(Mv.I.33.1) [94] “Monks, a teacher should behave rightly toward his pupil.

“Here, this is the proper behavior:

“A teacher should support and encourage his pupil by teaching him, counter-questioning him, teaching him, and admonishing him.

“If the teacher has a bowl and the pupil doesn’t, the teacher should give the pupil the bowl or make an effort, (thinking,) ‘How can my pupil get a bowl?’

“If the teacher has robe-cloth and the pupil doesn’t, the teacher should give the pupil the robe-cloth or make an effort, (thinking,) ‘How can my pupil get robe-cloth?’

“If the teacher has a requisite and the pupil doesn’t, the teacher should give the pupil the requisite or make an effort, (thinking,) ‘How can my pupil get the requisite?’

“If the pupil is sick, (the teacher) should provide tooth wood[2] and water for washing the face/rinsing the mouth. He should lay out a seat.

“If there is conjey, then having washed a shallow bowl, (the teacher) should offer the conjey to the pupil.[3]

“When he has drunk the conjey, then having given him water, having received the bowl, having lowered it (so as not to let the washing water wet one’s robes), (the teacher) should wash it carefully without scraping it [knocking it against the floor] and then put it away.

“When the pupil has gotten up, (the teacher) should take up the seat. If the place is dirty, he should sweep it.

“If the pupil wishes to enter the village (for alms), (the teacher) should give him his lower robe, receiving the spare lower robe (he is wearing) from him in return.

“(The teacher) should give him his waistband and, making (the upper robe) a lining (for the outer robe), give him the joined robes.

“Having rinsed out the bowl, (the teacher) should give it to him while it is still wet.

“(Thinking,) ‘He’ll be returning about now,’ (the teacher) should lay out a seat, put out washing water for the feet, a foot stand, and a pebble foot wiper.

“Having gone to meet him, (the teacher) should receive his bowl and robe. He should give him his spare lower robe; receive the lower robe (that he has been wearing) in return.

“If the (upper and outer) robes are damp with perspiration, (the teacher) should dry them for a short time in the (sun’s) warmth, but should not leave them in the (sun’s) warmth (for long).

“(The teacher) should fold up the robes {SC: separately}, keeping the edges four fingerbreadths apart so that neither robe becomes creased in the middle.

“He should place the waistband in the fold of the robe.

“If there is almsfood, and the pupil wishes to eat, (the teacher) should give him water and offer the almsfood to him.

“(The teacher) should ask if he wants drinking water.

“When he has finished his meal, then having given him water, (the teacher) should receive the bowl, lower it, and wash it carefully without scraping it. Then, having dried it, he should set it out for a short time in the (sun’s) warmth, but should not leave it in the (sun’s) warmth (for long).

“He should put away the robes and bowl.

“When putting away the bowl, he should take the bowl in one hand, run his hand under the bed or bench with the other hand (to check for things on the floor that would harm the bowl), and put away the bowl (there), but should not put it away on the bare ground.

“When putting away the robe, he should take the robe with one hand, stroke the other hand along the rod or cord for the robes, and put away the robe (over the cord or rod) with the edges away from him and the fold toward him.

“When the pupil has gotten up, (the teacher) should take up the seat, put away the washing water for the feet, the foot-stand, and the pebble foot wiper.

“If the place is dirty, (the teacher) should sweep it.

“If the pupil wishes to bathe, he should prepare a bath. He should prepare a cold bath if he wants a cold one, a hot bath if he wants a hot one.

“If the pupil wishes to enter the sauna, (the teacher) should knead the powder for bathing, moisten the bathing clay, take a sauna-bench, and go in.

“(The teacher) should give him the bench, receive his robe in return, and lay it to one side.

“(The teacher) should give him the (moistened) powder for bathing and clay.

“If he is able to, (The teacher) should enter the sauna.

“When entering the sauna, he should do so having smeared his face with the bathing clay and covered himself front and back (i.e., one shouldn’t expose oneself, but there is no need to cover the three “circles”).

“He should sit so as not to encroach on the senior monks, at the same time not preempting the junior monks from a seat.

“(The teacher) should perform services for the pupil in the sauna.

“When leaving the sauna, he should do so taking the sauna-bench and having covered oneself front and back.

“(The teacher) should perform a service for the pupil even in the bathing water.

“Having bathed, he should come out of the water first, dry himself, and put on his lower robe.

“Then he should rub the water off the pupil, give give him his lower robe, and give him his outer robe.

“Taking the sauna-bench, (the teacher) should return first, lay out a seat, put out washing water for the feet, a foot stand, and a pebble foot wiper.

“He should ask the pupil if he wants drinking water.

“If the dwelling where the pupil is staying is dirty, (the teacher) should clean it if he is able to.

“In cleaning the dwelling, first taking out the bowl and robes, he should lay them to one side.

“Taking out the sitting cloth and sheet, he should lay them to one side.

“Taking out the mattress and pillow, he should lay them to one side.

“Having lowered the bed, he should take it out carefully, without scraping it [along the floor] or knocking it against the door or doorposts [doorframe], and then lay it to one side.

“Having lowered the bench, he should take it out carefully, without scraping it [along the floor] or knocking it against the door or doorposts, and then lay it to one side.

“Taking out the supports for the bed, he should lay them to one side.

“Taking out the spittoon, he should it them to one side.

“Taking out the leaning board, he should lay it to one side.

“Having taken note of where the ground-covering was laid out, he should take it out and lay it to one side.

