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On
September 8, 1980, in Arlington, Texas, USA, an innovative experiment
in education was initiated. At that time, the School of Ageless Wisdom
(SAW) established a private school for the children of its membership.
For the preceding ten years the SAW had been a chartered nonprofit school
for adults whose purpose was to study and apply the principles of the
Ageless Wisdom. The Ageless Wisdom is that wisdom which forms the basis
of all human understanding. This wisdom is foundational to the sciences,
arts, philosophies, politics, cultures and religions. It shows itself
in the great discoveries and human creations, in our morality and our
sense of purpose and destiny. Though much is written about it, this Ageless
Wisdom is truly written in the life, the heart and mind. The group chose
two sources of study of the Ageless Wisdom: the twenty four books of esoteric
philosophy by Alice Bailey and Djwhal Khul and the Agni Yoga Series by
Morya.
As this group of
adults studied and applied the Ageless Wisdom two things happened. For
one, we were blessed with an explosion of children. For another, we became
concerned with the educational needs of our children and children everywhere.
The idea for the school grew out of a desire to provide experiences which
would enable the students to become true planetary citizens through a
global approach to education.
The curriculum
was based upon two main ideas: relationships and communication. Relationships
began with the study of the atom and extended outward to the cosmos. Communication
began with the individual and extended to all kingdoms in nature. These
two ideas were interrelated to include the essential concepts, content
and skills in the various subject areas: social studies, language arts,
math, science, languages and the arts. The qualities and values (individual.
social and spiritual) were developed by a natural unfoldment of understanding
in the linking of the idea of communication and relationship.
The approach to
the instructional process was through the blending of the affective and
cognitive so that the child could maintain a balanced development
of his emotional and intellectual abilities. There was a definite emphasis
to let the child enter fully -giving direction, life and movement to the
learning process. In other words, to use more of what the child brings
with him to the process. There was also a definite effort made to balance
"right brain/left brain" activities in the instructional program.
The total instructional process was focussed toward noncompetitive and self-paced or individualized style of learning. The classroom atmosphere was kept informal and flexible according to the needs of the individual and the group.
The goals set up to guide this learning process were as follows:
(1) Assisting the
child in becoming an integrated individual who can deal with personal
experience while seeing himself as a part of "the greater whole."
In other words, promote growth of the group idea, so that group good,
group understanding, group interrelations and group goodwill replace all
limited, self-centered objectives leading to "group consciousness."
(2) Providing experiences
which give the child new values to meet an ever changing world situation.
(3) To make available to the child the opportunity to become a planetary citizen through study of global issues - all peoples of all nations make our planetary family.
(4) To aid the
child in developing and maintaining a balance between his spiritual, mental,
emotional, physical and academic development.
(5) Providing opportunities
for the child to become a thoughtful, compassionate individual.
(6) To lead the child through the process of becoming a creative thinker.
(7) Guiding the
child in a continual process of building new values.
(8) Providing activities
which help the child to understand and utilize the conditioning forces
which surround him. To resolve the inner conflicts.
(9) Providing opportunities which teach the child to be observant and understanding of his relationship with himself and all living things.
The functioning of the teacher in this process was:
(1) To study the total child with a loving, accepting attitude.
(2) To be sensitive
to each child as a unique individual with assets and liabilities which
can be effectively utilized.
(3) To help the child observe and understand his own inner values.
(4) To provide opportunities and activities which will assist the child in realizing his greatest potential.
In setting up the
classroom, we were striving to provide an atmosphere of unlimited learning
possibilities for the student. The inspiration for this atmosphere sprang
from the following passage in Education in the New Age, by Alice A. Bailey:
"An atmosphere
of love, wherein fear is cast out and the child realizes he has no cause
for timidity, shyness or caution, and one in which he receives courteous
treatment at the hands of others, and is expected to render courteous
treatment in return.
"An atmosphere
of patience, wherein the child can become, normally and naturally, a seeker
after the light of knowledge; wherein he is sure of always meeting with
a quick response to inquiry and a careful reply to all questions, and
wherein there is never the sense of speed or hurry.
"An atmosphere
of ordered activity, wherein the child can learn the first rudiments of
responsibility.
"An atmosphere
of understanding, wherein a child is always sure that the reasons and
motives for his actions will be recognized, and that those who are his
older associates will always comprehend the nature of his motivating impulses,
even though they may not always approve of what he has done or of his
activities. ..."
Education
in the New Age, pp. 7 5-77
Inspiring Possibilities
Possibilities for the new education were inspired by the following passages
from Education in the New Age.
"Education is more than memory training and more than informing a
child or student as to the past and its achievements. Those factors have
their place, and the past must be understood and studied, for out of it
must grow that which is new, its flower and its fruit. Education involves
more than the investigation of a subject and the forming of subsequent
conclusions leading to hypotheses which, in their own turn, lead to still
more investigation and conclusions Education is more than a sincere effort
to fit a child or adult to be a good citizen, an intelligent parent and
no charge upon the state. It has a far wider application than producing
a human being who will be a commercial asset and not a commercial liability.
"Education
has other objectives than rendering life enjoyable and so enabling men
and women to achieve a culture which will permit them to participate with
interest in all that transpires in the three worlds of human affairs.
It is all the above, but should also be much more.
"Education
has three major objectives, from the angle of human development:
"First, as
has been grasped by many, it must make a man an intelligent citizen, a
wise parent, and a controlled personality; it must enable him to play
his part in the work of the world and fit him for living peaceably and
helpfully and in harmony with his neighbors.
"Second, it
must enable him to bridge the gap between the various aspects of his own
mental nature. ... (Editors note: The three aspects of the human mental
nature are: 1. The receptive mind or common sense. 2. The individualized
mind or the self 3. The illuminating mind, ~ the higher, abstract or intuitional
mind.)
"Third, the gap between the lower mind and the soul has to be bridged,
and curiously enough humanity has always realized this and has talked
therefore in terms of 'achieving unity' or 'making the at-one-ment or
'attaining alignment.' These are all attempts to express this intuitively
realized truth."
