Commentary on Letter IX

Future Schools of Meditation

Letters on Occult Meditation

LETTER IX

 

 

FUTURE SCHOOLS OF MEDITATION.

 

1.                We note that first and foremost these are Schools of Meditation”.

 

1. The one fundamental school.

2. Its national subdivisions.

3. The location, personnel, and buildings of the school.

4. The grades and classes.

 

2.                These four themes are the four major subject areas in this study. When these subjects are more fully developed, we shall know enough to strengthen our effective participation (even now) in the process of preparing the way for the development of the future schools of occultism.

 

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LETTER IX

 

FUTURE SCHOOLS OF MEDITATION.

 

September 26th, 1920.

 

We take up today another of the series of letters on occult meditation, that dealing with "Future Schools of Meditation".

 

3.                It is precisely meditation that is paramount in all sound approaches to spiritual development and liberation.

 

 In this letter I shall attempt somewhat to show how the training and development indicated in the other letters will be applied and I shall deal somewhat with prophecy, pointing out what will some day be possible and present, and not what is as yet in any way approachable.

 

4.                We must decide to what degree DK’s statement about inapproachability is absolute.

5.                We must decide whether DK (in speaking of the inapproachability of His indications) is speaking of the period around the year 1920 (when these letters were written) or whether He is including our present day, nearly ninety years later.

6.                Is it the fulness of His prophecy which is not “as yet in any way approachable”? Or can some aspects of the hierarchically-intended future developments possibly be approached today? There are sections in His text which seem to indicate that some manner of reasonable approach may now be made, and that, even at the time when these instructions were written, some manner of approach was being made and was intended to continue.

 

Always it is necessary to have high ideals, and ever the human mind leaps forward to some appointed goal.

 

7.                We have seen much of this leaping ahead in recent years. If the leaping is done without a sense of proportion it is a sure sign of illusion.

8.                Seven forms of illusion can be studied in GWP, 57-67.

 

 If I here outline what may seem a visionary impossibility it is but that I seek to hold up such an ideal, and to give to the race an objective well worth their highest endeavour.

 

9.                It is clear that we are not to minimize the immediate value of the ideal vision which the Tibetan is proposing. We would be incorrect were we to think ourselves incapable of moving forward towards the manifestation of this vision. In fact, even now, our “highest endeavor” is to be engaged, though a keen sense of proportion must be maintained.

10.           DK is telling us that He is not presenting a visionary impossibility. This means that we can actually do something (however humble) in relation to preparing the way for the manifestation of this possibility.

 

Preliminary remarks.

 

Let us pause a moment and lay down certain postulates anent the present that will (so to speak) clear the ground for future action.

 

11.           We do not know when this “future action” will occur, but we must be alert for opportunity. Almost ninety years have passed since these letters were written. Are we now in a period when what was then considered “future action” may be taken?

 

The value of meditation is becoming everywhere admitted.  Schools for concentration and methods of mental development are commonly advertised in the daily papers.

 

12.           DK seems to be telling us that the present level of development human consciousness indicates that it may be ready before long to think in realistic terms of the coming schools of meditation.

 

True meditation is as yet little understood.  Concentration is but the foundation upon which the future work is to be based.

 

13.           Simply because the word “meditation” is so frequently used does not mean that it is truly understood or correctly practiced.

 

As yet the future structure cannot be raised, due to two causes primarily:—

 

14.           In this series of instructions, DK is telling us of a “future structure” which will some day be raised. That “future structure” is a deeply effective practice of the art and science of meditation, and all that will support that practice. Here he informs us of obstacles to its raising.

 

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a. The inherent inability of mind at this juncture to attain the causal level and the consciousness of the causal level.

 

15.           A little thought will help us realize the truth of DK’s statement. For the most part and, except, perhaps, at rare intervals, our consciousness is not causally focussed. Were it so, we would know ourselves as souls with the same degree of clarity and specificity that we now know ourselves as personalities.

16.           The suggestion is that the "New Schools of Meditation" will seek to develop causal consciousness in their students.

 

 

b. The absence of a Master in personal presence, able and equipped to teach the true scientific development which is the aim of true meditation.

 

17.           It becomes clear that the kinds of new esoteric schools described by the Tibetan (schools which are not only bridging schools, but which actually prepare students for initiation) will require the personal presence of a Master who is closely associated with such schools.

18.           The Master will not be, technically, the exoteric Head of such schools, but will be intimately concerned with the running of the schools and will work through the school Heads who will be His disciples.

19.           It becomes clear that the Externalization of the Hierarchy must have occurred if the new esoteric schools of the kind envisioned by the Tibetan are to achieve full development.

 

The troubled condition of the world at present is sufficient barrier to any general acceptation of training, and of the scientific development of the vehicles.

 

20.           DK is telling us that there are few, presently, who would be willing to accept the kind of spiritual training that will be offered in true esoteric schools.

21.           The present barrier operates against sufficient general acceptance of the necessary training and against the existence of conditions which will allow for the scientific development of the vehicles. Would the students of esotericism with whom we may be familiar actually accept such training and submit to the scientific development of their vehicles? For all their apparent enthusiasm about esoteric subjects—not necessarily.

22.           In a troubled world (and more than eighty years after the writing of these instructions, ours is still a troubled worldperhaps even more so), the proper conditions for acceptation and training cannot exist.

23.           On A Treatise on White Magic in a section describing hindrances to occult study the Tibetan says the following:

 

These two facts, of time and of high vibration, result in that stability of rhythm which facilitates occult work, and offer a quiet field for mantric and ceremonial enterprise.

 

These conditions are not to be found in the West, where constant change in every branch of life is found, where [Page 79] frequent rapid shifting of the scene of action causes wide areas of disturbance which militate against any work of a magic nature.  The amount of force required to effect certain results does not warrant their use, and time has been allowed to elapse in an effort to produce an equilibrising effect. (TWM 78-79)

 

These premises are laid down here as a starting point.  That some individuals here and there achieve the goal, that some people do master the system of Occult Meditation and make the desired progress is undeniable,

 

24.           Again, we see that one of the primary functions of the new esoteric schools will be the mastery of the “system of Occult Meditation”.

25.           While admitting the achievement of individuals here and there, Master DK is looking forward to an era of “group progress”

 

 but they are only few in number and those numbers are inappreciable when set against the vast bulk of human beings in incarnation at the same time.

 

26.           Master DK is ever the realist, and it would be well for us to begin from a realistic perspective as well.

27.           The subject of the new esoteric schools is ripe for glamorous interpretation and so, from the start, we must be watchful of our tendency to underestimate the difficulty of establishing these schools or to assume that we are ready (either as students or teachers) before we really are.

 

 They achieve by right of age-long effort, and because in previous lives they trod the Path or neared the portal of initiation.

 

28.           Achievement in the present incarnation is often based upon preparation for that achievement which occurred in recent incarnations. Something does not come out of nothing.

29.           We cannot underestimate what is required for achievement; “age-long effort” is required for achievement.

 

 But even the average man of intelligence of today—the product, for instance, of western civilisation—is far from being ready for occult training.

 

30.           To this statement we should carefully attend. DK is not speaking simply of the unreadiness of the “average man” but of the unreadiness of the “average man of intelligence”. This should give us pause. Such an individual is not simply unready for occult training but is far from being ready.

31.           Intelligence is simply not enough and, further, is no guarantee of real mental polarization which necessitates effective and stabilized contact with the higher mind.

32.           The possession of a reasonable degree of concrete intelligence (and even of abstract intelligence) is no guarantee that such an individual will be willing to use that intelligence to subject his personal nature to the rigors of occult training.

 

 Experiments are being made now, unknown oft to the subjects themselves, to see how quickly a man may be pushed through experience and a general hastening of the evolutionary process into a position where it will be safe to train him further.

 

33.           Is it not interesting that, unbeknownst to himself, man is often the object of experiments conducted by the Great Ones?

34.           We clearly see that pressure is being applied from within. It is no wonder than many fairly advanced human beings are feeling an internal pressure the origin of which they are uncertain.

35.           We are reminded that the process of initiation as applied to humanity on this planet is a forcing process.

 

 People in many civilised countries are under supervision, and a method of stimulation and intensification is being applied which will bring to the knowledge of the Great Ones Themselves a mass of information that may serve as a guide to Their future efforts for the race.

 

36.           The Great Ones are gathering the necessary knowledge. They never act from ignorance but inform Themselves as well as may be possible so that They may exert Themselves with a reasonable hope of success.

37.           Not all that They hope may be possible actually becomes possible. Humanity is capable of the hoped-for response, but may not recognize opportunity or (if opportunity is recognized) may not choose to respond appropriately.

38.           We note that certain countries are considered civilized and others perhaps not. Only in countries with a fairly high degree of national culture is it likely that appropriate individuals may be found.

 

Especially are people in America, Australia, India, Russia, Scotland and Greece being dealt with.  A few in Belgium, Sweden, and Austria are likewise under observation, and should the response [Page 299] be as hoped they will form a nucleus for further expansion.

 

39.           What is it about the countries listed that invites an experimental approach from the Great ones? Can we call it a psychological atmosphere in which spiritual approach is more readily accepted and less likely to be obstructed?

40.           We gather from what is said the in America, Australia, India, Russia, Scotland and Greece there are more than a few who are appropriate for hierarchical supervision and stimulation.

41.           Is there any significance to the order in which these countries are listed? The first listing is alphabetical, except for Greece. The second listing is not alphabetical.

