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Leaves of Morya's Garden - Book 1 - The Call (1924) - 125:
Again you have forgotten the Heavenly combat! None go to school during an assault by the enemies. Times are more complex than you can realize. Never was hatred more rampant. But the hour has struck! The hostile forces strive to defy destiny. The doomed ones persecute Our chosen ones, and We must protect them. Fate can be lightened and the battle brought the sooner to its end. Leaves of Morya's Garden - Book 1 - The Call (1924) - 126:
Naught can deter the Hand of the Creator of the New World. I say unto you: My Shield has taken many arrows, but at the Spirit's Feast We will assemble, victorious. Strive for victory. For now, dismiss thoughts of peace and be vigilant, My warriors! I know My Daughter wishes to adorn with roses the path to My School, but these times are bitter and cold. All will be well. Leaves of Morya's Garden - Book 1 - The Call (1924) - 152:
152. Amidst the boundless tumult of life do We erect Our Temple. We labor on, and each stone is drenched with the sweat of Our labor. As you build your school, strive to keep in mind Our Eternal Structure. Leaves of Morya's Garden - Book 1 - The Call (1924) - 164:
164. I reveal to you the vast school of life. By measuring the ways of the world can you gain wisdom. Falter not in your pure striving and I will lead you on the path of the chosen ones. Weaken not nor tarry in your striving. Leaves of Morya's Garden - Book 1 - The Call (1924) - 167:
The Teacher bids you read the words of Origen. You will begin to understand the transgressions committed by the Church. The ways of Origen's school will be of guidance for our day. Leaves of Morya's Garden - Book 1 - The Call (1924) - 280:
280. When we are impelled to fight and destroy evil, are we not then also as fanatics? Where is the boundary of Justice? But those who are trained in the school of harmony will recognize the mandates of the heart. Our disciple determines each sword thrust with his spirit directed to Us. Leaves of Morya's Garden - Book 2 - Illumination (1925) - 3.4.5:
If it is said to you, "Apparently you are not averse to reading parchments," reply, "Go back to school, we will talk afterwards." New Era Community (1926) - 103:
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 (1926) - 104:
104. Each school must be a complete educational unit. In schools there must be a useful museum in which the pupils themselves take part. 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 (1926) - 106:
106. When the family does not know how, let the school teach cleanliness in all ways of life. Dirt comes not from poverty but from ignorance. Cleanliness in life is the gateway to purity of heart. Who then is unwilling that people be pure? One should equip schools in such a way that they will be conservatories for the adornment of life. Each object can be considered from the standpoint of love. Each thing must be made a participant in the happy life. Cooperation will help to find a way for each household. Where one person alone does not find the solution, there the community will be of assistance. Not prizefighters but creators will be the pride of the country. New Era Community (1926) - 107:
107. The school must not only instill a love for the book but teach how to read - and the latter is not easier than the former. It is necessary to know how to concentrate thought in order to penetrate into a book. Not the eye but the brain and the heart do the reading. The book does not occupy a place of honor in many homes. It is the duty of the community to affirm the book as a friend of the home. The cooperative, first of all, has a book-shelf whose contents are very extensive. There will be accounts of the treasures of the motherland and of her links with the world. The heroes, the creators and the toilers will be revealed; and the concepts of honor, duty, and obligation to one's neighbor, as well as mercy will be affirmed. There will be many examples prompting learning and discoveries. New Era Community (1926) - 108:
108. The school will teach respect for useful inventions, but will warn against a machine slavery. All forms of slavery will be destroyed as signs of darkness. The teacher will be a guiding tutor - a friend who points out a shorter and better path. Not the process of compulsion, but the smile of summons. But, if into the schools of life treason will have seeped, then the severest judgment will put an end to such madness. New Era Community (1926) - 110:
110. Among the school subjects let there be taught the fundamentals of astronomy, but let it be presented as the gateway to the far-off worlds. Thus schools will stimulate the first thoughts about life in the far-off worlds. Space will become alive, astrochemistry and rays will round out the presentation of the magnitude of the Universe. Young hearts will feel not as ants upon the earth's crust, but as bearers of spirit responsible for the planet. Let usfix our attention on schools, for from them will issue the affirmation of cooperation. There will be no construction without cooperation. There will be no security of state and union while outworn egoism holds sway. New Era Community (1926) - 115:
115. No one dares to stand up against the school, but few there are who think about its improvement. School programs are not looked over for years at a time, and meanwhile discoveries are on the march. New data are rushing in from all sides the air spheres and the depths of the oceans and the mountain treasuries all relate wonderful facts about themselves. Haste is needed, else excavations will alter the data of conventionalized history. In the new schools prohibitions must be removed, in order that pupils may see reality - which is wonderful if truthfully revealed. Broad is the field of mental competition! New Era Community (1926) - 117:
117. It is absurd to think that perspiration is only a physical manifestation. During mental work a particular emanation valuable for the saturation of space issues forth. If bodily perspiration can fertilize the earth, then that of the spirit restores prana by being chemically transformed in the rays of the Sun. Labor is the crown of Light. It is necessary that school pupils remember the significance of labor as a factor of world-creation. As a result of labor there will be steadfastness of consciousness. It is necessary to emphasize strongly the atmosphere of work. New Era Community (1926) - 157:
It is essential to examine the programs of schools and to strengthen the line of authentic knowledge. Superstition drives people into the crevices of terror. 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, chemistry, will attract the attention of the youngest child's brain. New Era Community (1926) - 207:
207. Do not encourage cosmogonic discussions until the consciousness is affirmed. Follow goal-fitness of instruction in schools. Provide the hastening ones with opportunity for speediest advancement. If a lively ship must reduce sail in order to even up a formation, will this not be a killing of possibilities? Do you know how the harmony in the ship's sailing effort has been created? And has it not been constructed for resisting the utmost peril? How to make use of it for conveying frozen vegetables? Always preserve a possibility of responsible advancement. From the first year of school let not slow pace be a handicap for rapid pace. Let the teacher keenly discern those able to proceed swiftly. It is not necessary to praise them, but one should clear the path for them. One should create intermediate courses; the fleet ones can run up these steps. Do not conceal difficulties from them. For a certain type of consciousness every movement leading to achievement is already a light and a joy. New Era Community (1926) - 207:
The teacher must also be depended upon to determine quickly the direction of thinking of a pupil, because erroneous equipping is a heavy offense and by it the best workers may be lost. Each inflexible program is a corpse which is intolerable under the sun of knowledge. It is necessary as quickly as possible to stabilize the school by examining the consciousness of the teacher. Create for him a better situation in order to repose in him a responsibility for the consciousness of the community workers. New Era Community (1926) - 229:
Testing is applied continually in the community. The newest forms of life are not excluded from testing. You know that We are opposed to school tests announced beforehand. Likewise We are against announcing in advance the testing periods. These superficial acquisitions of knowledge and hypocritical lines of conduct do not hasten but delay development. I do not recall any outstanding public figure whose training was subjected to these hypocritical conditions. New Era Community (1926) - 243:
I advise him who wishes to reach Our Community to add to his knowledge. After the general school education, the people of the West usually forsake knowledge, or else they draw out from knowledge a tenuous thread of specialization instead of weaving the whole network of the catch. New Era Community (1926) - 252:
252. The poisonous breath of possession can be destroyed only by a clearly conceived school program. Literature against possession does not exist. Only a few have conquered the dragon of trash. But many dream about personal acquisitions. How veracious must historical comparisons be! How strictly must be collected biological details, in order to demonstrate the illegality and the futility of possession. The laws of the properties of matter testify that possession does not conform to the nature of man. New Era Community (1926) - 271:
271. The cooperative is not a shop but a cultural institution. There may be also trade within it, but its basis must be one of enlightenment. Only along such lines is it possible to apply cooperation to the new life. Such unity is not easy; people have been accustomed to combining commerce with cupidity. Such an error is difficult to eradicate. But undeferrably, by way of school education, should the significance of healthy exchanges be brought out. Earning money is not greediness. To receive wages for work is not a crime. One can see that labor is the one just value. Thus, without agitations and confusion it is possible to expound everything under the banner of Enlightenment and Peace. Agni Yoga (1929) - 294:
294. People love mystery, and the realm of spiritual study would bring them to many a closed door. Why then do people avoid what is unknown to them? Because in school they were always instructed to act like everyone else. Infinity - Book 1 (1930) - 29:
You are right in desiring to give school children an understanding of the whole boundlessness of creative activity. Why endue with new radiance the garment of a grandfather? Try to resemble builders of new powerful bridges, and strive toward the radiance of the higher worlds. Not phantasmagoria, but life! Infinity - Book 1 (1930) - 76:
Write down, as a living record, the experience with the fires of Space undergone by the Mother of Agni Yoga. Record the experiment of the Mother of Agni Yoga as a great school of spirit. Heart (1932) - 211:
211. Let everything be done for the sake of Good. Let each action unfold new achievements. Let the thought of service accompany each deed. Let the command of Good react upon everything, like the most vivid image of the Teacher; the Teaching of the Heart is indivisible from Good. Who, and what, then, besides the heart, can vindicate or indict one's motives? The purity of the heart is disclosed by Fire. How often it has been necessary to speak of this vital application of Fire; nevertheless, neither in the home nor at school is the fiery purifier spoken about. And could a teacher who has never even thought about reality, speak of Fire? Attestation does not yet mean firmness of consciousness. Hence, how assiduously one must observe and re-examine the events of one's own life. Frequently, important signs surround us and disclose the significance of our future, but undeveloped attentiveness prevents one from discerning the convincing reality. Heart (1932) - 498:
498. Refutation of the Teaching may be of many forms. Some cannot assimilate the Teaching at all, just as they refuse in general to accept wise counsel. But it is much more dangerous for him who understands the value of the Teaching, yet who consciously refutes it, because he is already in the service of darkness. It is the same with people in whom already the most manifest strivings suddenly deviate. This occurs because of deficient education of the heart. This subject should be taken up in the family and in the school. It should be accorded the importance of more than an experiment; it should lead decisively to the development of memory, attention, patience, benevolence, and finally it should lead toward the observation of the heart's sensations. Thus will solemnity and love of the beautiful become inrooted. Thus will the boundary of Light and darkness be defined. Children love Light! Heart (1932) - 507:
507. An experienced ruler often lays his hand upon the shoulder or hand of him with whom he converses. Some do this consciously, but the majority do it unconsciously. But even those who do this consciously are not always aware of how to utilize this method. They regard the hand as being sufficient, that the palm of the hand already communicates the power of the thought; but very seldom do people realize that the tips of the fingers have stronger emanations. Hence, if a thought is being suggested, the fingers must be tightened, but if one desires to receive the reaction of one's companion, the tips of the fingers should be separated. Thus, considerable stirring of an entire group of centers is effected. So many possibilities are concealed in each act! It is only necessary to apply them consciously. Consciousness and unconsciousness may be compared to swimming with or without experience. Of course, someone may swim immediately, but this occurs very rarely. Thus, in everything it is necessary to observe Hierarchy, which pervades our consciousness visibly and invisibly. It would be sad if the consciousness represented something abstract and almost supernatural. Each heart beat fills us with a realization of existence, and with a true understanding of Be-ness. Mental fog results only from lack of respect for consciousness. These words should be inscribed in each school. Children may ask, "How is it possible to guard against deadening habits?" Then someone can point out the inscription concerning respect. Heart (1932) - 596:
596. You are finishing the first book about the heart, therefore you must be reminded of certain foundations which I suggested more than once. The chief requisite for the application of the heart's energy will be an understanding that physical effort is unnecessary. Also by command of the brain and will, the physical nerve centers act, but the sending by the heart is accomplished without outer tension. The heart can act only when spiritually liberated from physical tensions. Let us not forget that the Western school usually follows the path of the brain, whereas the East, where the foundation is not as yet lost, knows, as formerly, that the power is contained in the heart. Although healing through the heart predicates the touch of the hand, it is neither the hands nor the eyes, but the emanations of the heart that give help. Distance is of no significance for healing through the heart, whereas a sending by the brain must endure barriers of various outside currents. The exercise of the command of the heart demands the least effort and adjustment. Pure thinking, constancy, benevolence, bring the heart energy into action. Let the karmic merits increase the tension and refinement of the heart, but each striving to Hierarchy opens the heart according to one's strength. One must firmly remember about the only path of salvation - through the heart. The affirmation of the law of the heart has traversed the entire history of humanity. It can be observed how within a few centuries people turn again toward the one path. Fiery World - Book 1 (1933) - 213:
213. Swelling and sensitiveness of the glands is especially evident during school years. Physicians endeavor in every way to drive this manifestation inward, or they remove the glands. But hardly anyone has thought of the fact that the special sensitiveness of the glands is due to fiery manifestations awakened by new tension of the brain and heart. It is neither a cold, nor the stuffy atmosphere of quarters, but the new activity of the fiery centers which causes the tension of the glands. Also, a similar tension reacts upon the surface of the skin. Of course, treatment by means of pure air reduces the tension, for the fieriness of prana corrects the unbalanced condition of the glands, establishing a fiery harmony. But each removal by force of a fiery apparatus undoubtedly has a powerful effect in the future, lowering the sensitiveness of receptivity. Fiery World - Book 1 (1933) - 245:
245. You value sagacity in co-workers, it is exactly so throughout the Chain of Hierarchy. Knowledge alone will not give the fiery alertness of mind accumulated by many experiences. What is possible and what is impossible in all situations of life cannot be written down. Knowledge alone is a deadly peril, but its application is a fiery art. That is why we so esteem ready sagacity, that straight-knowledge which whispers when one should not turn the key in the lock. He who has accumulated such straight-knowledge will not be a traitor, either consciously or indirectly. To give away the key not according to the level of consciousness means to act as a traitor. Not to notice wiliness or falsification means not to be discriminating. Discrimination only on the morrow is not worth much. Such perception will not prevent one from falling over the precipice - but how sensitive must be the accumulation of sagacity! In each school the development of fast thinking must be taught; without it how can one pass through the flame? Fiery World - Book 1 (1933) - 269:
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. Thus, unbridled human confusions are added to the agitation of the elements. I consider it necessary to reiterate about the confusion which crushes all inceptions of evolution. Fiery World - Book 1 (1933) - 326:
326. Certain agitators hope that by continuously overthrowing everything they can insure their own property. These thoughts are highly indicative of plunder and dismemberment. It is quite inadmissible to think of attracting the fiery element for the purpose of plunder and destruction. I repeat, these are the ways of ignorance, which must be abandoned. Let him who has cut down a tree immediately plant another in its place. Let the gardener reap with one hand, sow with the other. The simple rules against plunder must be among the first lessons taught at school. The teacher must prepare the spirit for the most fiery assimilations. Only by constantly affirming the ways of the future can one prepare the warriors of the spirit. Fiery World - Book 1 (1933) - 346:
346. The pupil must also remember about divisibility of the spirit. One must strive in the consciousness so as to realize the presence of the Teacher in spirit. Those who envision the nearness of the Teacher are not quite wrong. This is better than light-mindedly to forget entirely about the Teacher. Those who memorize the words of the Teaching are not so wrong. In 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 - Book 1 (1933) - 401:
401. He who said that the flashes of light are nothing but directed thoughts was not far from the truth. Indeed, spatial thoughts are like electrical discharges and can produce considerable light effects. Colored sparks also depend upon the quality of energy which evokes these discharges. We can project thoughts which can not only create luminous signs but can also produce bodily sensations. The transmutation of thought into sensation only proves that thought is energy. Thus, one should become accustomed to thought-energy, from early childhood. But for this the school must teach about the substance of spirit. One can observe to what a great extent humanity has departed from spiritual principle in the last few years. Many books that should have directed people precisely toward the spiritual life, on the contrary, failed even to attract people's attention. But it cannot continue thus. By all methods one must remind people of the essence of spirit. The existence of numerous sects is of no help, and leads people into aimless wanderings. The nature of Kali Yuga is characterized by a division of the entire organism into its component parts. But the Blessed Mother arises at dawn in order to gather these scattered parts of the one Being. The Mother of the World attracts the attention of nations and awaits the Star of the Morning. Fiery World - Book 1 (1933) - 411:
411. The language of the spirit is essential for the Subtle World. Its essence lies in the subtle nature, but it is possible to become accustomed to it even while in the earthly state. Such orientation is a useful fiery test. 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. But besides the school, in any home one learns to discern the thoughts of the mistress of the house. Thus, in the midst of daily life, characteristics of a subtle order are manifested. One has only to take note of them, to penetrate into them, and to expand these observations. But for this, one should be imbued with reverence for the future and learn to love the principal factor of the Subtle World - Agni. I insist on the expression, "to love fierily," only thus can one assimilate this element which is so difficult for Earth. Our discourses should first of all lead to an understanding of the Subtle World and, as its apotheosis, bring one fearlessly to the radiance of the Fiery World. We rejoice when, amidst the earthly sojourn, the dimensions of the Subtle World are established. Through this, we bring Earth to a closer cooperation with the far-off worlds, in other words, we participate in the process of evolution. Fiery World - Book 1 (1933) - 529:
529. A common error of people is to cease to study after leaving school. The Pythagoreans and similar philosophic schools of Greece, India, and China furnish sufficient examples of continuous study. Truly, limiting education to the prescribed schooling indicates ignorance. Obligatory learning is only the entrance to real knowledge. If we divide humanity into three categories - those who are altogether unschooled, those whose education is confined to compulsory schooling, and those who continue their education - the number of the last will prove astonishingly small. This primarily shows indifference toward future lives. In their decline of spirit, men are indifferent even to their own future. There should remain a record that in the present significant year it is necessary to remind people about that which was useful a thousand years ago. In addition to elementary education one should further the education of adults. Several generations exist simultaneously on Earth, and they are all equally indifferent in striving to the future which they cannot evade. Such negligence is astonishing! Learning has become an empty shell. Yet for a simple holiday people like to dress in their best. Is it possible that they do not think it behooves them to secure an attire of Light for the solemn Abode in the Fiery World? One should rejoice not in bigotry, not in superstition, but with an illumined mind, and not only at the schools for children but also at the uniting of adults for continuous learning. Fiery World - Book 1 (1933) - 581:
581. A mother told her son about a great saint, "Even the grain of sand beneath his foot becomes great." It came to pass that this saint passed through the village. The boy followed his footsteps, took up a pinch of dust therefrom, sewed it in a bag and wore it around his neck. And as he recited his lessons in school, he always held this relic in his hand. The boy was filled thereby with such inspiration that his answers were always remarkable. One day when leaving the school his teacher praised him and asked what he always held in his hand. The boy replied, "Earth from beneath the feet of the saint who passed through our village." The teacher commented, "This hallowed earth serves you better than gold." A neighboring shopkeeper, hearing this, said to himself, "What a stupid boy to take only a pinch of this golden earth! I will await the passing of the holy man and collect all the earth from where he trod. Thus I can obtain the most profitable merchandise." And the shopkeeper waited in vain for the coming of the saint. But he never came. Greed is not akin to the Fiery World. Fiery World - Book 1 (1933) - 582:
582. Shamed be the land where teachers dwell in poverty and want. Shamed be those who know that their children are being taught by a man in want. Not to care for the teachers of its future generation is not only a disgrace to a nation but a mark of its ignorance. Can one entrust children to a depressed man? Can one ignore the emanation created by sorrow? Can one rest ignorant of the fact that a depressed spirit cannot inspire enthusiasm? Can one regard teaching as an insignificant profession? Can one expect an enlightened spirit in children if the school is a place of humiliation and affront? Can one perceive any construction during the gnashing of teeth? Can one expect the fires of the heart when the spirit is silent? Thus I say, thus I repeat that the nation that has forgotten its teachers has forgotten its future. Let us not lose an hour in directing thought toward the joy of the future. And let us make sure that the teacher be the most valued member of the country's institutions. The time is coming when the spirit must be enlightened and made joyous through true knowledge. Fire is at the threshold! Fiery World - Book 2 (1934) - 59:
59. Education in the primary schools and secondary schools must be the same for both sexes. It is inadmissible to impose upon a child some specialty, when it is not yet able to define its own aptitude. It is sufficient to begin in high school to map our programs according to students' abilities. Thus one may plan the education of children who cannot yet express their inherent capabilities. It is very important that the program should not differ for the two sexes. This alone will eliminate a very harmful attitude towards sex. Fiery World - Book 2 (1934) - 60:
60. To direct the consciousness into the future is the aim of a true school. Few seem to understand that the projecting of the consciousness into the future is the formation of a guiding magnet. But what matters is that the consciousness should be fully directed into the future. Many seem to think that they may sometimes ponder about the future, and then again dive into the past. Not isolated thoughts should be allotted to the future, but the essence of consciousness should be attuned in the key of the future. It is impossible to force oneself to such transformation. One can attain only by growing to love the future. But not many love the future. The country of the joy of labor, in perfecting the quality of labor, can be naturally drawn into the future. The duty of the Leader is to direct the people to the future. Fiery World - Book 2 (1934) - 63:
63. Every unification can take place only on a cooperative basis. To admit but an element of conquest, suppression and humiliation, means that sooner or later these horrible shadows will turn into destructive monsters. Therefore no act of violence can enter into the construction of the Stronghold. One may find the power of joy in cooperation, but such cooperation requires the art of thinking. Who will distribute the forces for productive labor? Only he who is able to visualize a useful cooperation. He must know how to imagine such labor in common, but, as you know, imagination must be cultivated. The task of every school is the opening of a well-founded imagination. AUM (1936) - 98:
98. Much is needed to convince people that they should observe the principal moments as they occur in their lives. People are so unable to discriminate between the significant and the negligible. Often the most knotty way-signs of existence do not attract the attention. The school should be an aid to such enlightenment. AUM (1936) - 226:
226. In no medical school is psychology taught. Such a subject does not exist altogether.* The word psychology is connected with pedagogy, but not with cognition of the qualities of psychic energy. It is unthinkable that medical instruction should neglect such a fundamental subject. The cognition of psychic energy permits due attention to be given to remedies. Much less medicine is required when physicians are able to apply psychic treatment. The introduction of assistance by psychic energy will renew all the manifestations of life. Let us not separate the higher concept of life from medical assistance. So many ancient sources point out that priests were also physicians. Thus it was emphasized that the physician must have authority, otherwise he would trail behind the diseases without the possibility of warding them off. AUM (1936) - 329:
329. It is a pity that at graduation from high school a useful test, applied in olden times, is now omitted. The students had to expound a thesis, selected by themselves, before the most diverse listeners. This required that expressions be found that were comprehensible to all; the task was difficult. For some the students had to find simple words, ant yet avoid boring the more educated listeners. Although the gathering was not always satisfied, nevertheless the students applied their best efforts to make themselves understood and, at the same time, touch upon complex and lofty concepts. Such exercises are always useful. AUM (1936) - 337:
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. AUM (1936) - 423:
423. Each domain of life has become so complicated that cooperation everywhere is required. Not a single branch of labor can be named in which a man can regard himself as an isolated unit. Therefore cooperation becomes, as it were, the science of life. But in order to give it a scientific basis it is necessary to recognize it throughout life. It is impossible to summon people to it as to something abstract. In each school subject the inherent possibility of cooperation should be pointed out precisely. Brotherhood (1937) - 379:
379. In its essence Brotherhood is a school of thinking. Each act of the Brotherhood is in itself the expression of a thought useful to humanity. Each new consciousness will be welcomed by the Brotherhood and will find support in it. 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. Brotherhood (1937) - 512:
Brotherhood is primarily a School of Thought. Brotherhood (1937) - 529:
It is Our custom to test those who are approaching the Brotherhood on liberation from habits. Such testings must be unexpected. It is best to begin with small habits. Man is often concerned with defending them more than anything else. They are considered to be natural qualities, like birthmarks. Yet the newly born have no habits. Atavism, the family, and school foster the growth of habits. In any case, a routine habit is an enemy of evolution. Brotherhood (1937) - 540:
Brotherhood is a School of Trust. Brotherhood (1937) - 595:
595. The thought about cognizing the manifestations from below or from above is correct. Usually cognition is acquired along with the growth of consciousness. Man raises himself with difficulty, as if climbing toward a mountain top. That which he observes hanging above his consciousness oppresses him. Many concepts appear to be difficult, and he begins to avoid them. But there may be another means of cognition - man heroically uplifts his consciousness and then observes manifestations from above. Thus, the most complex manifestation will appear to be below his consciousness and will be easily apprehended. The second means of perception is the path of Brotherhood. By austere and inspired measures it awakens the consciousness and leads it upward, in order the more easily to perceive the most complex manifestations. This means of uplifting the consciousness is especially needed in a time of pressure and cumulations. It can be applied in each sagacious school of thought, but it should be known as the path of Brotherhood. Supermundane - The Inner Life - Book 1 (1938) - 33:
People generally do not like to speak about consciousness, for improvement is difficult for them, and there are not many who continue to gain knowledge after their school years. One's entire life should be transformed so that learning becomes a relentless necessity. We rejoice at each awakening of consciousness and We record as a sign of success each desire to think about the Brotherhood, even if it is only a thought about how to apply oneself or how to become united. Supermundane - The Inner Life - Book 1 (1938) - 58:
One may feel the power of the sunrise and store up the solar prana, but immeasurable patience is also required to fight cruelty. We have continually before us examples of the most refined cruelty, as if people had agreed to burden the karma of the planet. Thus, not only war and revolution, but school and family life are filled with mean cruelty. One must realize how much torment and pitiable cries reach Our Abode. Everyone must be helped. Supermundane - The Inner Life - Book 1 (1938) - 108:
And now, for example, a school of fish can be glimpsed in the ray. Thought must be unusually clear to create such harmonious forms, for obscured thinking creates monstrous forms. It is most important to look at least once into the treasury of Akasha, but such glimpses are hard on human sight, and We must practice caution with Our co-workers. However, in this book We can record that Our Sister was able to see such treasures of thought-creativeness even while in her physical body. These observations should not be repeated often because people have polluted the lower spheres, and some experiments are dangerous to the health. Our Blue Ray can reveal many subtle forms, but seldom can We allow such manifestations. Urusvati saw this Ray in single combat with the destructive fire. Only in an extreme case can such a powerful Ray be applied throughout the whole world. Supermundane - The Inner Life - Book 1 (1938) - 215:
The Thinker often pointed it out, using the example of school examinations. But, of course, people did not want to listen.
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