Education
in the New Age, pp. 4-5
"The true
education is consequently the science of linking up the integral parts
of man, and also of linking him up in turn with his immediate environment,
and then with the greater whole in which he has to play his part Each
aspect, regarded as a lower aspect, can ever be simply the expression
of the next higher. In this phrase I have expressed a fundamental truth
which embodies not only the objective, but also indicates the problem
before all interested in education. This problem is to gauge rightly the
canter or the focus of a man's attention and to note where the consciousness
is primarily centered. Then he must be trained in such a way that a shift
of that focus into a higher vehicle becomes possible. We can also express
this idea in an equally true manner by saying that the vehicle which seems
of paramount importance can become and should become of secondary importance
as it becomes simply the instrument of that which is higher than itself.
If the emotional body is the center of the personality life, then the
objective of the educational process imposed upon the subject will be
to make the mind nature the dominating factor, and the astral body then
becomes that which is impressed by, and is sensitive to, environing conditions,
but is under the control of the mind. If the mind is the center of personality
attention, then the soul activity must be brought into fuller expression;
and so on and on the work proceeds, progress being made from point to
point until the top of the ladder has been reached."
Education
in the New Age, pp. 6-7
"Education
should be of three kinds and all three are necessary to bring humanity
to a needed point of development.
"Education is a process whereby the child is equipped with the information which will enable him to act as a good citizen and perform the functions of a wise parent It should take into consideration his inherent tendencies, his racial and national attributes, and then endeavor to add to these that knowledge which will lead him to work constructively in his particular world setting and prove himself a useful citizen. The general trend of his education will be more psychological than in the past and the information thus gained will be geared to his peculiar situation. All children have certain assets and should be taught how to use them; these they share with the whole of humanity, irrespective of race or nationality. Educators will, therefore, lay emphasis in the future upon:
1. A developing mental control of the emotional nature.
2. Vision or the capacity to see beyond what is, to what might be.
3. Inherited, factual
knowledge upon which it will be possible to superimpose the wisdom of
the future.
4. Capacity wisely to handle relationships and recognize and assume responsibility.
5. The power to
use the mind in two ways:
a. As the 'commonsense'
(using this word in its old connotation), analyzing and synthesizing the
information conveyed by the five senses.
b. As a searchlight, penetrating into the world of ideas and of abstract truth.
"Knowledge
comes from two directions. It is the result of the intelligent use of
the five senses and it is also developed from the attempt to seize upon
and understand ideas. Both of these are implemented by curiosity and investigation.
"Education
should be of three kinds and all three are necessary to bring humanity
to a needed point of development
"It is, first
of all, a process of acquiring facts-past and present-and of then learning
to infer and gather from this mass of information, gradually accumulated,
that which can be of practical use in any given situation. This process
involves the fundamentals of our present educational systems.
"It is, secondly,
a process of learning wisdom as an outgrowth of knowledge and of grasping
understandingly the meaning which lies behind the outer imparted facts.
It is the power to apply knowledge in such a manner that sane living and
an understanding point of view, plus an intelligent technique of conduct,
are the natural results. This also involves training for specialized activities,
based upon innate tendencies, talents or genius.
"It is, finally,
a process whereby unity or a sense of synthesis is cultivated. Young people
in the future will be taught to think of themselves in relation to the
group, to the family unit and to the nation in which their destiny has
put them. They will also be taught to think in terms of world relationship
and of their nation in relation to other nations. This covers training
for citizenship, for parenthood, and for world understanding; it is basically
psychological and should convey an understanding of humanity. When this
type of training is given, we shall develop men and women who are both
civilized and cultured and who will also possess the capacity to move
forward (as life unfolds) into that world of meaning which underlies the
world of outer phenomena and who will begin to view human happenings in
terms of the deeper spiritual and universal values.
"Education
should be the process whereby youth is taught to reason from cause to
effect, to know the reason why certain actions are bound inevitably to
produce certain results and why (given a certain emotional and mental
equipment, plus an ascertained psychological rating) definite life trends
can be determined and certain professions and life careers provide the
right setting for development and a useful and profitable field of experience.
Some attempts along this line have been undertaken by certain colleges
and schools in an effort to ascertain the psychological aptitudes of a
boy or a girl for certain vocations but the whole effort is still amateurish
in nature. When made more scientific it opens the door for training in
the sciences; it gives significance and meaning to history, biography
and learning and thus avoids the bare impartation of facts and the crude
process of memory training which has been distinctive of past methods."
Education
in the New Age, pp. 81-83
"There must
be a spiritual future indicated. It is that which is required now. The
word "spiritual" does not refer to religious matters, so-called.
All activity which drives the human being forward towards some form of
development-physical, emotional, mental, intuitional, social-if it is
in advance of his present state is essentially spiritual in nature and
is indicative of the livingness of the inner divine entity. The spirit
of man is undying; it forever endures, progressing from point to point
and stage to stage upon the Path of Evolution, unfolding steadily and
sequentially the divine attributes and aspects."
Education
in the New Age, p. 1
"What is the
process of the unfoldment of the intellect in man? How does the higher
mind manifest, if at all, in the growing years?
A sequence of growth might most inadequately and briefly be tabulated as follows, based upon the process of unfoldment in a human:
1. Response to impact, the infant's sense awakened. He begins to hear and see.
2. Response to possession and to acquisitiveness. The child begins to appropriate, becomes self-conscious and grasps for the personal self.
3. Response to the instinct governing the animal and desire nature, and to human tendencies.
4. Response to the group. The child becomes aware of his environment and that he is an integral part of a whole.
5. Response to knowledge. This begins with the impartation of informative facts, and so to the registration, through the memory, of these facts; thus are developed interest, correlation, synthesis and application to the exigencies of the life.
6. Response to the innate need to search. This leads to experiment on the physical plane, to introspection on the emotional plane, and to intellectual study and a love of reading or of listening, thus bringing the mind into some condition of activity.
