be impatient with such inspiration, show a degree of out of control behavior to intimidate the student, and would attempt to end that spiritually fruitful learning. The “as seen on TV” products that are so fun and useful would become less and less available. Many parents are already concerned about the nature of video games not being “lamb-like,” and not anywhere near to being child-like. In this light, let us be patient with children in the same way we are patient with our beloved animals that seem to follow us where they are not allowed. Let’s allow self-control to live in us when children seem so full of negative and abnormally serious emotions. Especially, let’s persevere in the qualities of joy, gentleness, and love when teaching children the lessons they need to learn in life.

Within the spirit of gentleness, joy, and love comes an environment that is safe and secure. Where there is laughter and play, dangerous and life threatening occurrences disappear. Comfort would be brought to us if the “lamb” followed us everywhere we went. To be more precise, how reassuring to have the qualities of the lamb living in us wherever we go. To think that bringing the “lamb” with us is against the rules should be alarming. Without joy, gentleness, and love we know without a doubt the physical violence, abuses in the home, and chaotic disturbances that would infest our communities. How horrible to think that schools would not allow the spirit of the “lamb” to be part of the curriculum. Students would not be able to thinking terms of creating a fun and playful environment. The children would be guided away from thoughts that regulate devious and malicious impulses. In addition, the students would not be in tune to the qualities that stabilize their environment. Because the teachers cannot allow the laughter and playfulness that the lamb brings, they would be harsh, aggressive, and confrontational towards students who espouse the values of a spiritual mind. In this light, let’s be nurturing to the fun and play that the lamb brings. We can do that by being a meek and gentle person of peace towards children, and not trying to beat their chaotic attitude down with physical dominance. A safe and secure environment transpires when we allow the laughter and playfulness of the lamb to interrupt the cycle of harm, abuse, and instability.

Animals have a way of bringing people together in socially beneficial ways, and are often used as therapy in various nursing settings. This is the same as Mary’s lamb that is able to bring about laughter and play, which is socially therapeutic. If each one of us had joy, gentleness, and love going with us everywhere we went then our neighborhoods would be full of laughter and play. In contrast, thinking about a school that has rules against laughter and play would certainly have a curriculum that is detrimental to harmony in the community. Rules against gentleness, joy, and love are detrimental to humanity. That educational process would produce graduates who would be harsh, pessimistic, and hateful to the therapeutic spirit within society. Negative attitudes would manifest in the community due to intolerance of the “lamb.” Social harmony would be tore apart by abuses to sensual intimacy because fun-loving sentiments would be frowned upon. Then there would be the exclusion of those who laugh and play which further fragments harmonious living. In essence, hatred, cruelty, and ill-intentions would be on the prowl like a wolf seeking to devour the lamb of a joyful, gentle, and loving spirit. In this light, we need to let our spirit convey some compassion in our daily encounters with various people, even though we know they are hostile to social qualities. This keeps us socially oriented, even though some people think otherwise. Especially with students and children we should share love even though they are hateful, to share kindness even though they are cruel, and to share goodwill even though they are ill-intended. We allow the “lamb” to follow us wherever we go for the purpose of making our social experiences a little more cohesive through tolerance, sensual intimacy, belonging, and acceptance.

For the “lamb” to follow us everywhere we go would require that we welcome the divine work transpiring in us wherever we go. That divine work is of the universal deity and is the “5th Element” of this world. For example, water, earth, fire, and ice are four elements, and the supernatural presence in the world is the 5th Element. (That is information we’ll probably never learn in school.) The divinity of the soul creates lamb-like qualities in us when we reverently recognize its’ presence. The spirit of laughter and play comes from a spiritually fruitful soul, and that comes through knowledge of the divine work happening in us. We know of the deity working in us from an awareness of what we feel from our inward existence. From the deity working in us we learn the importance of inner peace to enable us to laugh and play with those around us. We also learn the importance of the sanctity of life while relating to every human being. Especially, we learn how the supreme-being lives in us to create the “lamb” of our soul. The joy, gentleness, love, laughter, and play is the source of optimism within humanity, and these things are worth learning about. If there are rules against the “lamb” entering school, then the divine teacher of our inner life is being terminated by the ideologies of physically minded teachers. In other words, the focus would be more on the fleshy and carnal aspects of human needs and much less focused on the spiritual inner life. The love for the spiritual teachings that come from within would be utterly desolated in preference to relying solely on earthly masters. The inner peace of our soul would be rejected to find peace with the school curriculum. Tragically, the feeling of respect for life would be rejected in exchange for the life given to us through the worldly curriculum. By rejecting the “lamb,” which is born of the living deity of our soul, we breed contempt for the “5th Element.” Without the lamb of joy, gentleness, and love in our learning we incite negativity through pessimism, harshness, and hatred.

A lamb that inspires laughter and play is a lamb that brings enough warmth to inspire spiritual growth. To have that lamb of a gentle, joyful, and loving nature in us would identify us as someone who would want to inspire spiritual growth. To match that identity, our self-expression in what we say and do would be full of optimism to encourage the life of the lamb in others. That internal learning process through love, joy, and gentleness would enable us to self-actualize as spiritual and positively charged people. Imagine the type of students graduating from a school where self-expression through the “lamb” was against the rules! This would be a culture of people who does not identify with the spirit of laughter and play, and would bring with them no warmth for spiritual growth. Their ability to self-actualize as producers of a grand new world order would fall short in the mire of pessimism, hate, and harshness. The teachers in a school that banned the knowledge of the “lamb” would utilize despair against the spirit of faith, use sadness against the spirit of joy, and implement evilness to diminish the spirit of goodness. This would be a generation of extreme austerity relating to the optimism towards the “5th Element, and would be an age of prohibition against identities growing in the “lamb.” In this event, we should always convey faith for the divine potential in every living creature. We should exhibit joy with every success that develops in the life of others, and to transfer the spirit of goodness upon those we encounter from day to day.

We can assess that the spirit of the lamb enables laughter and playfulness through a gentle spirit of love and joy. The diagnosis is that rules against bringing the lamb to school would turn our society into a spiritually austere place. That would be a society filled with harsh, pessimistic, and hateful ways to lamb-like attitudes. Even so, we plan to allow the lamb-like qualities of the spiritual fruit to live and grow in us. We implement that plan through soft, moist, and tender attitudes that we have through the knowledge of the divine goodness working in us. We know we are successful when our day to day learning comes through love faith, joy and perseverance.

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