42.           It is also interesting to consider which countries are not mentioned. Some of them are significant centers of population. Where is France? Where is Germany or Italy? Both France and Italy are later mentioned as homes to one of the future schools.

43.           To place what is said in the proper context, we must recall that these instructions were written in the latter part of the year 1920 just following the First World War.

 

 

Future Schools of Meditation

 

In handling this matter we might, as is our usual custom, divide the subject matter under different heads:—

 

44.           Master DK is an expert pedagogue and understands what methods lead to the most successful assimilation.

 

1. The one fundamental School.

2. Its national subdivisions.

3. The location, personnel, and buildings of the School.

4. The grades and classes.

 

Now I would emphatically point out to you the fact that all that I now impart is a portion of a tentative plan, which has in view the hastening of the evolution of the higher mind, and the bringing under control of the bodies of men, through the power of the God within.

 

 

45.           DK is not imparting every aspect of the plan concerned, but only a “portion” and, further, the plan is “tentative”. We should enter the study of this plan with a degree of wise reservation.

46.           Let us tabulate the purpose of the plan under discussion:

a.     Hastening the evolution of the higher mind

b.    Bringing the bodies of men under control by means of the power of the “God within”

47.           Though the plan proposed is tentative, it is probably the part of wisdom to treat it with respect and not to be overly eager to change it (as some wish to do because they consider it “old fashioned”). Clearly, however, the thoughts we create in relation to the proposed plan should not be rigid.

 

This plan has been drawn up in view of the crying need of a world in which the mental equipment of men is increasing out of all proportion to their emotional balance and to their physical equipment.

 

48.           DK notes a great lack of proportion in human development. Emotional balance and physical strength and refinement are not keeping pace with man’s mental development. Over a certain period spanning the middle to late 20th century, the fifth ray was occultly “withdrawn” for these reasons among others.

 

RAY V — This ray has been in manifestation for nearly seventy years.  It will pass out (by special and unique arrangement) in another fifty years, thus breaking into its own normal cycle, because it is deemed that the needed special impulse has been adequate and that the impetus given to the human "spirit of discovery" has served its purpose.  Any further intensification of the mental processes just now (except through the general pervasive effect of the third ray) might prove disastrous.  The ray cycles are usually set and determined, but, in collaboration with each other and because of the imminent spiritual Crisis of Approach, the Lord of the Fifth Ray and the Lord of the World have decided temporarily to withdraw this type of force.  It will take about fifty years to do this. (DON 143)

 

49.           As we all realize, a prolonged imbalance is a prelude to disaster.

 

The rapid advance of knowledge, the spreading of the educational system which brings the product of many minds into the environment of the very poor, the ability of all to read and write in such a country as America or among the other Anglo-Saxon races, has been the cause of a very real (I might almost say an unexpected) problem arising to confront the Great Ones.

 

50.           This is perhaps a curious idea to many or most of us, as we tend to regard the spread of mental education as a positive ‘good’ under all circumstances.

51.           To what extent, however, can the different kinds of human beings handle mental stimulation? How will be it applied or misapplied?

48.52.           The growth of the power to think is not equivalent to the growth of wisdom.

 

Mental development when paralleled by emotional stability and a strong healthy body is the aim for all.

 

53.           In this aim we have stated one of the objectives of the new esoteric schools.

54.           Since DK wrote these words, there has been considerable progress (largely in the New Age Movement) towards restoring the balance.

 

 But now you have mental development paralleled by an unstable astral and a weak, underfed, badly raised physical.

 

55.           Has this undesirable condition been produced exclusively by man’s response to the potency of the fifth ray? Or is his lack of heart response also to blame?

 

  Hence disorder, lack of balance, the clouding of the vision and disproportionate discussion.  

 

56.           The thought of “disproportionate discussion” is interesting. There is intended to be a balance between the ability to act and the tendency to think and talk about acting.

57.           Disproportionate discussion indicates that the sixfold “Act of Will” (see the book by that name authored by Roberto Assagioli) is not understood and implemented.

58.           As well, the production of many thoughtforms can cloud the vision.

 

Lower mind, instead of being a means to an end and a weapon for use, is in fair [Page 300] way of being a ruler and a tyrant, preventing the play of the intuition and shutting out the abstract mind.

 

59.           We are told that the mind makes a good servant but a poor master.

60.           It is interesting to not that not only does lower mind shut out the intuition but the abstract mind as well. The functioning of the abstract mind requires the mental ability to “stand back” or prescind from a plethora of concrete details. Excessive mental activity can prevent this long-range view.

 

Hence the Masters, if it can in any way be accomplished, purpose a movement that has in view the harnessing of the lower mind through the instrumentality of the people themselves.

 

61.           The new esoteric schools are for the “people”. The problem of excessive mental stimulation is within the “people” and it is they who must participate in the remediation of the problem.

62.           Thus, we see that this harnessing of the lower mind will not be imposed by Hierarchy.

63.           It is interesting, is it not, to understand the degree to which Hierarchy views the unharnessed concrete mind as a critical problem?

 

 With this object in view They plan to utilise the incoming Ray of Ceremonial Law or Organisation, and the period immediately co-incident or following the coming of the Great Lord, to start these schools (in a small inconspicuous way at first) and bring to the consciousness of men everywhere the following four fundamentals:—

 

64.           This section of text offers us important hints.

65.           The seventh ray of Ceremonial Law or Organisation can be used to harness the concrete mind. This is interesting in light of the fact that these two rays (and their representatives) so often work closely together.

66.           When will the schools be founded? We are told they will be started during a period—

a.     Immediately coincident with the coming of the Great Lord

b.    Or following the coming of the Great Lord.

67.           Elsewhere, we are told that their founding may even precede His Coming.

68.           Apparently, the manifesting power of the incoming seventh ray is needed to bring the new esoteric schools into manifestation.

69.           We note that the Hierarchy, itself, is involved in the starting of the schools. In what ways are They involved? Through executive action upon the physical plane? Through inspiring Their disciples to start the schools?

70.           As far as incipient beginnings are concerned, the latter method is, I think, more likely.

71.           Below are four fundamentals which are to be brought into the consciousness of human beings everywhere?

 

a. The evolutionary history of man from the mental side.

 

72.           In relation to this fundamental, the history of man’s mental unfoldment will be studied. Man is, after all, manas, and it was the coming of the Lords of the Flame (implanting as They did the spark of mind) that created the human kingdom. It is man’s self-conscious mentality which makes him uniquely man.

 

b. The septenary constitution of the macrocosm and the microcosm.

 

73.           In occultism we cannot escape the cataloguing of all life forms in relation to the number seven.

74.           There can be no clear interpretation of life-processes without reference to the fundamental position of the septenate. For instance, in relation to man, there are seven psychological types.

 

c. The laws governing man's being.

 

75.           We may consider these the laws relating to man’s personality and its vehicles, and other, higher laws which relate to his soul and even his Spirit.

 

d. The method of occult development.

 

76.           This is the hierarchical method of developing the latent potentialities of man leading eventually to the portal of initiation.

 

A beginning has already been made........through the various schools at present extant.......All these are the beginnings of the plan.

 

77.           These are encouraging thoughts. Even in 1920 a beginning had been made in the starting of the schools or, at least, in a process leading to the starting of the schools.

78.           It may be inferred that such schools were the Esoteric Section of the Theosophical Society, certain experiments in Masonry such as Co-Masonry, and certain Rosicrucian Orders. Perhaps there were others.

 

 When they are firmly grounded, when they are working smoothly and with public recognition, and when the world of men is being somewhat coloured by them and their subjective emphasis, when they are producing scholars and workers, politicians and scientists and educational leaders who make their impress on their environment, then mayhap will come the time for the founding in exoteric fashion of the true occult school.

 

79.           We see that much was expected of these early schools and their continuing development in our time. Let us tabulate:

a.     They had to become firmly grounded

b.    They had to work smoothly and with public recognition

c.     The world of men had to be colored by them and especially by their subjective emphasis

d.    These schools were to produce scholars and workers, politicians and scientists and educational leaders.

e.    Those emerging from the schools were to set their impress upon the environment.

80.           It can be questioned whether all this has happened. Certain of these requirements have been fulfilled to a certain extent. It may be questioned whether humanity perceives that politicians and scientists and educational leaders have emerged specifically from such schools.

81.           In any case, DK expects much of present esoteric and occult schools (i.e., of the “bridging schools”) before true occult schools can emerge exoterically.

82.           We do remember that true occult schools have always existed on the inner side.

 

 By that I mean that if the earlier schools and colleges do their work satisfactorily they will have demonstrated to the world of men that the subjective is the true reality and that the lower is but the stepping stone to the higher.

 

83.           This is the work of modern bridging schools in the fields of occultism and esotericism.

84.           We are still very much in the ‘day of the bridging schools’ and it will be up to us and disciples like ourselves to ensure that they fulfill the kinds of requirements listed above.

85.           There are now (it seems fair to say) millions of men and women everywhere who believe that “the subjective is the true reality”. Perhaps, to an extent, contemporary esoteric and occult schools have achieved something of this purpose.

86.           Even though none of us is a member of a true “future occult school”, we have much important, foundational work to accomplish.

\

 This subjective reality being universally admitted will, therefore, permit of the founding of a chain of inner schools [Page 301] ...that will be publicly recognised.

 

87.           Perhaps, however, we are not quite a far as we should be in the influencing of human consciousness along these lines. We can hardly say that the subjective reality is, today, universally admitted.