7. Response to economic and sex pressure or to the law of survival. This forces him to use his equipment and knowledge and so take his place as a factor in the group life, and to promote group welfare by some aspect of active work and by the perpetuation of the species.
8. Response to pure intellectual awareness. This leads to a conscious free use of the mind, to individual thinking, to the creation of thought-forms, and eventually to the steady orientation of the mind to a wider and wider field of realization and awareness. These expansions of consciousness finally bring a new factor into the field of experience.
9. Response to
the Thinker or the soul. With the registration of this response, the man
enters into his kingdom. The above and the below become as one. The objective
and the subjective worlds are unified.
Soul and its mechanism function as a unit."
Education
in the New Age, p. 11-12
We might find those responses typical of great minds from whom humanity has gained its greatest inspiration. As part of the World Core Curriculum, students could be encouraged to study the history and research the lives of spiritual, cultural, and artistic world leaders down the ages to learn patterns of leadership and motive.
"Education
should surely present the hypothesis of the soul in man as the interior
factor which produces the good, the true and the beautiful. Creative expression
and humanitarian effort will, therefore, receive a logical basis. This
will not be done through ... presenting a problem for investigation and
as an effort to answer the question: What is man; what is his intrinsic
purpose in the scheme of things? The livingness of the influence and the
proclaimed purpose behind the constant appearance of spiritual, cultural
and artistic world leaders down the ages will be studied and their lives
subjected to research, both historical and psychological. This will open
up before the youth of the world the entire problem of leadership and
of motive. Education will, therefore, be given in the form of human interest,
human achievement and human possibility. This will be done in such a manner
that the content of the student's mind will not only be enriched with
historical and literary facts but his imagination will be fired, and his
ambition and aspiration evoked along true and right lines; the world of
past human effort will be presented to him in a truer perspective and
the future thrown open to him also in an appeal for his individual effort
and personal contribution."
Education
in the New Age; p. 86
Developmental Cycles
"Education
is a life process unfolding through patterns of human development From
conception, each individual is affected or conditioned by many factors
that blend into their physiology and psychology. The Alice Bailey books
point out some factors that must be addressed in working effectively with
students:
"The new education
will consider a child with due reference to his heredity, his social position,
his national conditioning, his environment and his individual mental and
emotional equipment and will seek to throw the entire world of effort
open to him, pointing out that apparent barriers to progress are only
spurs to renewed endeavor and thus seeking to 'lead him out' (the true
meaning of the word 'education') from any limiting condition and train
him to think in terms of constructive world citizenship. Growth and still
more growth will be emphasized."
Education
in the New Age; p. 83
To meet students' needs, it is necessary to know and understand these
unfolding patterns at each stage of development. Working within these
learning patterns in cyclic ten year periods gives a dearer picture of
the child's next unfolding step.
"Are there
definite types of activities, changing with the growing years and based
on the phases of the growth process in the individual, that make for his
best all-around development?'
"I differ
somewhat concerning the periods indicated by such occult teachers as Steiner,
for though the seven year Cycles have their place, the division is apt
to be over-applied. I would also suggest ten year cycles of development,
divided into two parts: seven of learning and three of application.
"In the first
ten years of a child's life he is taught to deal intelligently with information
coming to him via the five senses to the brain. Observation, rapid response,
and physical coordination as the result of intention, must be emphasized.
The child must be taught to hear and see, to make contacts and to use
judgment; and his fingers must then respond to creative impulses to make
and produce what he sees and hears. Thus are laid the elements of the
arts and crafts, of drawing and of music.
"In the next
ten years the mind is definitely trained to become dominant.
The child is taught to nationalize his emotional and desire impulses,
and to discriminate the right from the wrong, the desirable from the undesirable,
and the essential from the nonessential. This can be taught him through
the medium of history and the intellectual training which the cycle of
his life makes compulsory under the laws of the country in which he lives.
A sense of values and of right standards is thus established. He is taught
the distinction between memory training and thinking; between bodies of
facts, ascertained by thinkers and tabulated in books, and their application
to the events of objective existence, plus (and here lies a thought of
real importance) their subjective cause and their relation to the world
of reality of which the phenomenal world is but the symbol.
"By the time
students are seventeen the training given should have enabled them to
strike their note dearly, and should have indicated the pattern into which
their life impulses will most probably run."
Education in the New Age, pp. 8-10
"The tendency of the newer education should be to make the subject
of the educational experiment the conscious possessor of his equipment;
it should leave him standing dear-eyed before life, with open doors ahead
of him into the world of objective phenomena and relationships; it should
have brought him to the knowledge of a door leading into the world of
Reality and through which he may pass at will and there assume and work
out his relation to other souls."
Education
in the New Age, p. 9
"In the field
of education united action is essential. Surely a basic unity of objectives
should govern the educational systems of the nations, even though uniformity
of method and of techniques may not be possible. Differences of language,
of background and of culture will and should always exist; they constitute
the beautiful tapestry of human living down the ages. But much that has
hitherto militated against right human relations must and should be eliminated."
Education
in the New Age, p. 45
"Education is the major agent in the world for meeting the objectives
of providing the world's youth with civilization, culture, and unification
(or spiritual synthesis). (Ed.: please remember the previous clarification
of the word "spiritual" in this sense.) The following sequence
suggests itself as we consider the curriculum to be planned for the youth
of the immediate generations:
Primary
Education---------------Civilization------------------Ages 1-14
Secondary Education-----------Culture-----------------------Ages 14-21
Higher Education----------------Unification------------------Ages 21-28
"...Much will
be accomplished when the educators of the world grasp the purpose of the
(educational) process as a whole planned unfoldment, and will then give
their attention to the instinctual, intellectual, and intuitive training
of their students in such a manner that the whole twenty-eight years of
training will be seen as an ordered, directed process, and the goal will
be clearly visioned."
