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New Era Community (1926) - 244:
Observe, the system of exposition is followed, not in monotony but in the spiral of diverse conditions of one aspiration. Agni Yoga (1929) :
Sanskrit and Senzar lend a special flavor to the exposition and do not always find their equivalent in other languages. Nevertheless the meaning of the expressions is preserved exactly. And those who take part in contemporary life will read attentively this wise Teaching which emanates from the experience of centuries. Agni Yoga (1929) - 468:
Similarly, when teaching the foundations of life, one can provide varicolored signs of the fundamentals, but the complete Teaching must not be, and cannot be given. No book can contain the entirety of life, and it is not the purpose of the Teaching to turn students into wind-up mechanical robots. Truly, no Teacher has left a final and complete exposition of the Teaching. This would contradict the principle of Infinity and would assume limitation in the consciousness of the followers. Infinity - Book 2 (1930) - 97:
The spirit beginning its path is permeated with Spatial Fire. Hence, when the spirit is not overburdened by life it can, in affirming its new path, manifest a new quality. Thus, under Our law new qualities are affirmed, and the Karma of humanity not only can contain the shifting but can thus be enriched by a new karma. Thus shall We conclude the exposition of karmic shiftings. In the infinite course of the spirit, let us accept the law of shiftings. Fiery World - Book 1 (1933) - 79:
79. It may be asked in what relation Our Teaching stands to the one already given by Us through Blavatsky. Answer that each century, after the manifestation of a detailed exposition, a conclusive culmination is given, which actually moves the world, along the line of humaneness. Thus, Our Teaching includes the "Secret Doctrine" of Blavatsky. Similarly, Christianity was the culmination of the world wisdom of the classic epoch, and the Commandments of Moses were the culmination of that of ancient Egypt and Babylon. However, the significance of the ramiform Teachings must be understood. It is hoped that people not only read Our books but accept them without delay, for I speak briefly of that which must be remembered. When I speak of the need of fulfilling My Indications, I ask you to fulfill them with complete precision. I can see more clearly, and you must learn to follow the Indication, which has in view your own good. A man fell under a train merely because he stepped upon the rails, but he had been forewarned and should not have done so. Fiery World - Book 2 (1934) - 188:
188. The nature of things must be taught among the most primary subjects. It must be beautifully described in all reality; the succession of worlds must be demonstrated with all scientific comparisons. Not only will religion not contradict such exposition of the foundations, but on the contrary religion will assist, through its most ancient allusions. The study of the nature of things will serve as the threshold to understanding of Living Ethics. One must realize why honor, dignity and all other high human qualities are indispensable. 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 clarified on the basis of Hierarchy. Only thus can the Highest Concept emerge from abstraction and blend with all Existence. 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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