88.           Our spiritual propaganda work has not yet been entirely successful. Some eighteen years remain until 2025—the conclusion of the Period of the Forerunner. During this time, the necessary spiritual propaganda work must be both extensive and intensive so that the subjective reality may come to be more universally admitted, thus paving the way for the founding of a chain of inner schools which may slowly gain public recognition.

89.           DK is presenting us with work to be done. It hardly makes sense to say that we cannot undertake at least this kind of work in the long-term development of the esoteric schools. And when we do the kind of work indicated, it is important to realize that it is, indeed, work in preparation for the externalization of the future schools of occultism. Work done now (and rightly done) is intimately related to the future success of what we might call the ‘New Esoteric Schools Initiative’.

 

 This will never at any time obviate the necessity for always having an esoteric and secret section, for always there will be certain truths and facts of dangerous import to the uninitiated;

 

90.           DK is speaking even of modern esoteric schools (i.e., the bridging schools)—they must always have their esoteric or secret section. This was true of the Theosophical Society and it true of a number of esoteric schools today.

91.           When it comes to the esoteric schools of the future, the advanced schools will be those which house an esoteric and secret section.

92.           There is an implication here that those associated with an esoteric or secret section will be initiates or, at least, treading the Path of Initiation. One begins to treat the Path of Initiation before the first planetary initiation, but the intensity of one’s initiate status changes at the second degree which marks the beginning of an entirely new section of that Path.

 

 but what I seek to point out is that the mysteries will eventually be admitted as facts for universal recognition and for universal aim and goal.

 

93.           DK is speaking of nothing less than the popularization of the fact that the Path of Initiation exists and that human beings may and should prepare themselves for entry into the Mysteries.

94.           It is up to us to popularize the idea and do so in a sane and responsible manner. This is part of the “spiritual propaganda” effort which is of such importance leading up to the year 2025 when the “Period of the Forerunner” comes to a close.

95.           Setting a good example for others to follow is one of the best means leading to a wider recognition of the reality of the Path.

 

 They will be prepared for and entered from schools that definitely undertake, under expert guidance, to train novitiates for the mysteries.

 

96.           We are being told that the new esoteric schools are definitely schools which prepare their students to enter the Mysteries. The Mysteries are, in fact, the Mysteries of Initiation.

97.           One can begin to sense the tremendous responsibility involved in preparing the way of the new schools. This responsibility will only intensify when the schools actually become training grounds for entry into the Mysteries.

 

Such schools have existed before and in the turning of the wheel again they will be in manifestation.

 

98.           Of which cycle are we speaking when referring to the “turning of the wheel”? A large cycle to be sure.

99.           Schools of the Mysteries have existed in Atlantean Times, but it is well to remember that the Aryan Race has been extant for over a millions years; perhaps its faint beginning originated two or three millions years ago. During the vast period which separates us from the origin of the fifth root race, schools of the Mysteries have emerged and fulfilled their function.

100.     It would seem that before long (relatively speaking) humanity on a large scale will be in a position to benefit from the emergence of the new esoteric schools. This has never been the case. At least we may expect a far wider participation of humanity in the new esoteric school process than has ever before been possible. A much wider public recognition and support of these schools may soon be a reality—so it is anticipated.

101.     This does not mean that the masses of humanity will understand or appreciate the nature of these schools. There will be many, we are told, who will not recognize the Christ when He comes. But there will be a significant number of more highly cultivated people for whom these schools and what they promise will be a definite reality. Our efforts to spread the concept of these schools among intelligent men and women of goodwill will lead to their relatively broad acceptance.

 

You ask, when?  That depends on humanity itself and on all of you who work with faith and aspiration at the beginnings of the plan.

 

102.     Here we have a declarative statement. The emergence of the true future “Schools of Meditation” is not something that will simply happen on its own. We, humanity, have to prepare for this emergence—and prepare now.

103.     We know somewhat the meaning of the “beginnings of the plan” and it is our task to work (“with faith and aspiration”) to ensure that those beginnings unfold.

104.     We are to work now. The work we do now will condition the date of emergence for the true and future, new esoteric schools.

 

H. P. B. laid the foundation stone of the first school in this particular lesser cycle (which is nevertheless a relatively important one, being an outgrowth of the fifth root-race, the efflorescence of the fifth principle). This is the keystone.

 

105.     In one way we may consider this school the Esoteric Section of the Theosophical Society.

106.     In another way, the entire work of HPB may be considered the keystone.

107.     We are still working largely within the fifth subrace of the fifth root race. Our focus, as well, lies within the fifth branch-race of the fifth subrace.

108.     The efflorescence of the fifth principle is expected during the next five hundred years.

 

Synthesis.  We have seen that during the coming races and subraces certain very definite development may be looked for in connection with manasic unfoldment; and it is worth while to note particularly that as far as the evolution of manas in this round is concerned its highest efflorescence may be looked for during the next five hundred years.  (TCF 498)

 

109.     The power of manas is very important in these new efforts. The concrete mind must not be dominant but it must be well-stocked and well trained.

 

The work proceeds in the founding, as aforesaid, of the various schools, and mental science also has its place.

 

110.     DK is still speaking of the schools which precede the true, new schools of occultism.

 

  It will go forward as desired if each one who is now under occult training strains every nerve and bends every effort to the work in hand.

 

111.     This statement is further confirmation that at least some of the work to be done in connection with the new schools is to be undertaken now.

112.     Of course the “work in hand” may be also considered more broadly. The work of occult training (as it now exists) is to be pursued with utmost vigor.

113.     DK’s call to labor is rather uncompromising: we are to “strain every nerve” and “bend…every effort”. This is hardly the note of the often permissive “New Age”.

114.     If we reflect honestly, can it be said that we are fulfilling these two requirements?

 

 If all that is possible is done, when the Great Lord comes with His Masters the work will receive a still further impetus, and will gradually expand and grow till it becomes a power in the world.

 

115.     So much preparatory work is to be done now, and this work will be further impulsed with the coming of the Great Lord and His Masters.

116.     Such occult work cannot yet become “a power in the world”; a more immediate and quite direct hierarchical ‘touch’ will be required before that is possible.

 

 Then will come the day of the occult schools that will definitely train men for initiation.

 

117.     Before that time there will, indeed, be “occult schools”, but they will not “definitely train men for initiation”. As a result of their efforts some men may become trained for initiation, but it will not be because the schools which pre-exist the true schools of occultism are organized specifically for the purpose of this training.

 

September 27th, 1920.

 

We must today take up our first point for it is only as we lay the foundation aright that the superstructure measures up to requirements.

 

118.     DK is carefully building the foundation for correct work in relation to preparation for the advent of the new esoteric schools.

 

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1. The one fundamental School.

 

It is therefore very essential that the emphasis is laid on the fact that no matter what the offshoots, the basic school of occultism is that one which has its root in the sacred centre of the planet, Shamballa.

 

119.     This is a profoundly important statement. Unless we were otherwise instructed, we might tend to think that Hierarchy, per se, would be responsible for occult education upon our planet, but that which is to be conveyed is the “Light of Life” of which Shamballa is the Repository.

120.     We also remember that the true “occultist” is found upon the first ray of which Shamballa is the foremost expression on our planet.

 

 At that place, directly under the eyes of the One Initiator Himself, Who is—as is seldom realised—the highest expression of the Teaching Ray upon the earth, is found what might be termed the central office for the educational disciplinary training work of the Hierarchy.

 

121.     Sanat Kumara is not entirely a Being upon the first ray. His role as “The Great Sacrifice” and as “the highest expression of the Teaching Ray upon the earth” connects Him directly with the second ray.

122.     We remember that Sanat Kumara is a direct Disciple of the Solar Logos, and that the Solar Logos is primarily upon the second ray, the teaching ray. Certainly the Solar Logos is the major source of illumination within the solar system—physically, mentally and spiritually.

123.     Let us observe how the work undertaken under the inspiration of Shamballa is described: it is “educational disciplinary training work”. It is not simply the world of education as education is usually understood. With this type of education come a strenuous application of the will and also the training work of the seventh ray. Immediately apparent is the idea that whatever is learned must be applied. The power of Saturn is very evident in the kind of education which emanates from the One Fundamental School.

124.     Although Shamballa is the central inspiration for this work, we note that the work is undertaken by the Hierarchy. Of course, we can, in the larger sense, consider both Shamballa and Hierarchy as included in that which we usually call “the Spiritual Hierarchy of our planet”.

125.     Incidentally, we note that the One Initiator has “eyes”. This may be both a metaphorical and literal statement.

 

 There will be found the Chohan Who is directly responsible for the various endeavours, and to Whom the Masters Who take pupils, and the Heads of the various occult schools are directly responsible.  All proceeds under law and order.

 

126.     We may suppose that this Chohan is Master Morya Who is the “head of all esoteric schools in the world at this time”.

127.     This is so because that which true esoteric schools attempt to convey is closely associated with the mystery of will.

128.     It is also suggested that there are some Masters who do not take pupils.

129.     The type of education emanating from the One Fundamental School is powerfully influenced by the first and seventh rays, as we see. The first ray is the ‘Ray of Law’ and the seventh ray, the ‘Ray of Order’.

 

One point that it will here be necessary to emphasise is that the Brotherhood of Light, as represented by the Himalayan Masters, has its other representatives elsewhere who all carry out specific work under proper and adequate supervision.