Education
in the New Age, p. 49-51
Primary Education: Ages One to Fourteen
"Civilization
is the focus during this cycle. Bailey defines civilization as: "the
reaction of humanity's masses to the purpose of any particular world period.
In each age, some idea must be expressed in the current idealism of the
human race at that time."
Education
in the New Age, pp. 3 9,43
"The primary schools might be regarded as the custodians of civilization.
•
They must fit the
child for citizenship,
• Teach
each child their place as a social unit, and emphasize an individual's
group relations,
• Thus fitting
each child for intelligent living and evoking the memory of the human
race through the courses given, in order to lay the foundation for human
relations.
•
Reading, writing, and arithmetic, elementary history (with the emphasis
upon world history), geography, and poetry will be taught
• The children
must be taught certain basic and important facts of living, foundational
truths, coordination and control."
Education
in the New Age, p. 48
Secondary Education:
Ages Fourteen to Twenty-One
Culture is the
emphasis of this cycle. "As a significant outgrowth
of civilization, culture is the approximation of the two ways —feeling
and mind; of two worlds —sensitivity and thought; and of the attitudes,
relational in nature, which will enable a human to live as an intelligent,
subjective being in a tangible physical world."
Education
in the New Age, p.43
"The secondary schools should regard themselves as the custodians
of culture.
• They should
emphasize the larger values of history and literature, and give some understanding
of art.
• They should
begin to train the boy or girl for that future profession or mode of life
which it is obvious will condition them.
•
Citizenship will be taught in larger terms and the world of true values
be pointed out and idealism consciously and definitely cultivated.
• The practical
application of ideals will be emphasized.
• The youth
of the world should be taught in such a manner that each student will
begin to fuse the world of appearances and the world of values and of
meaning in their consciousness. Students should begin to relate the worlds
of objective outer living and inner subjective existence."
Education
in the New Age, p.48
Higher Education:
Ages Twenty-One to Twenty-Eight
"Unification
(or spiritual synthesis) is this cycle's main emphasis.
"Higher education is a process whereby unity or a sense of synthesis
is cultivated. The college or university should be the custodian of those
methods, techniques, and systems of thought and of life which will relate
a human being to the aspect of the higher mind - not only to the world
of phenomena but also to the inner world of values and quality. When this
type of training is given, we shall develop men and women who are both
civilized and cultured. .."
Education
in the New Age, pp. 49,82
"Our colleges and universities should be a higher extension of all
that has been already done. They should beautify and complete the structure
already erected and should deal more directly with the world of meaning.
International problems - economic, social, political and religious - should
be considered and the man or woman related still more definitely to the
world as a whole. This in no way indicates neglect of individual or national
problems or undertakings but seeks to incorporate them into the whole
as integral and effective parts, and thus avoid the reparative attitudes
which have brought about the downfall of our modern world."
Education
in the New Age, p.49
"84. The search for new ways is the most imperative problem. Due
to the unusualness of conditions and the future, it will be impossible
to proceed by the old ways. All new ones must remember this. It is the
worst thing when men do not know how to escape from the old nit It is
dreadful when people approach new conditions with their old habits. Just
as it is impossible to open a present-day lock with a mediaeval key, likewise
it is impossible for men with old habits to unlock the door to the future.
"To all We
shall say, 'It is necessary, necessary, necessary, to find new
ways!"
Infinity,
Vol. II
"102. It is
necessary to guide the education of a people from the initial instruction
of children, from as early an age as possible. The earlier, the better.
You may be sure that overfatigue of the brain occurs only from awkwardness.
The mother approaching the cradle of her child utters the first formula
of instruction: 'You can do everything.' Prohibitions are not needed;
even the harmful should not be prohibited. It is better instead to turn
the attention simply to the more useful and the more attractive. That
tutorage will be best which can enhance the attractiveness of the good.
Besides, it is not necessary to mutilate beautiful Images for the sake
of an imagined childish non-understanding; do not humiliate the children.
Firmly remember that true science is always appealing, brief, precise
and beautiful. It is necessary that families possess at least an embryo
of understanding of education. After the age of seven years much has been
already lost. Usually after the age of three years the organism is full
of receptivity. During the first step the hand of the guide must already
turn the attention to, and indicate, the far-off worlds.
"Infinity must be sensed by the young eye. Precisely, the eye must
become accustomed to admitting Infinity.
"It is also
necessary that the word express the precise thought One must expel falsehood,
coarseness and mockery. Treason, even in embryo, is inadmissible. Work
'as grown-ups" is to be encouraged.' After its third year the consciousness
easily grasps the idea of the community. What a mistake to think that
one must give a child its own things! A child can easily understand that
things may be held in common.
The assertion "I can do anything" is not idle boasting but only
the realization of an apparatus. The most wretched being can find the
current to Infinity; for each labor, of quality, opens the locks."
New
Era Community
"103. The schools must be a stronghold of learning in all fullness.
Each school, from the very primary up to the highest institution, must
be a living link among all schools. Study must be continued during one's
entire life. Applied knowledge must be taught, without breaking away from
historic and philosophic science. The art of thinking must be developed
in each worker. Only then will he grasp the joy of perfectionment and
know how to make use of his leisure."
New
Era Community
"549. The
family is indicated in all Teachings as the pillar of the entire future.
Verily, in addition to all other meanings the family is the nursery of
karmic ties. Thus, the Teaching would not be complete without affirming
the significance of the family. The family should be regarded as the hearth
of conscious understanding and cooperation.Humanity can meet upon cooperation,
and this quality will bring one to the realization of Hierarchy. One should
not ignore karmic laws. Though to the cross-eyed these often may not be
apparent, yet to the honest observer it is proved daily how the bonds
of karma act But in reality these bonds should be wings. The law has forevisioned
joy and progress, but not chains. Thus must one understand the law of
life's foundation. But what, if not the heart, will remind us of the dates
of karma? It is precisely the heart which will contract and quiver and
open when it senses the wing of the law. Therefore, once again let us
revere the heart."
