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Hierarchy (1931) - 308:
308. An experienced sailor frowns at a dead calm of the sea, foreseeing the gathering of a storm, and smiles at the blustering wind, perceiving a successful navigation. Of such a sailor it is said that he knows the sea. We say that he knows life if he knows how to understand the difference between the inner and outer manifestations. Some fools shout, "Rebellion!" when they hear the cry of a pottery vender, and exult at the quiet when they see a closed market. Our way is to teach and to observe how different is the thought of dissolute people. 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. Only according to inner feeling can we approach a just evaluation. We accept a calm surface before a storm, and we do not pay attention to the blowing curtains at the doors. Thus, the formation of events will be understood. Fiery World - Book 1 (1933) - 254:
254. To speak according to the level of consciousness of your listener means to be already on a lofty step. Various dogmas are especially harmful in that they propound a rigid formula regardless of the level of consciousness. How many negations, how much anger and confusion arise merely from disparity in the degree of consciousness! And not only the degree but the mood of consciousness is so often the deciding factor. Enough has been said about the harm of irritation, which beclouds the consciousness; but in addition to this principal enemy one must remember about all small distractions of thought. One must become accustomed to carry the fundamental thought of existence unobscured. Thus, when schoolteachers learn how to deal with pupils according to their consciousness, true evolution will begin. It is impossible to divide humanity merely according to age or class. We continually see how certain children are in need of adult speech, and elderly people, sometimes in government positions, can understand only childish expressions. Not for the latter children is the Kingdom of Heaven! The new consciousness does not come from mechanical formulas. Thus, one must learn to speak according to the consciousness of the listener. This is not easy, but it constitutes and excellent exercise in sagacity. Furthermore, this also applies to fiery occupations. Fiery World - Book 3 (1935) - 501:
501. You already know that objects can be made to change place by thought or psychic energy. The ignorant ask - why is not the fiery energy of thought subject to everyone and at all times? Ignorance can even reach the extent of such nonsense. A child asks help of an adult where his own strength is inadequate, but ignoramuses are not ashamed to ask such silly questions. In the Subtle World everything is moved by thought, but the dense World only rarely admits subtle qualities. The laws of such admissions are complex and not always are such invasions into the Subtle World admitted. Apparatus which can confirm the physical reaction to thought can be only very primitive, because the nature of employment of fiery energy lies not in the domain of the will but in that of the heart. The heart does not admit evil, but the will can occasion calamities. When the World will come to realize the value of the heart life, then will the flesh be transformed and draw near to the laws of the Subtle World. Brotherhood (1937) - 426:
426. A subject must be introduced in schools - the synthesis of the sciences. From it students will perceive how closely connected are many branches of learning. They will see how great is the circle of science! They will apprehend that each scientist is in contact with an entire series of scientific provinces. If he cannot be fully conversant with them, at least he must understand their problems. Through acquaintance with synthesis, students will be able to more consciously select their own scientific activity. Let us not forget that up to the present such choice has been extremely fortuitous, often resting upon vague family traditions. Likewise, the student passed helplessly through disconnected school subjects without understanding precisely why these subjects were necessary. In the study of languages it has not usually been pointed out what are the advantages of each one. Therefore, a dull attitude toward learning has so often been noticed. This has not been laziness, but simply lack of knowledge of the meaning and aim of the subject. Assuming that each scientific subject should have an attractive introduction, the synthesis of science will enlighten even the smallest consciousness and lead it toward labor. It should not be thought that such synthesis can be absorbed only at an adult age. Actually, in their early studies it is especially easy for children to assimilate broad views. Of course, the exposition of this synthesis must be attractive.
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