 

130.     DK is presenting a thought akin to the thought of the Christ when He said: “Other sheep have I, which are not of this fold”.

 

 Too apt are the Theosophists to think that they alone are the repositories of the wisdom religion.  Not so is the fact.

 

131.     We are to widen our point of view. Of course, since the time this instruction was given, the Tibetan’s statement has certainly been confirmed in the eyes of most serious thinkers in the field of esotericism.

 

  At this particular moment (with the aim in view of the development and tendering of opportunity to the fifth subrace) the Himalayan Brotherhood is the main channel of effort, power and light.

 

132.     It would seem that the Himalayan Brotherhood is specifically connected with the fifth root race. It is important to realize this in relation to present efforts. We must balance this realization by the realization that the sixth root race (preceded by the sixth subrace of the fifth root race) is rapidly taking shape.

 

 But the work with other races proceeds simultaneously and numerous other projects, all emanating from the central office at Shamballa, are paralleling the Himalayan work.

 

133.     The term “central office at Shamballa” suggests a center for organizing the work. We are to realize that organization is one of the principal qualities emanating from Shamballa along with purification and destruction.

 

 Get this clearly in mind, for the point is important.  The Himalayan School and Lodge is the one that principally concerns the Occident and the only school without any exception that should control the work and output of the occult students in the West.

 

134.     This is an uncompromising statement. It is especially important that we (who are students in the West) grasp the main point as modern communications networks have made available to us so many diverse streams of teaching.

135.     When we study AAB and Theosophy, we are studying directly in line with the Himalayan School and Lodge.

136.     DK is telling us that we must conform to the requirements of this School or Lodge and follow its procedures.

 

 It brooks no rival nor contemporary work with its pupils, not for the [Page 303] sake of its own teachers but to ensure the safety of its pupils.  

 

137.     DK drives the point home. The approach is uncompromising.

138.     He is clear that the proscription is not for the sake of the teachers but for the safety of the students.

139.     The word “contemporary” as used here means simultaneous. If one is working with the Himalayan Lodge one cannot be simultaneously working with another stream of the Teaching.

 

Danger lurks in the path of the occult student and the Himalayan adepts know adequately how to protect their pupils, provided those pupils stay within the periphery of Their united auras, and wander not out to other schools.  

 

140.     We see that it is, indeed, possible to wander outside the sphere of protection, and this with all good intentions.

141.     DK is not speaking of the aura of one particular Master but of the “united auras” of those Masters Who are representatives of the Himalayan School. These are the Masters with Whom we are largely familiar. The Masters mentioned by name in His writings are all members of this Himalayan Lodge, though He does also refer to some others (not by name). The Masters Who are preparing the European Branch of the One Fundamental School of Occultism in Shamballa have Their roots in the Himalayan Lodge even though They will extend the work and establish a Fourth Branch of the One Fundamental School in Europe.

142.     We may wonder concerning the relationship of other Masters (representing other Traditions) to the hierarchical structure as we have been given to understand it.

 

All true occult schools demand this of their pupils, and all true Masters expect Their pupils to refrain from taking other occult instructions at the same time as they are receiving it from Them.  They say not:  "Our method is the only right and true method."  They say:  "When receiving instructions from Us it is the part of wisdom and the line of safety to refrain from occult training in another school or under another Master."  

 

143.     Master Morya speaks of the danger of crosscurrents. The empowering energies set to the same chela by different Masters could interfere with each other and, thus, endanger that student who (in attempting to serve more than one Master) would simultaneously receive diverse and potentially conflicting energies. The results, Master Morya tells us, could be catastrophic.

144.     Other dangers are less dire—confusion of methods and, hence, non-accomplishment or delay.

 

Should a pupil desire so to do he is perfectly free to seek out other schools and teachers, but he must first break his connection with the old.

 

145.     The principle of free will is never violated, but the student must be honest in his approach.

146.     Often the motive for pursuing two different lines of esoteric training simultaneously is spiritual acquisitiveness or ambition.

147.     When a student wishes to receive practical occult instruction from more than one teacher at a time, that student should question his motives. As for a theoretical or academic approach, there is no real danger. It is frequently of value to learn about the many esoteric traditions and their relationships.

 

The one fundamental school may be recognised by certain outstanding characteristics:—

 

148.     If we are to adhere to the foundational teaching we must learn to recognize it.

 

By the basic character of the truths taught as embodied in the following postulates:—

 

a. The unity of all life.

 

149.     This postulate is one of the greatest of spiritual platitudes found in the kind of esoteric teaching with which we are most familiar. DK calls it “so customary and trite an unrealised truth” (R&I 124)

 

b. The graded steps of development as recognised in man, and by the graded steps of its curriculum, which lead a man from one expansion of consciousness to another until he has reached that which we call perfection.

 

150.     A progress in spiritual occultism is both graded and gradual.

 

c. The relationship between the microcosm and the macrocosm and its sevenfold application.

 

151.     In Trans-Himalayan Occultism one will never escape an emphasis upon septenates.

 

d. The method of this development and the place of the microcosm within the macrocosm as revealed through the study of the periodicity of all manifestation and the basic law of cause and effect.

 

152.     A study of the Law of Periodicity and the Law of Karma go hand in hand. All karmic processes work out through the agency of periodical incarnations.

 

By the emphasis laid on character building and spiritual development as a foundation for the development of [Page 304] all the faculties inherent in the microcosm.

 

153.     Spiritual occultism is not to be undertaken by those whose lunar lords are still out of control.

 

 By the requirement, demanded of all affiliated pupils without exception, that the life of inner unfoldment and development should be paralleled by a life of exoteric service.

 

154.     Service to humanity is a requirement which is indispensable. This approach eventually ensures that one’s approach to occultism is not tainted by selfishness.

 

By the graded expansions of consciousness that are the result of the imparted training; these lead a man on from step to step till he contacts his higher self, his Master, his egoic group, the First Initiator, the One Paramount Initiator, until he has contacted the Lord of his Ray and has entered into the bosom of his "Father Which is in Heaven".

 

155.     Here is described the process of initiation so characteristic of the Teaching of the Himalayan Lodge.

156.     It is important to note the sequence of expansions:

a.     Contact with the higher self

b.    Contact with the Master

c.     Contact with one’s egoic group

d.    Contact with the First Initiator

e.    Contact with the One Paramount Initiator

157.     We note that Sanat Kumara is called here by the unusual name the “One Paramount Initiator” and the Christ by the term, the “First Initiator”.

a.     The Lord of one’s Ray may be considered, minimally, a Shamballic Being Who works in closest consultation with the Lord of the World. The Lord of one’s Ray may, more broadly, be considered a Heavenly Man or Planetary Logos expressive of a particular Ray.

158.     Let us tabulate the postulates just given for the sake of clarity:

a.     The postulate positing the unity of all life

b.    The postulate that progress through graded steps of development

c.     The postulate that the microcosm and macrocosm are intimately interrelated and that the relationship is based primarily upon the principle of the septenate.

d.    The postulate that there is a Law of Periodicity and a Law of Karma, both of which are intimately related to spiritual development. Occult development further involves:

                                            i.                        Character building and spiritual development before inherent powers are unfolded

                                          ii.                        A life of exoteric service to humanity which parallels interior spiritual development

                                        iii.                        The system of progressive initiation leading to various graded expansions of consciousness

 

These are the outstanding features that are descriptive of the one true fundamental School.

 

This fundamental school has three main branches and a fourth that is in process of forming and which will make the four branches of this fourth round.  These branches are as follows:—

 

1. The trans-Himalayan Branch.

 

159.     This is the Branch to which our allegiance (as students in the West) is due.

 

2. The southern India Branch.  (these are Aryan Branches)

 

160.     The entire fifth root race is usually called the “Aryan Race” and so it is, perhaps, unusual to note that the term “Aryan” is reserved for the “southern India Branch”.

161.     The Himalayan Branch also works with students who are members of the fifth root race.

162.     We note the word “Branches” (plural), indicating the divisions within the “southern India Branch”.

 

3. A Branch that works with the fourth root-race and has two fourth root-race adepts at its head.

 

163.     Of this Branch we are told little except that the schools to be founded in Japan and China are related to it.

164.     Regarding the two “fourth root-race adepts”—one is upon the Ray of Power and the other upon the Teaching Ray.

 

4. A Branch in process of forming that will have its headquarters in the Occident at some place not yet disclosed.

 

165.     We may infer that this place will be somewhere in Europe and the Masters concerned with the founding of this Branch are all in some measure, recently European.

 

  It has for its main object the instructing of those connected with the coming sixth root-race.

 

166.     The sixth root race (to be established in the relatively near future) will last some ten million years, we are told.

167.     May we anticipate that steps towards the founding of this fourth Branch will take place during the emergence of the sixth sub-ray of the fifth root race?

 

These branches are and will be closely inter-allied and will work in the closest co-operation, being all focused and under the control of the Chohan at Shamballa.  The heads of each of the four branches communicate with each other frequently and are really like the faculty of one stupendous university, the four schools being like the [Page 305] various major departments of the foundations—like subsidiary colleges.

 

168.     The ideal is here given. We are to learn to work as the Masters now work.

169.     Master Morya (if our hypothesis is correct) will be the Chohan controlling the process. We are well aware that the Himalayan Adepts are related to Him as are the Adepts concerned with the founding of the Fourth Branch. The implication is that the two Adepts Who are responsible for the second and third Branches are also closely connected to Him. We do remember the great influence wielded in India by Master M.