Heart
"100. The
collapse of home and family will be, not in words and actions, but in
thoughts. Silently are the foundations undermined. Without noticing it,
people themselves foment dissolution. There are not many hearths around
which mutual labor is performed in full understanding. But each such home
is a step toward Brotherhood."
Brotherhood
Responsibility
"97.... From
early childhood the freedom of discipline of spirit should be emphasized.
One may arouse all dignity and honor. Without honor a man cannot be honest
It should not be thought that slavery can be approved by Hierarchy. On
the contrary, the Fiery World seeks not slaves but coworkers. Consider
the refinement of the heart as the measure of honor. Thus let us not forget
that in the most everyday life are laid the foundations of the world's
grandeur."
Fiery
World II
"69. Prayer has no kinship with violence nor constraint The first
prayer of the child should not be ridiculed or reproved. A boy once prayed,
"0 Lord, we are ready to help Thee." A passerby was indignant
and called the child presumptuous, and in this way the first feeling of
unselfishness was defamed. A little girl prayed about her mother and her
cow, and her prayer was ridiculed. Thus her memory retained only something
ludicrous, whereas such solicitude was really touching.
"Likewise,
using the name of God for intimidation is a great blasphemy. Forbiddance
to pray in one's own words is in itself an intrusion into the young consciousness.
Perhaps the child remembers something very important and extends his thought
upward. Who, then, can intrude to smother such a luminous impulse? The
first instruction about prayer will be a directive upon the whole path
of life."
Aum
"157. Certainly, cruelty must be eradicated; not only cruelty of
actions but also cruelty of thoughts. The latter is worse than any action.
It is imperative that the State take measures to prevent the inceptions
of cruelty in infancy. Humanity must be purified of the most inhuman,
dull and malicious darkness of low thinking, as of leprosy. Children are
not cruel until they see the first cruel action, which reveals the current
of dark chaos. Only a few are prepared to oppose the current of darkness.
Such accumulation of consciousness is rare. One cannot presuppose such
attainment in everyone; on the contrary, one should take measures befitting
a lower step. Likewise, let us not repeat in a moribund manner the great
Commandment, 'Thou shalt not kill!' But let us ponder where is the greater
killing, in the hand, in the word, or in the thought? One should reflect
that the thought of people is ever ready for murder."
Fiery
World II
"172. There is an inner meaning in all things. On thy mission point
out that neither the cares of the house nor want have stayed thee from
the path to Us.
"They make
excuses to thee that want and children impede the way.
"But children
are flowers of the earth and poverty is the gift of purification."
Leaves
of Morya's Garden I
"575. Discussions
about children's education are right, but also in this case the question
of the heart is neglected, whereas the manifestation of the heartbeat
is very close to the attention of children. It is actually easy to tell
children about the treasure of the heart. I consider that this story will
remain as the first ascent, for one's entire life."
Heart
"283. ...What is unattainable today comes with ease tomorrow. The
difficulties of the path are caused by the habits of the body. Therefore
guard the children from habits. As fungus which spreads upon the walls
of a house, m~t habits be destroyed. A plague of beetles swarms in the
corners. Darkness has chained humanity, but the
lightning of the sword shall cleave obscurity asunder. Light shall prevail!"
Leaves
of Morya's Garden I
Schools and Teachers
"378. One
may gaze only into the future. And so it is necessary to turn only to
the children. Only in them is the lawful beginning of the work Revealing
the new path, only in children will you find the power of confidence."
Leaves
of Morya's Garden I
"157. ...It is essential to examine the programs of schools and to
strengthen the line of authentic knowledge. ... This straightening out
of school thinking must be attended to immediately, otherwise one more
generation of brainless ones will disgrace the planet. Natural science
must be augmented in cognition of the significance of this term. Biology,
astrophysics, Word Core Curriculum, Section One: Foundations
chemistry, will attract the attention of the youngest child's brain.
"Allow children opportunity to think!"
"104. Each school must be a complete educational unit In schools
there must be a useful museum in which the pupils themselves take pan
There must be a cooperative, and the pupils must also be taught such cooperation.
All phases of art must be included Without the paths of beauty there can
be no education."
New
Era Community
"61. The art of thinking must be developed in schools. Every art
is in need of exercise. Likewise thinking must be strengthened by practice.
But such a deepening should not be burdensome nor tedious, therefore the
instructor in such a subject must be truly enlightened. It may be seen
that the most terrible calamities in the history of mankind have arisen
from the inability to think. There may be found a multitude of examples
wherein spasmodic thinking and unbridled feelings have let whole nations
towards the abyss. On the other hand, laziness of thinking and slow-mindedness
have destroyed accumulated possibilities. The Leader must provide in himself
the example of a constant broadening of thinking in order to approach
foresight Of course, foresight results from Communion with Hierarchy.
But Communion itself requires alertness in thinking and a clear striving
The art of thinking should not be understood as an occult concentration.
There is nothing mysterious in the art of thinking and in the refinement
of consciousness. Only a lofty quality of consciousness will affirm the
path of the thinker. And no one will say that the thinker is a special
genus. Every child can be directed towards thinking. Hence one must regard
the art of thinking as the health of the nation."
Fiery
World II
"118. It may be asked, 'What signs in a teacher should be valued?'
You already know about the quality of action, and thus can apply new methods
in action. One should prefer that teacher who proceeds in a new way. Each
word of his, each act of his, bears the stamp of unforgettable innovation.
This distinction creates a magnetic power. Not an imitator, not a commentator,
but a powerful miner of new ores. One should take as a basis the call
of innovation. The time has come when it is possible to go only forward.
Let us preserve the call of the will in an incessant run and not linger
over the precipice.
"One must
tell the builders of life to find new words, forged by new necessity.
Realization of the newness of each hour will provide the impulse.
"Point out to friends what happiness it is to be eternally new. And
each electron of the New World will give new power. Apprehend the power
of the new call. You can apply it in the life of every day. You know well
enough that My words are for application."
