When an order is brought forward and the teaching expressed, there is a need both for a bringer and receivers. One can not take place without the other. When there are receivers, from whom it is hoped that eventually another or other givers will develop, that obviously means there are people involved. Assuming there is a basic understanding of the potential for clinging to outer forms or teachings, there still is the need to have form through which to function. These forms are set up for several particular reasons, all within the framework of expression of the teaching and the continuance of both it and the ordering.
The difficulty with form is that by its very nature it is crystallized. The problem is to deal with it in the proper way so it does not intercede between the Teaching and the learners. There needs to be a constant attention to the balance of form, structure, guidance, need, and spontaneity. This is done through knowing the goal of the teaching, an awareness of the need of the learners or students, and the methods to get to the goals.
Since there are people involved in any guiding and learning situation, these people need to interact. They will also have to interact with the rest of the world and other peoples in some ways. There are, in addition, certain responsibilities and relationships that these people have. They can be associated with family, job or profession, or other work. All of these will have to be integrated and worked with within the structure of the teaching. In addition to these outer responsibilities or associations, people have certain basic requirements involving housing, food, clothing, and other "necessities" of life. These all have to be provided in some reasonable ways and need to be paid for. Out of this may come some sort of structure to provide or assist in providing for some or all of these "needs". This may mean the forming of some sort of organization or living place. In addition, there will have to be some place or places to hold classes or meetings, and to do work related to the purposes of the order. As the teaching is most effectively brought through everyday life, there will have to be provisions made for this interface and interaction, rather than a hermitage (although that could be beneficial and needed in other situations).
All of this, then, lends itself to the creation of some kinds of physical and social structures; which will then be seen as the outer face of the organization. This also is where there is the potential for clinging to forms and to elements of self-perpetuation. Just because something exists for a real purpose at one time does not mean it should exist beyond the fulfillment of that purpose. When its usefulness is finished, it is time to move on from it or dissolve it.
The organized physical entity (organization) may take almost any specific form and structure to meet the expression of the order (which is different than the organization) and the teaching. It needs to be always kept in mind that the outer is only for the purposes of expression and is both temporary and changeable. Thus it will take the form that is appropriate for the peoples, times, and situations. It must be fluid enough to adapt to that; and the people involved must also be fluid enough to change, and sensitive enough to know both when change is needed, and aware enough to know the direction toward which to move. This process then becomes the school that provides the means of interaction and learning that comes through putting into practice the teachings. This includes, of course, guidance from the physically unseen levels; those presently involved with this guiding structure or form on all levels, those who initially brought it forth and oversee it, and those who may have come after, in earth, making up the lineage. The forms are not important other than as means to bring forth the teaching and work in the appropriate means and ways.