170.     The thought of “one stupendous university” is inspiring and sets the archetype for all university life developed by the human race.

 

 The aim of all is the evolution of the race, the object of all is to lead all to the point of standing before the One Initiator, the methods employed are fundamentally the same, though varying in detail, due to the racial characteristics of the races and types dealt with, and the fact that certain schools work paramountly with one ray and others with another.

 

171.     Each of the four Branches is fundamentally concerned with the evolution of the human race and with preparing their students for initiation.

172.     We can well understand why there must be a diversity of approaches; racial types vary greatly as do the nations and civilizations with which they are most closely associated. Ray differences also come into play. We recall that the various schools are largely and practically ray schools. Probably all seven rays will necessarily be represented within each of the schools and yet one ray will have prominence.

173.     When it comes to apportioning the rays among the schools proposed, the matter is not entirely easy and assignment must remain speculative.

174.     It may also be wondered whether a particular ray is shared by the pairs of related preparatory and advanced schools. The implications to this question are important.

 

The trans-Himalayan school has its adepts as known to you, and others Whose Names are not known.

 

175.     Even within the Trans-Himalayan School there are Adepts Whose Names are unknown to the average student of the Trans-Himalayan Wisdom.

176.     When a Master releases His Name to the public, it is done at great cost (we are told) and, one would imagine, inconvenience.

 

The southern Indian school has special work with the deva evolution, and with the second and third sub-races of the Aryan race.

 

The Himalayan school works with the first, fourth and fifth sub-races.

 

177.     This sub-race focus of the these two schools is interesting. Work with the deva evolution is the specific province of the Southern Indian School serving the second and third sub-races. This is particularly interesting when we realize that the third and second rays are those which are most correlated with the deva kingdom.

178.     What may be the “special work with the deva evolution” we do not know. To a degree, all advancing disciples are (during the New Age) intended to achieve a closer contact with the deva kingdom. The kind of interplay taught by the Southern Indian Branch must be particular.

179.     There is an interesting implication to the idea that the southern Indian school works the second and third subraces of the fifth root race. It means that many of those who currently live in India and who are thus served by this school will belong to these two sub-races and not to the first subrace. Yet the first subrace has always been particularly associated with India.

180.     Of course this school will serve those in many other countries, including the Persian and Arabic groupings.

 

The fourth root-race branch works under the Manu of that race and his brother of the Teaching Ray.  Their headquarters are in China.

 

181.     We realize that Manus of two root races are now functioning on Earth.

182.     The Manu of the fourth root race and His brother on the Teaching Ray are the two “adepts” mentioned earlier in the text as guiding the fourth rootrace Branch of the One Fundamental School.

183.     These instructions were written in 1920. China has seen a violent revolution since that time and many social convulsions. Can we be assured that the headquarters of these two Heads of the fourth root race Branch is still in China? Regardless of disturbances, it would seem almost necessary.

184.     We note that the first and second rays work in closest cooperation. In this respect we think of Masters Morya and Koot-Hoomi Who will, respectively, serve as the future Manu and future Bodhisattva, probably following the Age of Aquarius.

185.     Will the sixth root race have begun by the time the Age of Aquarius is concluded? Perhaps, for the Christ’s term of office lasts no longer than the end of that Age and Master KH (Who will be the Bodhisattva of the sixth root race succeeds the Christ in that office).

186.      We cannot say Master M. and KH will form an indissoluble unit during the sixth root race because the term of a Manu is so much longer than the term of a Bodhisattva (which is usually, we are told, only 2500 years).

 

The Master R.— and one of the English Masters are concerning Themselves with the gradual founding of the fourth branch of the school, with the assistance of the Master Hilarion.  Ponder on these imparted facts, for the significance is of profound importance.

 

187.     Here we have a triangle of Masters Who will be responsible for work in relation to the Fourth Branch.

188.     The monadic and soul rays of Master R. are proposed as three and seven, respectively. Those of Master H. as one and five respectively. We might imagine that the second ray would have to enter the equation and will perhaps do so through the English Master. A few English Masters are mentioned in the books, and they are upon either the second or the third ray.

189.     Even though the work of these three Masters relates to occult education during the sixth root race, we may suppose that They are, nevertheless, closely related to the founding of the intended European esoteric schools—those in Sweden, France/Italy and Greece. The school in Scotland/Wales and that in Ireland may be in a different category and under different supervision.

190.     We remember that the location of the school for the sixth root race is not specified, but it is not too much of a stretch to imagine that that location would have to be Europe or America (since America along with Australia and New Zealand) is closely associated with the development of the sixth root race. However, the Masters concerned (R., H., and an English Master are all of particularly associated with Europe—although Master R. is also the Regent of America as well as of Europe).

 

Tomorrow we will deal with the future.  Today I have but imparted facts in present manifestation.

 

191.     The correct development of future possibilities is based upon proper developments in the present. As students interested in the development of the new esoteric schools, we are concerned mostly with the correct development of present possibilities. Thus we are laying the foundation for that which the Masters hope to see materialize eventually.

 

September 28th, 1920.

 

Today our second point comes up for consideration, and we shall in the elucidation of it enter into the realms of prophecy.  I would here point out to you that the thing which is indicated as existing in the future may not always work out in detail as foreseen.  I but seek to lay before you the big general plan in its outline.

 

192.     This is a point not to be forgotten. Prophecy has its definite value but must not be approached rigidly. There are too many variables. Guidelines have been given to us and we may, with profit, follow them, ever alert to possible changes in the detail of eventual manifestation.

 

 The working out in the future will depend upon the intuition or high [Page 306] perception of the thinkers of the race and upon the ability of the incarnating jivas to seize upon the opportunities and fulfil their destiny.

 

193.     Let us tabulate those factors upon which a future outworking depends:

a.     The intuition of the thinkers of the race

b.    The high perception of the thinkers of the race

c.     The ability of the incarnating jivas to seize upon opportunities

d.    The ability of the incarnating jivas to fulfill their destiny

194.     We have gathered that that which DK foresees is considered ideal. How closely humanity can approximate the ideal remains to be seen.

195.     The project is (on a human scale) vast. Many centuries will be required to see its complete fulfillment and who can foretell how it shall develop during subsequent precessional ages.

 

We touched yesterday upon the one fundamental school with its four branches.  Today I would take up:—

 

2. The National subdivisions of the one school.

 

At the outset I would point out to you that not every nation in the world will have its occult school.

 

196.     It may be possible, however, as concepts surrounding the nature of spiritual education advance and understanding of spiritual occultism grows, for various nations (unlisted among the nations intended to develop the future “Schools of Meditation”) to have at least their own esoterically-tending schools, even if these schools are not the hierarchically supervised future schools of occultism.

 

 Only as the causal body of the national group has reached a certain rate of vibration will it be possible to found and institute these schools.

 

197.     If there is a parallel between the unfoldment of the individual and national causal body, then some unfoldment of the sacrifice petals of the egoic lotus would be required. If a nation does not understand the value of purposeful sacrifice (the quality associated with the third tier of petals) we may infer that it will not yet be ripe for the appearance of a true school of occultism.

198.     The technicalities concerning the rate of vibration of the individual or national causal body are, of course, among the secrets of initiation.

199.     In practical language, only a nation possessed of many causally-stored virtues and capacities will be suitable for the development and sustainment of the kinds of occult schools we are discussing.

 

 Only as the educational work of the nation has reached a certain height will it be possible to use the mental equipment of the nation as a stepping stone for further expansion, and to use it as a basis for the occult school.

 

200.     We can see that only in those nations where modern education is widely-spread and of sufficient quality (and apparently not in all of them) will the emergence of a true occult school be possible.

201.     The cultivation of the concrete mind is definitely a stepping stone for occult training. It is the over-cultivation of the concrete mind that presents a danger.

202.     DK has cited America and the other Anglo-Saxon nations as nations in which all can read and write. We would therefore think that in such nations, schools of occultism will be the earliest to emerge. We know this to be stated at least in relation to the occult college in California.

 

 And, curiously enough, only those nations which originally had a training school for the mysteries (with three exceptions) will be again, during the earlier stages, permitted national schools.  The exceptions are:—

 

203.     We might question the meaning of the phrase “during the earlier stages”. Does this mean that in later stages, and as humanity progresses, nations other than those mentioned in this instruction will be permitted to have occult schools?

204.     It is clear that Master DK is laying out for us only a kind of relatively imminent development of occult education. Many precessional ages lie ahead, and we cannot imagine that the presence of such schools will die out. Probably they will take forms which either cannot be foreseen or which it is not profitable to discuss at this time. Thus, all that He is now saying relates to what He calls “the earlier stages”.

 

1. Great Britain.

2. Canada and the United States.

3. Australia.

 

And even these exceptions might be considered only one, the case of Australia, for the other two in Atlantean days had their occult foundations when they formed part of the earlier continent.  

 

205.     Even though Australia had no school of occultism, promising developments towards the formation of its occult school were already taking place at the time that Master DK wrote.

206.     Significant facts emerge. Both America and Great Britain once formed part of the Atlantean continent.

207.     Additionally, the other locations where the new esoteric schools are to be founded are not mentioned in relation to Atlantis, and so, if may be presumed that they had occult schools during the Aryan Period (a span covering minimally a million years or so and possibly up to four million, if the Aryan Race is considered to have begun before the Atlantean Race had completely run its course).

208.     To think of America and Great Britain as spiritually active in Atlantean times is an important consideration, given that these two nations may be considered at the forefront of spiritual development in the modern era.