New
Era Community
"93. Broad dissemination of knowledge can regenerate the world. Knowledge
can achieve miracles. Let us recall the words of the Blessed One concerning
ignorance. Each success depends upon knowledge, and if there is nonsuccess
somewhere, it means that ignorance has crept in. Hence, let us say that
knowledge is above all things. Where there is knowledge, there is the
manifestation of beauty."
Infinity
II
"77. In order to stimulate the cognizance of beauty in schools, let
there be introduced a study of the beauty of life. The history of arts
and sciences will enter into this subject, for it must not only embrace
conceptions of the past, but also contain indications of contemporary
achievement The instructor in this subject must be truly enlightened,
in order to avoid bigotry, which contains in itself the seed of ignorance."
Fiery
World II
"47. In schools
respect must be taught for the pronouncement of a concept Of course parrots
can senselessly project into space concepts often of great significance.
But people must understand that the word is the pedal of thought-that
each word is a thunder-bearing arrow.
"Loss of the
true significance of concepts has contributed much to contemporary savagery.
People strew pearls about like sand. Verily, it is time to replace many
definitions."
New
Era Community
"269. Freedom of choice is predicated in everything. No coercion
whatsoever should obstruct the path, but it is permitted to give a torch
to everyone on a long journey. Enlightenment alone can help one to comprehend
freedom of choice, therefore enlightenment is the affirmation of being.
From the earliest years every school should provide instruction in linking
reality to the essence of that which is predestined. Only thus can we
link our existence with self-perfection. Freedom of choice, enlightenment,
self-perfectment, are the paths of Fire. Only fiery beings can independently
perceive these abutments of ascent. But everyone must be led through these
gates, otherwise destructive disturbances arise which, together with the
chaos of the elements, throw the planet into tremor."
Fiery
World I
"264.
You may instruct them in resourcefulness. In every circumstance are contained
different possibilities, but the mind must be directed toward the light."
Leaves
of Morya's Garden I
"231. It is very useful to study ancient languages; in them has been
recorded the history of man's thoughts, and it is possible to follow the
development and elimination of concepts. Let us take the Sanskrit and
Latin languages. We can see to what extent the latter had already dispensed
with profound concepts; but ancient Rome, aiming toward materialism, cannot
be compared with the records of India's thought.
"Language
is the chronicle of a people; the dictionary is the history of culture."
Aum
"308. .Classes for thinking and the observation of life processes
should be established in schools. It may often be noticed that a child
understands the hidden meaning of an occurrence better than an adult...."
Hierarchy
"4. Discipline is the beginning of everything."
Leaves
of Morya's Garden II, pg 154
"346 ...ln school, passages of texts are learned by heart to strengthen
the memory. So, also when the Teaching burns within the heart, it is affirmed
by brief irrevocable formulas. For some, it is easier to assimilate precise
expressions. Do not prevent each one from following the path of his own
karma. It is better not to force when
one's individual fires are evident."
Fiery
World I
"411. ...The school must discover the resourcefulness of pupils by
test of giving one word, and later on comes the task of understanding
at one glance. The later experiment will be closest to the Subtle World.
In addition one can develop a sense of relativity by addressing one's
interlocutor according to his nature. Thus, in an earthly conversation
each one adopts the best language for his companion, taking into consideration
his state of consciousness. Every schoolteacher knows how multiform must
be his language in order to make friends of his pupils."
Fiery
World I
"331. It is the Teacher's duty to follow the quality of the pupil's
thought. Not twists of the mind, but tendency of thought gives evidence
of progress. This understanding of another's thought is not supernatural,
but is derived from many movements and glances. With only a little attention
the Teacher will perceive the fires of the eyes. These flashes are quite
significant and give a wise physician the entire record of the internal
condition."
Fiery
World I
"634. Self-control
is a very complex quality. It comprises courage, patience, and compassion.
But courage must not become anger, compassion should not border on hysteria,
and patience must not be hypocrisy. Thus, self-control is complicated,
but it is imperatively needed upon entering the Higher Worlds. One should
develop this synthesized quality with the utmost care. In schools the
students should be confronted with the most unexpected circumstances.
The teacher should observe the degree to which impressions are consciously
assimilated. This is not the austere Spartan schooling of physical endurance
and resourcefulness, it is drawing upon the heart energy in order to apprehend
things with dignity. ..."
Fiery
World I
"535. Observation of the heart must begin from childhood. In this
way one can become aware of certain periods when the spirit gradually
takes possession of the body. Likewise, through constant observation one
can perceive how the proximity of beings from the Subtle World influences
the heart. Many unexplainable heartbeats are of course due to the influence
of the Subtle World. Many cessations of the pulse can recall the danger
of obsession. Many tremors of the pulse are characteristic even from the
age of seven, they reveal the completion of the entry of the spirit Such
evidence should have been known to physicians long ago, but instead of
observation they begin to apply all sorts of narcotics, laying the foundation
for an early destruction of the intellect. Thus, one should not inflict
coarse ignorant measures upon the heart. It should be remembered that
if the heart is the mediator of the highest worlds, then the methods for
sustaining the heart must be refined. It is unwise to pity the coarsening
of humanity and neglect the care of its chief organ. The heart of humanity
is sick. First of all, one must render healthy the sphere of the heart,
certainly, if the people wish to avoid a catastrophe."
Heart
"86. Cooperation can be the adornment of a conscious spirit. Not
compulsion, and still less, competition, but the increase of energies
transmits the understanding of cooperation. Cooperative work is clear
to those who have understood Hierarchy through the heart. A teacher of
freedom is a manifestation of Hierarchy, for it is
said--first of all walk the shortest path, gather your forces, affirm
yourselves in the understanding of individualization, because a rainbow
is strengthened by all rays."
Heart
"429. Humanity
must study more carefully its thinking. it is necessary to
establish in schools the science of thinking, not as an abstract psychology
but as the practical fundamentals of memory, attention, and concentration.