“If there are cobwebs in the dwelling, he should remove them, starting first with the ceiling covering-cloth (and working down).[4]

“He should wipe areas around the window frames and the corners (of the room).

“If the wall has been treated with ochre and has become moldy, he should moisten a rag, wring it out, and wipe it clean.

“If the floor of the room is treated with blackening [i.e. polished] and has become moldy, he should moisten a rag, wring it out, and wipe it clean.

“If the floor is untreated, he should sprinkle it all over with water before sweeping it, (with the thought,) ‘May the dust not fly up and soil the room.’

“He should look for any rubbish and throw it away to one side.

(Mv.I.26.9) “Having dried the ground-covering in the sun, he should clean it, shake it out, bring it back in, and lay it out as it was laid out (before).

“Having dried the supports for the bed in the sun, he should wipe them, bring them back in, and set them in their proper places.

“Having dried the bed in the sun, he should clean it, shake it out, lower it, bring it back in carefully without scraping it [along the floor] or knocking it against the door or doorposts, and lay it out it as it was laid out (before).

“Having dried the bench in the sun, he should clean it, shake it out, lower it, bring it back in carefully without scraping it [along the floor] or knocking it against the door or doorposts, and lay it out it as it was laid out (before).

“Having dried the mattress and pillow, he should clean them, shake them out, bring them back in, and lay them out them as they were laid out (before).

“Having dried the sitting cloth and sheet in the sun, he should clean them, shake them out, bring them back in, and lay them out as they were laid out (before).

“Having dried the spittoon in the sun, he should wipe it, bring it back in, and set it in its proper place.

“Having dried the leaning board in the sun, he should wipe it, bring it back in, and set it in its proper place.

(Mv.I.26.10) “He should put away the robes and bowl.

“When putting away the bowl, he should take the bowl in one hand, run his hand under the bed or bench with the other hand (to check for things on the floor that would harm the bowl), and put away the bowl (there), but should not put it away on the bare ground.

“When putting away the robe, he should take the robe with one hand, stroke the other hand along the rod or cord for the robes, and put away the robe (over the cord or rod) with the edges away from him and the fold toward him.

“If dusty winds blow from the east, he should close the eastern windows.

“If dusty winds blow from the west, he should close the western windows.

“If dusty winds blow from the north, he should close the northern windows.

“If dusty winds blow from the south, he should close the southern windows.

“If the weather is cool, he should open the windows by day and close them at night.

“If the weather is hot, he should close them by day and open them at night.

“If the surrounding area is dirty, he should sweep it.

“If the porch is dirty, he should sweep it.

“If the assembly hall is dirty, he should sweep it.

“If the fire-hall is dirty, he should sweep it.

“If the restroom is dirty, he should sweep it.

“If there is no drinking water, he should set it out.

“If there is no washing water, he should set it out.

“If there is no water in the pot for rinsing (in the restroom), he should pour it into the pot.

“If dissatisfaction (with the holy life) arises in the pupil, the teacher should allay it or get someone else to allay it or one should give him a Dhamma talk.

“If anxiety (over his conduct with regard to the rules) arises in the pupil, the teacher should dispel it or get someone else to dispel it or one should give him a Dhamma talk.

“If a viewpoint[5] arises in the pupil, the teacher should pry it away or get someone else to pry it away or one should give him a Dhamma talk.

“If the pupil has committed an offense against a heavy (saṅghādisesa) rule and deserves probation, the teacher should make an effort, (thinking,) ‘How can the Saṅgha grant my pupil probation?’[6]

“If the pupil deserves to be sent back to the beginning, the teacher should make an effort, (thinking,) “How can the Saṅgha send my pupil back to the beginning?”

“If the pupil deserves penance, the teacher should make an effort, (thinking,) “How can the Saṅgha grant my pupil penance?”

“If the pupil deserves to be sent back to the beginning, the teacher should make an effort, (thinking,) “How can the Saṅgha send my pupil back to the beginning?”

“If the Saṅgha wants to carry out a transaction against the pupil — censure, demotion, banishment, reconciliation, or suspension — the teacher should make an effort, (thinking,) ‘How can the Saṅgha not carry out that transaction against my pupil or else change it to a lighter one?’[7]

“But if the transaction — censure, demotion, banishment, reconciliation, or suspension — is carried out against him, the teacher should make an effort, (thinking,) ‘How can my pupil behave properly, lower his hackles, mend his ways, so that the Saṅgha will rescind that transaction?’

“If the pupil’s robe should be washed, the teacher should explain to him, ‘Here is how you should wash it,’ or make an effort, (thinking,) ‘How can my pupil’s robe be washed?’

“If the pupil’s robe should be made, the teacher should explain to him, ‘Here is how you should make it,” or make an effort, (thinking,) ‘How can my pupil’s robe be made?’

“If the pupil’s dye should be boiled, the teacher should explain to him, ‘Here is how the dye should be boiled,” or make an effort, (thinking,) ‘How can my pupil’s dye be boiled?’

“If the pupil’s robe should be dyed, the teacher should explain to him, ‘Here is how you should dye it,” or make an effort, (thinking,) ‘How can my pupil’s robe be dyed?’

“In dyeing the robe, he should carefully let it take the dye properly (while drying), turning it back and forth (on the line), and shouldn’t leave while the drips have not stopped.

“If the pupil is sick, he (the teacher) should tend to him as long as life lasts; he should stay with him until he recovers.”

The Discussion of Duties Toward a Pupil is finished.