209.     Another fact is suggested—namely that schools of initiation did, indeed, exist in Atlantean days. We will not be speaking of early Atlantis which may have overlapped Lemurian times, but of a later Atlantean period. Indeed, we are told that the door of initiation was opened during Atlantean times.

 

3. In Atlantis, the door of initiation opened, and forced initiation became the objective of the best of the human family.  Those who could or can thus become initiate are the "lights which ever radiate."  In Lemurian days it was the "lights which ever burn" that came into being. (EP II 209)

 

In the turning of the wheel, earth itself reincarnates;

 

210.     We are speaking of the various incarnations of the Planetary Logos of the Earth-scheme. The vehicle called the Earth-globe does not disappear between such incarnations; rather the principal focus of the Planetary Logos ‘moves’ from one point to another.

 

 places pass into pralaya and emerge into manifestation,

 

211.     We see that the cycles of emergence, flourishing and abstraction refer to places on the Earth as well as to globes, chains and schemes.

 

 holding within them the seeds that will eventuate in similar vibration, and bring into being again similar modes of expression, and similar forms.

 

212.     Seeds hold the key to the form and quality which developed in the past. Seeds are stored over time. From seeds, newly sprouting, emerge that which was stored in the seed—the harvest of a previous cycle.

213.     DK seems to be telling us that in a number of the “places” slated to support a new esoteric school, vibrations similar to past vibrations will emerge and perhaps forms similar to ancient forms will also emerge—at least initially.

 

It will be found later on, when the Occult Schools are founded, that they will be situated where some of the old magnetism yet lingers, and where in some cases certain [Page 307] old talismans have been kept by the Brotherhood with just this aim in view.

 

214.     Such talismans have not been planted in all places in which new occult schools are to emerge—only in some, and which ones are not specified. Such knowledge will emerge as new school development progresses.

215.     On the other hand, some modern, spiritually-inclined people are quite good at detecting the magnetic quality of various “sacred sites”. Perhaps, some of those whose task it is to found new esoteric schools will be endowed with sensitivity to such old, lingering magnetism.

 

Branches, affiliated with one of the four central divisions of the one occult foundation, will be found in the following countries:

 

216.     We note that even though the Fourth Branch of the One Fundamental School of Occultism in Shamballa is only in process of formation (because the sixth root race is only faintly in process of emergence), schools which may eventually be associated with it are included.

217.     These schools will, as we have suggested, be found in Europe or perhaps in America.

 

1. Egypt.  This will be one of the later schools founded and will be profoundly occult and an advanced school in direct communication with the inner grades.  This will be touched upon later.

 

218.     The “inner grades” suggest the ranks within the Spiritual Hierarchy of our Planet.

219.     The rays reasonably associated with Egypt are largely the first, fourth and seventh.

220.     It has been suggested by the occult historian Phillip Lindsay that the second root race was largely Egyptian in character (or at least that the ancient Egyptians were offshoots of the original members of the second root race of the Aryan root race).

221.     One would suspect that the future Egyptian school will have a powerfully first ray coloring.

222.     China, however, is a nation ruled in its soul by the first ray. As previously suggested, some rays may be found more than once and some, perhaps not at all. This would be an asymmetrical situation, perhaps not to be expected, but so it may be.

223.     In order to determine the extent to which this asymmetry may prevail, we would have to ascertain whether the pairs of preparatory and advanced schools would both be ruled by the same ray. China, for instance, is ruled in its soul by the first ray and Japan by the fourth. Would the schools they support be ruled, principally by the first ray? Could the first ray manifesting through Tokyo make this possible? Whereas Egypt can easily be conceived in relation to the first ray, can a preparatory school in Greece be so conceived? Perhaps a preparatory school is Syria could be so. There are many complex relationships to be understood and one must understand the rays of nations (better than we now do) to throw more light on these relationships.

 

2. The United States will have a preparatory school somewhere in the southern part of the Middle West, and an extensive occult college in California in a place later to be revealed.  

 

224.     When one thinks of the United States one can easily conceive of the sixth ray (its personality ray) This would be especially so in relation to the preparatory school in the southern part of the Middle West, which even now is strongly characterized by the sixth ray.

225.     When one thinks of California, however, the second ray comes more to mind. The second ray zodiacal sign Virgo is particularly associated with California, and perhaps Gemini as well.

226.     We note the particular way in which the advanced school in California is described—as an “extensive occult college”. We should be watchful for those instances in which the word “college” occurs as it may give an important hint concerning the nature of the school concerned.

227.     When we study the nature of the advanced schools we see that they are small and supervised by only a triangle of ‘teachers’ who, really, are more advisers and inner workers than teachers.

228.     How, then, does the idea of such a small student body and teaching staff correlate with the thought of “an extensive occult college”? When we consider the power of the Internet (even as presently constituted) we may imagine ways in which the California occult college may become “extensive”.

229.     Ojai, California is a place which has a magnificent educational tradition and has been home to a number of esoteric initiatives. It is also found near or within a range of mountains—not high mountains, but mountains none the less. Perhaps Ojai has a future related to the emergence of the advanced school in California. It is, however, too early to tell.

 

This school will be one of the first started when the Great Lord begins His earthly career,

 

230.     The Great Lord is the Christ. What is His “earthly career”? Is it marked by His physical plane emergence? Probably so. The words “earthly career”, however,  might also refer to His work upon the etheric plane, which, in a way, has already begun.

231.     We should note that we are speaking of an advanced school and, yet, it is to be “one of the first started”. Given the spiritually progressive nature of Californian culture, this seems more than possible.

232.     We gather (when comparing certain of the pairs of schools—preparatory and advanced) that in some cases the emergence of the advanced school will occur almost simultaneously with the emergence of its preparatory school. In other cases the emergence of the advanced school will be significantly separated from the emergence of the preparatory school.

233.     It should be borne in mind that when these instructions were written, it was anticipated that the Great Lord would probably emerge into physical manifestation before the end of the twentieth century. The discovery of atomic energy and its application to weapons of war may have necessitated a change in these plans.

 

Certain facts concerning these Masters, and Their work in the present and in the future, may be in place here.  First, the work of training Their pupils and disciples to fit them to be of use in two great events, one, the [Page 61] coming of the World Teacher towards the middle or close of this present century, and the other, the training of them to be of use in the founding of the new sixth sub-race and in the reconstruction of the present world conditions.  (IHS 60-61)

 

and during the next five years the seeds of it may be laid if students rightly apprehend the work to be done.

 

234.     Let us attempt to get our chronology straight. The instruction is given during the last third of 1920. The First World War had just ended. The Second World War was not strongly anticipated—by humanity at least. DK is enjoining students of these instructions to rightly apprehend the work to be done to that they may plant the seeds for the new California School which could begin when the Great Lord begins His “earthly career”. As we see from the reference from IHS 60-61, this might have been as early as the middle of the 20th century.

235.     From all appearances, it would seem that much that was intended has been delayed.

236.     Now it is some ninety years after the instructions were written. Can we begin to lay the seeds for the emergence of the new esoteric schools at this time? Although humanity (and our planet) faces many dire problems, it would seem that we can do so—slowly, cautiously and in all humility.

 

3. There will be one school for the Latin countries, probably in Italy or Southern France, but much depends on the political and educational work of the next ten years.

 

237.     We may expect that the schools here mentioned may express the third ray (and, in the case of France, perhaps the fifth ray).

238.     Later in the text we are told of an advanced school in Italy. Here we are of only one school to be found in either Southern France or Italy. So there is a discrepancy with what is later said.

239.     The list of fourteen schools shows a school for both Southern France and Italy, and, presumably, both of them would be for students in the “Latin countries”. Certainly, students from the Latin countries would need both a preparatory and an advanced school.

240.     Since the advanced school to be founded in Italy is definite (as later text reveals), could DK be telling us that a preparatory school might also be founded in Italy instead of Southern France. This seems to be the only option if we are to understand the idea that there will be “one school for the Latin countries”—i.e., one preparatory school.

241.     Much, as He said, would be dependent on political and educational work undertaken during the next ten years—i.e., in this context 1920-1930. We know that Italy became a Fascist country and thus temporarily aligned itself with the Black Forces. Perhaps this fact would have some bearing on whether two schools would be found in Italy or only one. France, as we know, remained aligned with the Forces of Light even though it was administered by the puppet Vichy government during the greater part of WWII.

 

4. Great Britain.  At one of the magnetised spots in either Scotland or Wales, a branch for occult training will be begun before so very long, which will lay the foundation and embrace the curriculum for the earlier grades.

 

242.     Here again we have a choice of two possible locations. The other choice of two is between Greece and Syria, and possibly, as stated, an ‘either-or’ in relation to Southern France and Italy.

243.     Both Scotland and Wales have associated with them a long mystical/magical tradition. DK suggests this tradition is Atlantean in origin.

244.     Another possible ray-design for preparatory and advanced schools would see the preparatory schools expressing the Rays of Attribute and the advanced schools the Rays of Aspect. This could be a convincing solution in some cases but not in others.

245.     From DK’s mention of “magnetized spots” we might infer that Scotland or Wales would be one of the locations in which talismans have been long ago deliberately planted for future educational use.

 

  After it has been in existence for a few years and has proved the effectiveness of its training,

 

246.     This is one of those instances in which the advanced school is intended to follow the preparatory school in relatively short order. The requirement is, after all, that the preparatory school be in existence “for a few years”. What may be a “few”? Seemingly under ten, but who can judge how the Masters judge time?