"Actually, besides the four named branches of the science of thinking,
many qualities require development-clarity, speed, the power of synthesis,
originality, and others. It is likewise possible to cure irritability.
If even a portion of the efforts spent on sports in schools were allotted
to thinking, the results would soon be amazing.
"Indeed, the lives and sayings of heroes and the Great Toilers in
the Spiritual Domain must be made known in all schools.
"As darkness is the absence of Light, so is ignorance absence of
knowledge."
Fiery
World II
"19. Of all creative energies, thought remains supreme. What may
be the crystal of this energy? Some may believe that precise knowledge
is the crown of thought; but better still to say that legend will crown
thought. In legend is expressed the sense of creative energy. And in a
short formula is defined the hope and the achievement. It is a mistake
to believe that legend pertains to fantastic antiquity. The impartial
mind will discern the legend spun through all days of the Universe. Each
achievement of the people, each leader, each discovery, each cataclysm,
is veiled in winged legend. Therefore, let us not disdain the legends
of truth, but let us discern keenly and cherish the words of reality.
In legend is robed the will of the people, and we cannot cite one legend
which was false. The spiritual striving of a powerful collective imprints
an image of true meaning. And the outer form of the symbol demonstrates
the world sign, for the world language is inevitable for evolution.
" Right are the seekers of a universal tongue. Right are the creators
of the world legend. Thrice right are the bearers of achievement!"
Agni
Yoga
"22. Advise to develop thinking and observation. The heart cannot
fulfill its destination if instead of a thought there are fleas and instead
of observation, a mole. With such fellow travelers one will not go far!
Now is the very time to deepen the trend of thought, else the masses will
not find an application for the treasures received. Overproduction is
the sign of a trivia! trend of thought and a lack of observation. It is
said that schools should introduce hours for training in observation and
thinking. The heart cannot be nurtured externally only, it must be supported
also by earthly strivings. Firmness of striving will be attained also
by sharpness of cognizance."
Heart
"345. It is not so easy to learn to think. It is difficult to develop
the tension of thought, but still more difficult to attain a high quality
of thought. Often mentally a man repeats to himself, 'I will think purely.'
But his being is accustomed to egoistic thinking. Then the most undesirable
form of thought results. Two birds, flying from different nests, cannot
become united as one. It is necessary to exercise thought, not mentally
but with the fire of spirit, until all duplicity of thought disappears.
Thought can have power so long as it is completely monolithic. But each
fissure not only detracts from its force but is cosmically harmful, bringing
a dissonance into space.
It is necessary to apportion a certain time to the mastery of thought
But it is useful to repeat to oneself about the unity of the substance
of thought We rejoice at the variegation of thinking, but every thought
must be as pure as a diamond."
Agni
Yoga
"166. I consider
it possible to direct children from their earliest years to a realization
of the Higher World. This is not compulsion, for it will help children
to retain easily in mind much that otherwise might be quickly forgotten.
Besides, such a manifestation will awaken incomparably beautiful forms.
People strive for beauty and solemnity, on such basis it is possible to
tell about the supernal Magnitude. One should not tear away countries
from their best accumulations-each nation has its own expression.
"The surmounting of limitations is possible only through the broadening
of consciousness. One needs to know how to cautiously approach the heart
of humanity through expansion of consciousness. Already many boundaries
are being erased, but for such new paths a special love of mankind is
required. It is necessary to cultivate this quality along with purity
of body and spirit Let hygiene of the spirit have a place in the schools,
then lofty communions will become the best hours."
Aum
"365. ...People are not brought up in an understanding of the fundamentals
of Existence. The very attainments of science stand aloof and do not promote
the transformation of the entire life. It is indispensable to reiterate
about the Higher World. It need not be thought that what has been said
about it is sufficiently impressed on the hearts of people. New methods
could be found in order that the greatness of Existence be unified in
the consciousness in infinite understanding. ..."
Aum
"515. 'Love one another' This commandment was wisely given. Nothing
can harmonize psychic energy better than love. All the higher communions
have been based on the same feeling and are also beneficent for psychic
energy. And light pranayama likewise strengthens the basis of the energy.
Thus, people must collect and affirm everything useful for psychic energy.
Each one must look after the store of psychic energy. Even a single sigh
produces a renewal of forces.
"It is highly indicative that psychic energy is renewed first of
all by feeling, and not by physical repose. Hence it has been said, 'Burden
Me heavily when I go into the beautiful garden.' Precisely burdening and
pressure are the birthplace of strong feelings. If man knows how to judge
his feelings, he will select the worthiest of them, and it will be love."
Aum
"16. It is especially difficult for humanity to understand the relationship
between quality of labor and infinity. The average man assumes that a
higher quality of labor leads to the finite. For him quality is inextricable
from finiteness, which We call deadliness. It is quite impossible to explain
to the average man that higher quality aspires on into infinity. Precisely
in the endlessness of higher tension lies the discovery of knowledge.
One must find courage to labor for Infinity.
"One can develop
within oneself a continual learning, which is important not as a cataloguing
of facts but as an expansion of consciousness.
"It is not important by what means the consciousness grows, but its
volume enables it to assimilate the scope of great events.
" What teaching leads more swiftly to the broadening of consciousness?
It is necessary to admit people completely individually to this meadow.
To each one his own herbage, provided the inner fire conforms to human
merit and dignity.
The sluggish, the conceited, and those raging with suspicion and doubt
will not find any nourishment
" Tell pupils and friends that they must learn. Let them learn in
tension of the spirit; learn through opened eyes; learn absolutely endlessly,
for there is no end. This simple affirmation fills many with terror.
"But We are with those who say that there is light unto infinity
and that whole eons glow like a string of pearls.
" In learning let us not belittle."
17. Upon assembling
the pupils, consider what to begin with. The usual mistake is to begin
with the alphabet, disregarding the nature of the student. It is Our rule
to give, along with the primary proposition, fragments of the highest
possibilities."
