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Leaves of Morya's Garden - Book 1 - The Call (1924) - 180:
180. In the schools of the future the ways of spiritual growth will be taught by those who have gained full ascent. My chosen ones will bring My simple Word of what must be rendered to the great nation. And personal love, national love, and universal love will offer praise and sacrifice to the Creator of Love. We send Our Help and Blessing. Leaves of Morya's Garden - Book 2 - Illumination (1925) - 2.6.5:
Sow more broadly than the broad. Announce in schools a prize for the greatest quantity of submitted questions. Heretofore one has been rewarded for answers, now it should be for questions. Leaves of Morya's Garden - Book 2 - Illumination (1925) - 3.5.19:
Beware of them! Chiefly, protect the children. They are the cause of many children's ailments. They find access into the schools. For them historical fact and the law of knowledge are non-existent. Upon encountering sickly children inquire about the quality of their teachers. New Era Community (1926) - 47:
47. In schools respect must be taught for the pronouncement of a concept. O 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. 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) - 105:
105. The study period will be a most agreeable hour when the teacher justly appraises the aptitudes of the pupils. Only discernment of capabilities makes for a just relationship toward the future workers. Often the students themselves do not understand their destination. The teacher, as a friend, prepares them in the best direction. No compulsion is applicable in schools. Only persuasion can be suitable for stimulating learning. More experiments, more discourses - what a joy there is in the application of one's forces! Little ones love the work of the "grown-ups." 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) - 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) - 109:
109. The schools will determine where is laziness, where an unusual structure of character, where madness and where the necessary understanding. 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) - 114:
114. People study the life of bees, of ants, of monkeys, and they are amazed at migratory birds, at their order and precision of course; yet from all this they draw no deductions for the betterment of earthly life. Natural history must be taught in schools as completely and attractively as possible. By examples from the vegetable and animal kingdoms one should give to understand what treasures are contained in man. If the comparatively lower organisms sense the fundamentals of existence, then so much more must man apply his efforts for a successful improvement. Many valuable indications are revealed everywhere. From the very first lessons let pupils rejoice at the wonders of life. Likewise let them apprehend how to make use of flights and of clairaudience. Thus, clairaudience will be a natural condition. Likewise the Subtle World will be studied, along with subtle energies. There will be no dividing line between physical and metaphysical, for all exists - which means that everything is perceptible and cognizable. And so, superstitions and prejudices will be shattered. 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) - 131:
Likewise, broaden the scope of primary schools. This is My Advice for immediate application! 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) - 178:
I wish that My counsels might reach the schools. I wish that children might remember the Friends who have dedicated themselves to the Community of the World. 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:
It will be inexcusable if schools of the future, like those in which recent generations have been maimed, are reminiscent of the stockyards. Fanaticism and forbiddances are replaced by possibilities. Agni Yoga (1929) - 248:
It is useful to read to children in the schools some texts in unfamiliar languages, observing how an unknown tongue is grasped. The hand easily adapts itself to familiar objects. The consciousness will easily grasp sounds familiar from the past. How many useful observations could be readily made! Yoga constantly teaches this joyous alertness. Agni Yoga (1929) - 333:
It is useful to teach about immortality in the schools. Religion that teaches about death will pass away, as will all those who believe in death. Our consciousness determines our future state. Those who understand the real power of Fire, which is invisible, also understand the meaning of death, which, though visible, is but a superficial manifestation of disincarnation. Agni Yoga (1929) - 344:
The ability to observe with clarity should be developed in the schools. In the schools it is necessary to test this ability. And the best way is in silence and in darkness. Agni Yoga (1929) - 414:
The igniting of the fire will call forth a multitude of small phenomena and evoke an interest in fascinating experiments. A teaching can indicate the direction, but should not bind one with lifeless ritual. Remember that the decline of the most significant mystery schools began when their rites became overly complicated and lost their spark of life. A true teaching must live as freely as the Fire of Space. Infinity - Book 2 (1930) - 92:
92. Innovations in all domains of science and in the schools are indispensable. One cannot go far in the future world with the old science. On one hand, one must eliminate all the useless accumulations; on the other hand, one must penetrate more deeply into all manifestations, augmenting contemporary achievements. At present, too many years elapse before the achievements of laboratories, researches and discoveries reach the schools and the people. It will be necessary to establish information departments in schools, with popular presentation of the latest discoveries. A greater speed in communicating these informations is indispensable, because newspapers fail to give some of the most important information. 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. Heart (1932) - 22:
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 trivial 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 (1932) - 95:
95. Gratitude is one of the most real concepts, judging by the consequences. One can become accustomed to it even in small things. Later one should talk in the schools about gratitude as a pledge of well-being. Heart (1932) - 196:
196. Imagination is the result of the accumulation of experiences. This is sufficiently known. But there may be vast accumulation, and instead of imagination there will nevertheless be evidenced only lustful desires and irritation. Affirm that imagination cannot form itself without the participation of the heart. Hence, inner or outer creators will be those who have wisely correlated the accumulations with a manifestation of the fires of the heart. Thus one should tell all children in all schools, in order that not even one tenet of the Teaching might become abstract. You yourself also see how logically the manifestation of spirit is developed. You know how first, the fiery sword glows completing the aura, but afterwards it penetrates the entire being. The symbol of a sword corresponds especially to the Great Battle, when all spiritual forces gather under the Banners of the Lords of Light. Similarly strengthened with this hour is the red-golden light, which thus is closer to the golden sediments of prana. All the forces are signified in the flaming heart. Heart (1932) - 241:
It would be useful in the schools, in regard to historic epochs, to question the pupils as to how they would have acted in the place of the heroes. One must not implant any special replies in the pupils; on the contrary, the ground should be opened for all types of considerations; thus the students will be initiated into their first tests. Therefore, from the first years, one should become accustomed to a free choice of results. True, the Invisible Hand of the Teacher will always forewarn about retrogression. Of course, for this the existence of at least a thin thread with Hierarchy is necessary. Heart (1932) - 319:
319. A miracle is a manifestation of the most subtle energies, which are not accounted for in schools of chemistry and physics. A miracle is not evidenced only in levitation and loss of weight, to which you were witnesses; the very same subtlest energies are utilized in life oftener than people think, and these manifestations, incomprehensible to the majority, must be studied. This is not necromancy, not spiritualism, but simply the science of the most refined energies. Before us is the human heart, the most sacred treasure-chest, but it is necessary to harken to it and to approach this highest throne, cleansing our hands. You have witnessed examples of negligent physicians who did not profit by the beautiful evidence of a flaming heart. Now they are paying for their blindness. A miracle may take place, but it is necessary to unite the most refined threads of the heart. Therefore We point out the necessity of unification of consciousness. Heart (1932) - 425:
425. On observing the activity of the heart, the average mind will encounter a multitude of perplexities. Thus, it will seem strange to it that even the most refined heart records the most powerful events very slightly, but reacts powerfully to comparatively insignificant actions. There are numerous causes - external and internal - for this, but one ought to distinguish between them wisely. One must take into consideration all counteractions of the currents, but, on the other hand, one must also understand all karmic circumstances, which may magnify or diminish the transmission. One should not be distressed if the law cannot be expressed by a dead letter. On the contrary, the diversity of intervening conditions enriches the possibilities of new observations. Thus, even in schools one should exercise the attention of the small ones, who are often much more honest and flexible than adults; one should only approach them with the attractive proposal that they pay attention to their own sensations. Fiery World - Book 1 (1933) - 69:
69. The quality of observation is one of the principal fiery qualities, but it is not attained easily. It is acquired as slowly as is consciousness. You noted correctly that consciousness is strengthened by life itself; observation is strengthened likewise. There can be no abstract consciousness, nor can there be theoretical observation. But human absent-mindedness is monstrous, it creates a seemingly unreal world. In their egoism people see only their own delusions. In such wanderings there can be no discourse about the New World. Hence, by all means, training in observation should be introduced in schools, even for small children. An hour devoted to observation is a true lesson in life, and for the teacher this hour will be a lesson in resourcefulness. Begin the refinement of observation upon everyday objects. It would be a mistake to direct the pupils too rapidly to higher concepts. If, for a beginning, the pupil is capable of observing the habitual contents of a room, this will already be an achievement. This is not so easy as it seems to an unobservant eye. Later, by a series of experiments we can accelerate the ability to form impressions. We can propose that the pupil pass through an unfamiliar room at a run and yet with concentrated observation. Thus, it is possible to reveal blindness and assert true keenness of vision. It is necessary to outline a program of tests for all the senses. Thus is fiery action expressed in a simple exercise. Children are very fond of such tasks. Such exercises of consciousness carry one into the higher spheres. The most ordinary routines can become the gateway to the most complex. Imagine the exultation of a child when he exclaims, "I've seen more!" In this "more" can be comprised an entire step. The same joyous exclamation will greet the first fiery starlet that is observed. Thus, true observation begins. Fiery World - Book 1 (1933) - 88:
88. It need not be thought that only karmic conditions create wavering. Often the cause must be sought in obsession. The waverer himself thinks that he must proceed warily - but as if this anxiety concerned only himself! The past of many waverers would be instructive for the schools. Fiery World - Book 1 (1933) - 89:
89. In schools one should not read only about heroes. Examples of the fate of a few anonymous waverers would be worthwhile. The bright flame of achievement would shine still more by comparison with the fate of the extinguishers. Fiery World - Book 1 (1933) - 205:
205. The knowledge of vitamins is a sign of the coming age. But to the physical substance of vitamins one should add conscious psychic energy, and then numerous questions of physical and spiritual healing will be solved. Thus, one can begin to accompany the taking of vitamins with a corresponding thought. Even upon the simplest physical actions one can notice the influence of thought. For instance, one may throw a ball with an unvarying physical effort, but by accompanying it with different thoughts, the force imparted to the ball will of course vary. Thus one can observe how greatly we either hinder or augment even our ordinary actions. One must introduce similar experiments in schools in order to demonstrate the power of thought upon simple physical apparatus. Vitamins themselves pertain to the domain of psychic energy. In other words, they belong to the fiery sphere, meaning that their fusion with fiery thought produces a most powerful combination. Fiery World - Book 1 (1933) - 489:
489. Warnings should be given in schools that until the thirtieth year not all the centers are ready for higher manifestations. It is necessary that the youth should know how wise it is to prepare the body and spirit for the labor of ascent. It is necessary that teachers be leaders in life. It is necessary that the abstract become real and strengthen all of life. Many pure spirits are ready to join in conscious labor, but they seek for the right approach. Let teachers bear in mind that the path of negation is most destructive. 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) - 570:
570. Mental sendings ordinarily contain some unusual expressions, which you have frequently noticed with surprise. An unusual expression is sometimes used for the purpose of ensuring better remembrance. This is a very ancient method. It is difficult to retain the usual words, which may slip by instead of penetrating the consciousness. The more unusual, the better assembled, the more definitive such a sending is, the better it is remembered. It is necessary to remind more than once of the far-off thought, which passes over the surface of the consciousness. One ought not reproach oneself for forgetfulness; on the contrary, these sliding thoughts projected from remote distances only prove that they come from outside and not from the inner consciousness. Also, in schools the receptivity to alien thoughts should be cultivated. People know so little how to listen or how to understand what they read that special hours should be assigned to the verification of what has been heard. How can one expect the fiery energy to be noticed if no attention is paid to even a loudly spoken word? More than once we have spoken of the development of the faculty of conscious non-hearing and non-seeing, this is quite different. In our normal state we must be highly receptive. Fiery World - Book 1 (1933) - 632:
632. In the acquisition of qualities one cannot keep to one system or one order of sequence. Whoever feels at heart the need of acquiring patience, let him set himself this task. Whoever strives to develop courage, let him gather this experience. One cannot forbid him who wishes to think of compassion or express himself in cooperation. Still worse are conventional coercive methods which force the disciple to strive for the quality farthest from him, which cannot yet be assimilated. With all the discipline of the Greek schools of philosophy, imposition on a pupil's free will was forbidden. For example, all abusive words were forbidden by mutual agreement, without coercion, otherwise a man could send mentally still worse abuse. One should definitely indicate to the beginners the need for improving their qualities, but in the sequence of predilection. The fires of the heart kindle the centers according to the individuality. Thus one should appreciate these fiery guideposts. It must be understood why We so insist upon a natural transformation of life. It is because otherwise the effects of deviation from the very nature of striving will result in a violation of all foundations. Fiery World - Book 1 (1933) - 634:
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. Not many persons remember self-control. As soon as they pass beyond the borders of the usual they begin to display a series of strange movements, to utter needless words, and, in general, to assume an affected pose of spirit and body. It can be imagined how such people lose their composure when crossing the great boundaries! It must be remembered that in approaching Light one must carry one's own lamp unspilled. Such guiding perfection must be acquired in the physical state. Therefore experienced people ask for tests; otherwise upon what can they affirm their strength? Let each earthly action lead to the higher path. Let each thought be such that it may be repeated before the Fiery World. Fiery World - Book 2 (1934) - 47:
47. The application of psychic energy was differently pointed out in various Schools. Some proposed to strain the energy continuously, while others preferred to interrupt this current by repressing the energy into inaction. The two methods in their essence do not differ from each other, if the consciousness is developed. In an exalted state the energy receives continuous impulses, and when it seems to be inactive it is merely submerged into the depth of consciousness. Such seeming contrasts are manifested during inner concentration. Some believe that the uttering of certain words is essential, others directly transmit this mental action into the rhythm of the heart. The two ways are equally useful if the spirit is already elevated. During the elevation of the spirit one must maintain an even warmth of the heart. One must avoid shocks as unnecessary and harmful. One may become convinced that the heart can be in constant service to Hierarchy. With it the heart does not lose its responsiveness to all everyday questions. Such combination of contrasts does not alter the rhythm of the heart. I draw attention to the most everyday conditions because the Leader must deal with every mediator of life. 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) - 61:
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 - Book 2 (1934) - 62:
62. The evolutionary world processes must be very attractively presented in schools. A motherland is the result of world processes and must occupy a fully defined place and significance. Everyone must know the true value of his country, but it must not be a tree growing in the wilderness. It has to cooperate with many nations. Also, a belief in the Higher Justice will come from the knowledge of reality. Let the processes of the World find vivid interpreters. Care must be taken that these great paths of nations be not distorted for the sake of ignorance. Fiery World - Book 2 (1934) - 71:
71. Bribery must be eradicated by all means, but one cannot rely upon punitive measures. They help little. In the lessons in Ethics in schools the thought must be affirmed that bribery does not conform to the dignity of man. One should observe very attentively whether such symptoms of corruption are making their appearance. Next to bribery in shamefulness is the non-fulfillment of duty. But this crime is assimilated so early that one can only counteract it by beginning from childhood. Let children get used to the work of grown-ups. The quality of labor will create the realization of duty. Every negligence, forgetfulness and evasion can be condemned only in one's own heart. Fiery World - Book 2 (1934) - 77:
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 - Book 2 (1934) - 96:
96. The realization of Higher Forces is not taught in schools, nor given from outside, but it lives precisely in the heart, being the very cornerstone of the remembrance of life in the Subtle World. One may say - be blessed, you who have preserved in your heart the most Beautiful. The clouding of humanity comes from forgetting that which is most needed. Night is given for the upliftment of the spirit, but man has said in his ignorance that sleep is like death. It is absurd to compare a wondrous mystery with dissolution. One must reiterate from childhood on that sleep is communion with Angels. When words are unnecessary, then begins the realization through the heart. Fiery World - Book 2 (1934) - 128:
128. A renewal of energies is required in everything. The most powerful manifestations are in need of higher currents. Schools have the task of developing in students the understanding of the unity of the elements. It has been thought that the composition of the air is the same everywhere. People have thought like this up to the present, otherwise they would have taken suitable measures. People drink water and say - it is simply water; fire is simply fire. But even fire could be investigated from the point of view of the Fiery World. Beginning with the diversity of electrical manifestations, it is possible to arrive at the luminosity of objects and animals. One can find in certain species of fishes interesting degrees of luminosity. If we begin to analyze the composition of this luminosity, we can see, besides the ordinary processes, something indescribable, especially among deep water creatures. Amidst these compressed organisms appears one of the qualities of the subtlest Fire. Thus it is possible to observe comparable data upon antipodes. Amidst rare factions of the air and amid ethereal explosions similar differentiations of Fohat are glowing. Beings of the middle strata cannot endure the pressure of the oceanic depths, just as they are not adapted to ethereal vibrations; nevertheless certain hints may be found in observations which are already taking place. With sorrow did We follow two scientists - one descending into the depths, the other striving to the heights. Both had useful problems, but neither of them had in view the study of the degree of Fire, as an element. Naturally, their attempts were inadequate. Remarkable are the depths, and the heights still more so. But the basis of striving was right. Gradually there may be found apparatus sufficiently protective, but if the problem of spatial Fire will not be dealt with, again useful possibilities will be lost. In the fiery body we observe a great deal, but only with the help of Hierarchy. But it would be extremely opportune if scientists would put before themselves the problem of the Fire of space. Even by means of hints they would arrive at the realization of the pressure of the fiery element. Our disciples sustain it by the prophylaxis of the heart, but for the crowds, hints from various sources are needed. Crowds will perish from the fiery element. Why then do they not attempt to learn about this element? Fiery World - Book 2 (1934) - 149:
149. Forgetful about everything, man forgets his own destiny. Not without foundation is the legend mentioning the animal state. Many examples have been given to man in order to warn him in good time, but never before have there been so many animal-like people. And the external covering merely reveals the inner ulcer. The Teaching calls upon people to help themselves and to respect their own nature. But the deepest, darkest ulcer is considered fitting for those who trust Satan. It is difficult to imagine how many people are addicted to Satanic rituals! Entire schools are busy spreading such harmful principles. Much already has been told to you about terrors, but when I see new transgressions, I cannot but warn you once more. Be not surprised at dizziness and headaches; each particle of your energy is tensed and on guard, for it is necessary to protect you from many projectiles. Unprecedented necromancy is being applied by the dark ones, in order to summon the very lowest spirits; for they are indifferent to consequences, they wish to be strengthened for just one hour. But a counterblow is naturally drawing near. Fiery World - Book 2 (1934) - 179:
179. I entrust you to testify about the Fiery World as existing, and with all the attributes of existence. Fiery blossoms are distinguished by their radiance, but they may be compared in structure with roses; small vortical rings form, as it were, a combination of petals. Similarly, ozone, in the higher state, reproduces, as it were, the odor of evergreens. Also, the radiance of auras is like cloud arches, and rays are as streams and waterfalls. Thus, in the higher forms the wise ones will find likenesses of earthly images. He will not see the earthly existence as abased thereby, for in all states of being the foundation of energy is the same. The wise one will not seek a precise counterpart of God in an earthly body, for only the fiery body will preserve the same sparks as the Higher Beings. Should it not be pointed out in schools wherein we are like God, so as to justify the ancient Covenants of which people have made a laughing stock? Everywhere the highest concept must be clarified. One must not fear to come forward and help wherever it is possible to elevate the consciousness. The Teaching is in need of those who will bear witness. It responds to all, without distinction as to creed and nationality. Above all let the one sun shine. It is not difficult to speak about unity, through the path of science. Let the manifestation of beautiful correlations unite the most diverse elements. Fiery World - Book 2 (1934) - 188:
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 - Book 2 (1934) - 238:
238. The Fiery Sun is invisible, likewise invisible are great heavenly bodies. It should be explained in schools how insignificantly small is our field of vision. Only thus is it possible to convince humanity that while it is divine in its heart essence, in the body it is subject to all limitations. Only thus will children realize what they must be concerned about. They are very perplexed at that which is manifested in the chest and continually beats. Fiery World - Book 2 (1934) - 332:
332. Compare the fire of a smelting furnace with the flame of a raging conflagration; compare harmonious action with the elements of chaos. All salutary rhythms are invoked in order to manifest concordance of action. Therefore schools must develop the rhythm of harmoniousness. We have already reminded more than once about the coordination in gymnastic exercises. Not for war alone, but also for spiritual defense do the crowds need discipline. It is wrong to direct crowds toward bestiality, but rhythm brings harmony into gatherings of people. In this let us not forget the fiery examples. Precisely the fiery principle exists by a special rhythm. Fiery World - Book 2 (1934) - 354:
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 - Book 2 (1934) - 365:
365. Notwithstanding all the attainments of science, people grasp with special difficulty the fact that space is completely filled. They talk about microbes, about entities which elude detection, but, for all that, it is almost impossible for them to think about a filled space. They regard it as a fairy-tale if they are reminded that so-called air is filled with creatures of different evolutions. Likewise it is difficult for man to conceive that each breath of his, each thought of his, alters his surroundings. Some elements of the latter are strengthened and draw near, others burn out or are carried away by a vortex of currents. Man is unwilling to understand that he has been endowed with powerful energies. He is truly the King of Nature and the Master of immeasurable legions of entities. It is sometimes possible through powerful microscopes to demonstrate to children in schools the fullness of space. They must become accustomed to the influence of psychic energy. The gaze of an intelligent man reacts upon entities; even under the lense of a microscope small creatures begin to feel uneasy and to sense the currents of the eyes. Is this not an indicator of the living eye, as distinguished from a dead one? On the fiery path one needs to understand the filling of space. Fiery World - Book 3 (1935) - 47:
47. How sublime is the law of Causality! In it is contained the answer to every question. The human mind is confused by the problem of misfortunes, but the law of Causality brings one to the law of Karma. Man is exasperated at calamities, but the law of Causality points out to him the sources of same. Man is bewildered by strange disturbances of equilibrium, but the Cosmic law invokes Higher Justice. He who is aligned with the law of Causality in his spirit, is already allied with Truth. If schools and churches would proclaim the law of Causality, the consciousness would be then on a higher level, as that which is separated from the foundations of Existence, cannot advance. It is right to affirm that a primary cause cannot exist without the one Fire of Being; and Cosmic Construction proceeds in like manner, uniting those things which by right belong together. Thus, everything is unified in the Cosmos. The law of Causality must be accepted in all its might. Fiery World - Book 3 (1935) - 429:
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. Fiery World - Book 3 (1935) - 429:
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. Fiery World - Book 3 (1935) - 429:
Indeed, the lives and sayings of heroes and the Great Toilers in the Spiritual Domain must be made known in all schools. Fiery World - Book 3 (1935) - 491:
491. Certain perspicacious people speak about the approaching end of the World. In describing it they talk as they were taught to think in elementary schools. They are little to be blamed in this, since their heads have been filled from childhood with the most monstrous ideas. And yet, they do sense some sort of end of something. Though dimly seen, still their spirit has a presentiment of some kind of change. They are called false prophets, but such a judgment is not fair, for in their own way they sense the end of an obsolete World. Only, they are unable to distinguish the external signs. Indeed, near is the hour when superfluous scales begin to fall, and the World of Light begins to come into being in joy. The most important processes can be carried out visibly-invisibly. AUM (1936) - 166:
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 (1936) - 221:
It is therefore very important that experiments on the reactions to sound, color and aroma be carried out as extensively as possible. Even in schools many useful experiments could be conducted. It is difficult to find in private homes a special room with adequate accommodations for this, but schools and hospitals should have proper quarters with certain appliances. Thus it is possible to add to suggestion many contributory conditions. AUM (1936) - 244:
244. Much has been indicated about the necessity of developing patience; but wherein may there be discovered such a touchstone? It is useful to begin a conversation with the most bigoted denier. Let him expound his improbable devices; the patient thinker surmounts all ignorance without having recourse to denial. In the creativeness of his thinking, the thinker guards against irritation, during the lesson in patience one is not irritated. Let the ignorant lose their tempers, for they have no other answer, but the probationer in patience will not debase himself with the methods natural to the ignorant. Even in schools, tasks in patience should be proposed. AUM (1936) - 309:
309. Follow the development of science for the last half-century; the progress of knowledge is amazing. Schools should give graphic demonstrations of science, as it was fifty years ago, and as it is today. Such a striking comparison can open man's eyes to the possibilities of the future. No one should be so benighted as to forbid the development of knowledge. He is not of man's calibre who persecutes science! Let us repeat this indictment without end, as long as this shagginess of thought remains unmortified. AUM (1936) - 516:
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 (1936) - 562:
Therefore, in medical schools rhythm and vibrations must be studied. Brotherhood (1937) - 65:
In the state, both these dark offshoots must be excluded by law. In primary schools there must be established the principles which will make clear the inadmissibility of these two most low defects. Brotherhood (1937) - 144:
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 farmer can calculate a harvest. The manifestation of cosmic currents and of mental conflicts 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 (1937) - 275:
275. It is correct that people should have identical control over paired organs, but such control can only begin in childhood. A child has equal use of his hands, but in examples surrounding him he sees a preference for the right hand. In schools it is already too late to restore equality. Only amid the first flashes of consciousness can a child avoid the prejudices of adults. To little attention is paid to the curiosity of children. One can learn much from how quickly they notice their surroundings. Brotherhood (1937) - 330:
330. Frequently there occur fallacies about the names of energies. People cannot understand why the primary energy is called by different names. But there may be names which were given by different peoples. Moreover, the manifestation of different aspects of it has been identified by many definitives. It is impossible to establish a single designation for manifestations which are so very diverse. In the history of humanity it can be traced how attentively people have detected the subtlest shades of this same energy. It would seem that at present observations ought to be deepened, but in fact it proves to be almost the opposite. People are attempting to justify themselves by the complexity of life, but it is more accurate to explain this as aimless dispersion of thinking. The more should one repeat about the art of thinking. If it be not sufficiently developed in schools, then the family must come to its assistance. One should not allow man to become scatter-brained, that is to say, irresponsible. 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) - 537:
537. Among the sayings of the classical world may be found some indications regarding the profound foundations of Be-ness. It has been rightly said that "sleep is like unto death." In these few words it is explained that both conditions pertain to the Subtle World. But this meaning has been forgotten and the idea of immobility of the body has been placed foremost in this conception; and yet, even in primary schools the proverbs of antiquity are being taught. At the same time one could point out the significance of words and thus implant many true concepts. To affirm truth in simple words is equal to the manifestation of a indelible table of covenants. Supermundane - The Inner Life - Book 1 (1938) - 53:
All the arts should be taught in schools. They should not be instilled forcibly, for every beginner can feel beauty in the manifestation of art. In addition, it would be wrong if only a small group of artists were to create and the fruits of their talents be mass-produced. Such mechanization would not help people. Everyone must try to serve creativeness. Let people love the sport of creativeness; a marathon of creativeness is immeasurably more lofty than a marathon of runners! Supermundane - The Inner Life - Book 1 (1938) - 87:
87. Urusvati knows how absorbed We are in astrochemistry. Interplanetary chemistry is a science of the future. No matter what name it may be given, this subject will be attentively studied even in the schools. It would be more correct to call it psycho-chemistry, for not only every heavenly body, but all that exists produces strong chemical reactions. It is time to pay attention to these interactions, not only from the point of view of so-called magnetism but also from the point of view of chemistry. Supermundane - The Inner Life - Book 1 (1938) - 182:
"In schools the art of thinking should be studied above all. One should be trained in the art of constant thinking and learn to be ashamed of thoughtlessness. Man is unable not to think, but there is a great difference between harmonious, disciplined thinking and the oscillations of chaotic thoughtlessness, which not only influences man, but space itself. How can man dare to pollute all of space? Supermundane - The Inner Life - Book 1 (1938) - 190:
"O, knowledge, when wilt thou come to humanity? You can hear the crowd roar, whether for a wedding or for a calamity. In both cases the crowd displays its ignorance. Verily, there should be more schools in which people are taught the meaning of life, and in which teachers act not as sycophants of truth, but as representatives of Truth. People must learn to protect their teachers when they are abused by tyrants. The teachers should renounce riches, but their fellow-citizens should provide them with an environment conducive to knowledge. Do not assume that the significance of the teacher will soon be understood. Thousands of years will pass, and still the teacher will not be fully accepted." Supermundane - The Inner Life - Book 1 (1938) - 193:
193. Urusvati knows how deplorable is the rubbish-heap of hurt feelings. The Thinker told His disciples, "Be not offended by the malicious and ignorant who oppose your righteous path. Hurt feelings will only weaken your forces, devouring the will and crushing life. When you resist evil, do so not out of offense, but for the reestablishment of good. You cannot be hurt by the opinions of the ignorant. Be sorry for their ignorance, but do not accept them as fellow seekers or their judgments as the truth. It is wise not to answer them at all. Schools should teach that he who follows the right path is immunized against such offenses, and that only the unwise poison themselves by allowing their feelings to be hurt." Supermundane - The Inner Life - Book 1 (1938) - 202:
"Every hero whose heart is pure is a dispeller of evil, and the biographies of such heroes should be studied in schools. Students should also learn what was done to Pericles and how people have treated their heroes. Thus should human history be written. Supermundane - The Inner Life - Book 1 (1938) - 206:
Thus man can truly build his destiny. He can develop his thinking capacity to any degree and can expand his generosity to the point of self-sacrifice. His power of thought will grow as it circulates in a spiral, and the more he gives, the more he receives. This truth should be taught in schools. Supermundane - The Inner Life - Book 2 (1938) - 295:
For example, We say that the illusion of so-called peace is worse than actual war. People who are full of hatred may assure you that they live in peace, but they are liars. Such a lie is not easy to wash away; it continues to exist in the Subtle World. People should consider whether they have the right to pollute the subtle worlds, but they seldom think about their responsibility to the Universe. The continuity of life is not taught in the schools. There are few, if any, courses taught that reveal the grandeur of human life, and the teacher is rare who is capable of impressing upon students the dangers of false concepts. Yet all the Teachings testify to the Great Reality of true peace. Supermundane - The Inner Life - Book 2 (1938) - 295:
The Thinker pointed out that the disciples must test their fearlessness. When the Teacher observed that a disciple was afraid of something, He placed him at once face to face with what had frightened him. The same trial was also used in the schools of Sparta. There, the expression of the eyes was watched in order to confirm the disciple's courage. Thus We also watch the motion of the spirit, and rejoice when We perceive true courage. Supermundane - The Inner Life - Book 2 (1938) - 304:
You may ask why people are not taught to understand the higher laws while in the Subtle World, but do many strive to learn while in the earthly schools? Supermundane - The Inner Life - Book 2 (1938) - 317:
There should be an attempt to expand the boundaries of human concepts. Present schools are totally inadequate in fostering the expansion of consciousness. Today the average person would consider Our discourses to be insane or foolish! You know of people who scoff at Us because We attempt to teach humanity the purpose of life. Supermundane - The Inner Life - Book 2 (1938) - 321:
One should not look upon illiteracy as an obstacle but as a reminder of the urgent need for education. How can we be proud that many schools already exist, when humanity has not yet outlived the shame of slavery, and education has not been sufficiently fostered? Supermundane - The Inner Life - Book 2 (1938) - 359:
The ancients paid much attention to the study of the psychic nature of man, and such studies took place not only in the temples, but also in special schools, which, when later established in Greece, were called Academies. Many subjects were studied in them, including the legends, which were the main source of information about life in remote antiquity. Even now, scientists who study folklore can find there traces of profound wisdom. Supermundane - The Inner Life - Book 2 (1938) - 386:
386. Urusvati knows about salutary rhythm or the so-called "natural" yoga. In the Middle Way of Buddha's Teaching, in Plato's writings on ethics, and in the schools of the Eye of Horus in Egypt, we can find instruction about the yoga that is linked with earthly life. Especially at the present time one should pay particular attention to the natural development of psychic energy, which should be studied and also applied in life. It is true that psychic energy acts independently, but now I am speaking of its conscious application.
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