247.     Yet there is the caveat that the preparatory school in Scotland or Wales must prove its effectiveness. A few years seems a short time in which to do this.

248.     We find that Master DK is very careful about the manner in which He speaks of time. He does not wish to become too concrete lest rigidity enter into the thinking of those who undertake the preparation of these schools.

 

 and after troubled Ireland has adjusted her internal problems,

 

249.     Ireland was troubled even then. The fourth ray (so often associated with ‘trouble’) is prominent in relation to Ireland.

250.     What is needed in relation to Ireland is the transition from the fourth ray to the second. Ireland is very much (it would seem) along the two-four-six line.

251.     We do notice that “troubled Ireland” has now (in the later twentieth and early twenty-first century) begun to settle down—at least temporarily.

 

a school for the more advanced grades, and for definite preparation for the mysteries will be started in Ireland at one of the magnetised spots there to be found. 

 

252.     Not only is there magnetisation in Wales and Scotland, but most definitely in Ireland. For those familiar with ‘Celtic culture’, this probably comes as no surprise.

253.      The term “magnetism” seems especially related to the two-four-six line of force. DK associates magnetism with the astral rather than etheric body. One thinks in this regard of the association of Great Britain (including Scotland, Wales and Ireland) with the magnetic, highly astral, Atlantean period.

254.     The school started in Ireland will not necessarily be for the maximally advanced grades (as perhaps the school in Egypt is), but for the “more advanced grades”.

255.     We see, however, that “definite preparation for the mysteries” (presumably, the Mysteries of Initiation) will be taught.

 

This school will be very definitely a school where preparation for a major initiation may be taken, and will be under the eye of the Bodhisattva, preparing the pupil for initiation upon the second ray.

 

256.     When DK speaks of major initiations, He usually means the third, fourth or fifth.

257.     Given the ray quality of Ireland and the association of this school with the Bodhisattva, we might infer that the initiation in question would be along the soft line. Perhaps it is the fourth initiation—the initiation for which the Christ (through Jesus) is most renowned.

258.     Whereas other schools might be under the supervision of this Master or that, the advanced school is Ireland will be under the supervision of the Bodhisattva Himself, and so its processes will be tremendously stimulated.

259.     When it comes to ray emphasis, the emphasis of the Irish advanced school is definitely a second ray emphasis.

 

 The first school in Egypt will be for those who take initiation on the first ray in the Occident.

 

260.     This statement is of interest as there will undoubtedly be those in the Orient as well who take initiation on the first ray line. May it be that the school in first ray China will meet their needs?

261.     We note that the school in Egypt is considered the “first school”. It is listed first in order and it expresses the first ray.

262.     When we study the list of schools on LOM 308 (immediately ahead) we could wonder whether the order in which the schools are listed expresses their ray emphasis. This may be so in some cases, but hardly seems likely in others.

263.     Egypt, California and Italy seem plausibly to represent the first, second and third rays, but we then have to deal with the definite second ray emphasis of the Irish school (which is listed fourth in order). The number four is easily associated with Ireland, but the second ray is said to principally characterize the Irish school.

264.     At some point China and Japan must be inserted, but the rays of these two countries are far from similar (China, the first ray soul and third ray personality, and Japan the fourth ray soul and sixth ray personality).

265.     The exact ray emphasis of each school is not easy to determine and no particular pattern of presentation in the instructions seems to elucidate it entirely—though hints are to be discerned.

 

[Page 308]

Those who take initiation on the line of the Mahachohan, or on the third ray, will take it at the advanced occult school in Italy.

 

266.     The Master R. is now the Mahachohan, though at the time these instructions were written He may not have been. In any case His monadic ray is almost certainly the third and hence the ray most associated with the Mahachohan is the third.

267.     Italy’s rays are on the soft line—a sixth ray soul and fourth ray personality, but there must be a good reason why the advanced third ray school should be found there.

268.     One thinks however of certain Renaissance scholars and mathematicians who expressed in Italy. Perhaps they will be involved in the Italian school on the third ray.

269.     Some traditions concerning the upbringing of Master R. (born, so we told, to the Hungarian Rakoczi, family) say that he was sent to Italy and placed under the protection of the Medici family for his early education. Since He is now the Mahachohan this tradition may reveal a significant link between the Mahachohan and the Italian school.

270.     In Italian Renaissance days, when the Medici truly flourished, they were said to have sponsored intensive educational processes in which Hermetic Occultism was studied by the brilliant minds there gathered—and protected by the power of the Medici.

 

 In this way the Occident will have its centre where active instruction may be given according to the three lines of approach, and which will give preparation in the inner mysteries.

 

271.     Three ray methods of instruction are given for the Occident:

a.     First ray—Egypt

b.    Second ray—Ireland

c.     Third ray—Italy.

272.     What of second and third ray instruction in the Orient? This is not clearly suggested.

273.     The “inner mysteries” are mysteries as they begin with the third initiation. We may then consider the ‘outer mysteries’ to relate to the probationary initiations—the first and second initiation.

274.     Perhaps the these premier advanced schools will offer preparation for the third initiation (and, we cannot be sure, even the fourth, as was suggested in relation to the school which the Bodhisattva supervises).

275.     Could it be that the other four advanced schools could be involved in offering preparation for the second degree, as well as the third degree? There is some ambiguity concerning whether preparation for the second degree will be the province of advanced schools or preparatory schools.

 

5. A preparatory occult school will be found, too, in Sweden, for those of the northern and German races who seek the Path, and when it has been extant for some time Russia may then be in a position to house the headquarters for the more advanced school affiliated to the preparatory one in Sweden.

 

276.     We notice an important difference concerning the time interval between the Swedish and Russian school and the interval between the Scotland/Wales and Irish schools. In the latter case, the preparatory school must only have been in successful expression for a “few years”, whereas the Swedish school must have been “extant for some time” before Russia “may” be in a position to house the headquarters of the more advanced school.

277.     There is much of the seventh ray in the Scandinavian countries and those in which Germanic languages are spoken. Further the mental vehicle of these people tends towards the fifth ray. In addition the soul ray of Russia is the seventh. Taken together, we might presume that this pair of schools would have much of the seven ray in their expression and that the fifth could be considered important. The importance of the fifth ray seems likely (though perhaps of secondary importance) especially in relation to the Swedish school for the “northern and German races”.

278.     Finland, with its rich mytho-esoteric tradition of Kalevela is in an interesting position spiritually as it lies geographically between Sweden and Russia. Finnish culture also blends elements of these two bordering countries.

 

 In connection with the Egyptian advanced school will be a preparatory one in Greece or in Syria.

 

279.     We know that there will be much first ray demonstrating through the Egyptian advanced school. It would be hard to conceive of a Greek school demonstrating the first ray but perhaps this could be so for Syria.

280.     We recall that we do not know whether the pairs of schools are also paired in relation to the rays they principally are to demonstrate. It would seem likely and almost necessary, but it is not certain. Further, the idea of complementary rays should be taken into consideration. It is possible that the paired schools could function on complementary rays—the advanced school on a Ray of Aspect and its paired preparatory school on a complementary Ray of Attribute.

 

You have, therefore, the following schools as planned, and must bear in mind that the schools wherein the preparatory work and earlier grades are found will be first in order of time,

 

281.     Although the preparatory schools will be first founded before the advanced schools, we have already seen that in some cases their founding will be close to simultaneous—i.e., separated by only a few years.

282.     Interestingly, in relation to the schools to be found in the United States, the advanced and extensive occult college” to be founded in California is mentioned as one of the first schools to emerge when the Great Lord begins his earthly career, but the time of emergence of the preparatory school in the Middle West of the United States is not given. The ‘feel’ of the matter would suggest that their founding will also be very close in time. Could their founding even be simultaneous?

 

 and are in process of founding now, or will be founded during the period immediately preceding the Coming of the Great Lord.

 

283.     This is a most important statement concerning the preparatory schools. The instructions were written in 1920 and yet we are told that some of the preparatory schools “are in process of founding now”. The founding of yet other schools does not have to wait until the Great Lord actually “comes”, but will occult in the period immediately preceding His Coming.

284.     We, therefore, have four time periods mentioned in various portions of these instructions:

a.                 “Now”

b.                “The period immediately preceding the Coming of the Great Lord”

c.                 The period concurrent with the Coming of the Great Lord.

d.                The period following the Coming of the Great Lord.

285.     We remember that His Coming was expected as early as the middle of the 20th century, or perhaps a bit later, towards the close the century.

286.     Given that the California College was to be one of the first founded after the Great Lord began His earthly career, and that some of the preparatory schools would be founded immediately before His Coming, we can make a case for the early founding of the preparatory school in the United States.

287.     We can also be assured that if some of the new preparatory schools were “in process of founding now” (written 1920) they certainly can be considered “in process of founding now”—some ninety years after the instruction was written.

288.     If this is not the case, then the changes in hierarchical planning during and following WWII must have been drastic indeed.

289.     If in 2025 “the date in all probability will be set for the first stage of the externalisation of the Hierarchy” (EXH 530), we are in a stage immediately preceding that determination. This takes us (we could argue) to a similar point in relation to the initial states of the externalisation of the Hierarchy as the year 1920 stood in relation to the earlier plans of the externalisation of the Hierarchy (and externalization which, from all appearances, was scheduled for the 20th century).

290.     In any case, we may judge it wise to proceed “as if” at least some of the preparatory schools “are in process of founding now”.