Leaves
of Morya's Garden, pg. 242
"349. Life-activity
is sustained by the subtle energies of the organism. People get accustomed
with difficulty to the realization of the subtle energies and to the activity
of all the imperceptible forces. Hence a great disunion with Cosmos occurs,
and the physical body is greatly limited by the basic properties of matter
instead of developing the subtlety of receptivity. People sense so little
the vibrations of cosmic forces, and they display little discrimination
as to where is contained subtle cognizance! A spirit striving to the highest
spheres knows that a magnetic bond exists between the subtle energies
and manifests concordance with all spatial pressures. Thus, the new generation
must be brought up on the understanding of the subtle energies, for the
vibrations of space are nearing Earth, and the affinnation of the New
Epoch will bring the shifting of many manifestations. Thus the subtle
bodies will assimilate all the energies that are sent"
Hierarchy
"188. ... From the earliest years children should hear about the
Subtle and Fiery Worlds; they must understand the principle of Hierarchy
and of Good. The sooner they are reminded about Hierarchy and the other
Truths, the more easily will they recall former knowledge. The concept
of God in all its grandeur is darifled on the basis of Hierarchy. Only
thus can the Highest Concept emerge from abstraction and blend with all
Existence. It is necessary that the Leader and the Government understand
how to increase the realization of the Higher Representation. it is necessary
that schools attractively depict Existence in all its grandeur."
Fiery
World II
"57. Not only about Fire must we ponder. Events are driving onward
like an ocean wave. You understand correctly that the dark force surrounds
each benevolent inception. We observe how every ordinary action is instantly
turned into evil. Thus, one should get rid of all yesterday's gnats, and
replace everything usual with the most unusual. Even an award, as it were,
should be granted for unusualness. One should not expect unusualness from
the old world. Over and above the usual conditions, one should touch the
most unexpected angles. Therefore I rejoice when new elements are dealt
with."
Fiery
World I
"516. It was said long ago, "He who knows how to love has a
fiery heart." For strengthening the energy, fiery transport is needed.
No form of reasoning produces that fire which is kindled by a spark of
the feeling of love.
" When schools of thought shall be built, then also the significance
of feelings will be tested. Comparing an evil feeling with a good one,
again one discerns how much more enduring good is than evil."
Aum
"337. Among
school studies of history and of comparative religion, let there not be
forgotten the various contradictory decisions and enactments of conventions,
councils and legislative bodies. Not for confusion of minds is it necessary
to know the Truth, but for the reinforcement of the future path. Perfectment
rests upon a basis of knowledge.
"No one should command a person not to know the Truth and not to
strive toward it."
Aum
"113. Mankind is terrified by every so-called supernatural thing,
forgetting that nothing can be supernatural-above that which exists. Therefore,
insist strongly that Agni Yoga and the Teachings of the Heart cannot contain
anything supernatural. Be especially cautious with the young people up
to thirty years, when not all the centers can function without harm to
the heart. It is necessary to point out that Our Yoga contains no enforced
sorcery and never will be a producer of chaos. it is necessary to kindle
the young ones to heroic action which will transform their natures and,
imperceptibly to them, prepare the heart for future perfection. Thus,
it is necessary with the utmost simplicity and joy to sail to the White
Island, as We sometimes call Our Site."
Heart
"116. Shield children from everything false; guard them against worthless
music; protect them from obscenity; protect them from false competitions;
protect them from affirmation of seithood. The more so, since it is necessary
to inculcate a love for incessant learning. The muscles must not gain
the upper hand over mind and heart What sort of heart takes a liking to
blows of the fist?"
New
Era Community
"97....One
should not deny the statements of children about their past lives. Essentially
they know what has taken place around them. Especially nowadays there
often will be rapid reincarnations. Many d~~ellers of the Subtle World
are hastening to return, and herein is expressed the growth and acceleration
of evolution. And in such quickening may be seen a rapprochement between
the worlds."
Aum
"158. ... People should pay attention to children who remember not
only former incarnations but also certain details of the Subtle World.
Let these informations be fragmentary, yet for the observant scholar it
all can be gathered into a whole necklace. The main thing is not to deny
flatly that which seems extraordinary just at a given time.
Brotherhood
"144. The
farmer prepares and improves the field, sows it in good time, and patiently
awaits the sprouting and the harvest. He puts a fence around the field,
so that animals may not trample down the young growth. Every farmer knows
causes and effects. But it is not thus in human interrelations; people
wish to know neither causes nor effects. They are not concerned about
sprouts, and they want everything to be accomplished in their own arbitrarily
prescribed way. Notwithstanding all the examples, people do doubt the
cosmic law. They quite readily sow the causes, but they will not reflect
that weeds may be the sole harvest.
"Discourses about causes and effects should be introduced in the
schools. Let the teacher propose a cause and the pupils think out the
effects. In such conversations there will be displayed also the qualities
of the students. It is possible to imagine many effects from one cause.
Only a broadened consciousness will apprehend what effects will correspond
to all the attendant circumstances. One should not be consoled by the
fact that even a simple fanner can calculate a harvest. The manifestation
of cosmic currents and of mental conificts is far more complicated. From
childhood on, let youth be accustomed to complicated effects and to dependence
upon spatial thoughts. It should not be supposed that children need to
have safeguards erected against their thinking."
Brotherhood
"3. Strive
into the future, by-passing the soot of the present."
Leaves of Morya's Garden II, pg. 177
"354. People are unable to think about the future usually because
they live under the spell of illusions of the past. Imagine a man who
many days afterward receives unpleasant news of something which took place
previously. This event no longer exists, the man himself has already lived
for some time since the occurrence, yet he sinks into the past and loses
connection with the future. Surely, the tree of the future must grow,
and it should not die from the injury of a plunge into the past. Attention
must be paid in schools to the study of the future. Each Leader in his
own field will ponder about the future, otherwise he is no Leader."
Fiery
World II
"152. Amidst the unfathomable tumult of life do We erect Our Temple.
We labor on, and each stone is drenched with the sweat of pain.
Keep watch upon the school, and st