291.     This means that although the entiretous fulfillment of the dharma of these schools will have to await the presence in physical incarnation of the Masters of the Wisdom (and especially of those associated with the schools), a beginning can now definitely be made.

 

The founding of others will be definitely the outcome of His work, and that of His Masters, and will depend upon Their decision as to the success of the earlier endeavour.

 

292.     By “the founding of others” is probably meant the founding of the advanced schools, as least certain ones of them—such as the Egyptian and Irish schools. We can see that the founding of the advanced schools (in general) is much dependent upon the presence of the Great Lord and His Masters.

293.     An “earlier endeavor” must however occur, and in relation to that endeavor, members of the present day esoteric community can certainly be involved.

294.     Given the list below, some hypothetical ray proposals may be made:

a.     The pairs cannot easily be shown to express the same ray.

b.    Further, in this fourth round, it may be that not all rays are in full expression.

c.     The ray proposals given will suggest movement from a Ray of Attribute for the preparatory school to a Ray of Aspect (in most cases) for the advanced school.

 

Preparatory Grades                        Advanced School

1. Greece or Syria leading to                   Egypt

 

295.     From the fourth ray to the first. Or from the third ray to the first.

 

2. Middle West, U.S.A.                             California

 

296.     From the sixth ray to the second

 

3. Southern France                          Italy

 

297.     From the fifth ray to the third

 

4. Scotland or Wales                       Ireland

 

298.     From the fourth ray to the second

 

5. Sweden                                       Russia

 

299.     From the seventh ray to the seventh. This would be an exception, but considering the importance of the seventh ray during the coming Aquarian Age and the soul ray of Russia (the seventh) it is a possible prospect.

 

6. New Zealand                                Australia

 

300.     From the seventh ray and second rays to the second.

301.     Rays of Aspect may also be found expressing through some preparatory schools. No hard and fast rule may be laid down.

302.     While we cannot yet ascertain which rays will express through which schools, we can gather some ideas as points of departure.

 

 [Page 309]

There is also planned a preparatory school for the advanced egos of the fourth root-race.

 

303.     No one can think of entering either a preparatory or advanced school unless such an individual is, technically, an “advanced ego”.

304.     One becomes an “advanced ego” in the period preceding the first planetary initiation.

 

 This will be under the Manu of that race and will be situated in Japan, with its most esoteric branch in western China.  This makes the seventh in the group of schools outlined.

 

305.     Did Master DK foresee that Tibet would become part of Western China?

306.     It is not easy to assign rays to this fourth-rootrace school, but a movement from the fourth ray of Japan to the first ray of China is a possibility.

307.     We note that whereas the European and fourth-rootrace Branches of the One Fundamental School of Occultism in Shamballa are included in the enumeration, there are no schools given associated with the Southern Indian School. This cannot be accidental. Time will reveal the reason for this apparent omission. Certainly, there will be schools which convey the teaching of this Branch of the One Fundamental School.

 

It is not purposed as yet to have branches in Southern Africa or Southern America.  Their day is not yet, but comes in the next cycle.

 

308.     What does DK mean by “the next cycle”? He may or may not mean the sixth root race. The future European Branch (or American Branch—since both Master R. and H. are associated with occult developments in America) is particularly associated with the new occult schools of the sixth root race. From the ray perspective it would not be out of place for Southern America (hypothesized as related to the soft-line rays), at least, to be associated with occult growth during the ten million years of the sixth rootrace.

309.     May it be that the growth for Southern Africa will occur in relation to the seventh root race?

310.     Or we could defer the emergence of occult schools in these two locations until the next round? This, however, would seem unlikely, as the identity of continents and countries would likely not survive the change of rounds.

 

Now, I would earnestly call to your attention that the schools will make but small beginnings and will be launched in a way that will appear at first as too unimportant to be noticeable.

 

311.     The Tibetan saves would-be founders from the glamorous error of self-importance.

312.     Small beginnings are possible. Proceeding in relative quiet, they will not attract to themselves the energy of interference, and, thus, they will have a chance of success.

313.     DK seems to make this statement in relation to all the schools—both preparatory and advanced.

 

 A beginning will be made with members of the different occult schools, such as the esoteric sections of the Theosophical movement, and others.

 

314.     Those who are members of the present occult schools will be those who will make the effort to quietly launch the new occult schools/colleges.

315.     It is clear that one need not wait for the presence of a Master to inaugurate such schools.

316.     Students of the AAB books (and all the various present day occult schools which presently study these books) will probably be among those who will attempt to launch these schools.

 

 The work in Britain, America and Australia is already in process of inception, whilst that in Sweden will shortly be on foot.  The others will follow at slightly later dates.

 

317.     DK seems to point to ‘present day’ developments (1920!) which will contribute to the launching of at least the preparatory schools.

318.     We notice, however, that America and Australia also contain advanced schools. In fact, Australia will contain only an advanced school, and so He seems to be saying that work towards the launching of even an advanced school may be pursued in our day and, in fact, is ‘already’ (1920) in process of inception!

319.     This is an important rebuttal to those who will say that one cannot at this time prepare the field for the emergence of the advanced schools. Work to prepare the field for the advanced schools in Australia and America seems entirely possible.

320.     We have seen much Theosophical activity in all the countries listed above. Sweden, for instance, has a strong rather subjective new-schools movement and a well-developed Theosophical line of thought.

321.     Presumably the schools to follow at a slightly later date (and presumably we are speaking mostly of preparatory schools) will be the schools for Greece/Syria, Southern France, New Zealand and Japan. We note the use of the words “slightly later”.

322.     Already in New Zealand, promising developments are in process. We recall that not all that is envisioned may work out in detail exactly as envisioned.

323.     Much we remember depends upon the quality of intuitive response and the ability to seize opportunity when presented.

 

This much of the plan has been permitted publication as an incentive to all of you to study with greater aspiration and to work with more strenuous application.  Each and all has his place in the plan would he but qualify by doing the necessary work.

 

324.     The Tibetan is attempting to inspire us.

325.     For one thing we are to “study with greater aspiration”. For another we are to work with more strenuous application.

326.     There is an important difference between simply studying and studying with aspiration. The intuition is more easily engaged if aspiration is present.

327.     That which is proposed is, indeed, possible, and even, in its broad outlines, inevitable. Each of us can have his place in this inspiring plan if we will but qualify ourselves.

328.     Again, the point to be gathered—we may begin to work now and should not be dissuaded by the inevitable opposition of nay-sayers.

 

 That work should be:—

 

329.     The work we are to undertaken is as follows:

 

An endeavour to recognise the Divine within each one.  In this manner the true occult obedience, which is an essential in all occult training, will be fostered and developed, being not based, as is so oft seen, on personality, but on that instinctive realisation of a Master, and the willing following that comes from the recognition of His powers, the purity of His life and aims, and the profundity of His knowledge.

 

330.     The suggestion is if that we attempt to recognise the Divine within each human being we will be led to the recognition of the Master. Recognizing the Master, we will be inclined to submit ourselves to “true occult obedience”—obedience to the soul and to that which the Master represents through His divine powers, his purity and the profundity of His knowledge.

331.     The closer our contact with the Master, the more able we are to carry forward the program suggested for the founding and development of the new schools of occultism.

 

An endeavour to think in group terms and clearly for oneself, not depending upon the word of others for clarification.

 

332.     We must climb the mountain of vision for ourselves. DK has asked us if we have actually done this.

333.     The curricula of the new schools in both grades (but especially the advanced grades) require the student to think and act in terms of the group. The new esoteric schools are not training grounds for those still limited by individualism.

 

[Page 310]

An endeavour to purify and refine all the bodies and make them more reliable servants.

 

334.     We recall how DK told us that the concrete mind of modern man is outstripping the stabilization and development of his astral and physical bodies. Powerful spiritual energies are now descending and only vehicles of a refined nature can receive, contain and express such energies. Otherwise overstimulation and destruction of vehicular coherence will result.

335.     The requirement to purify is thus of obvious value.

 

An endeavour to equip throughout the mental vehicle and to store within it the facts upon which extended knowledge may be based.

 

336.     The development of the concrete mind is of great value as a basis for its extension into abstract and intuitive thinking.

337.     A balanced approach to mental cultivation is needed; it must be strenuous but not excessive.

338.     Let us tabulate with brevity what DK calls “the necessary work”:

a.     An endeavor to recognize the Divine within each one.

b.    An endeavor to think in group terms and clearly for oneself.

c.     An endeavor to purify and refine the bodies

d.    An endeavor to equip the mental vehicle.

339.     If this work is followed, we will prepare ourselves more rapidly to participate in the founding of the new esoteric schools of the future.

 

If these things are done great will be the day of opportunity.

 

October 2nd, 1920.

 

340.     DK continues to elaborate what is required of us if we would participate in the founding of these schools.

341.     Note below His use of the word “rigid”. It can be compared to His use of the word “strain” as in, “strain every nerve”. His is not a moderate or compromising approach to achievement.

 

In the rigid disciplining of yourself comes eventual perfection.  To the disciple nought is too small to undertake, for in the rigid adjustment of the details of the lower world life comes, at the end, attainment of the goal.

 

342.     The attitude required is a wilful one. The lunar lords are not allowed to control. Circumstances cannot be allowed to dictate policy. Rather, the will controls circumstances and in the most minute detail.

343.     The attitude is also one of humility. When the disciple achieves the necessary “adjusted sense of right proportion”, then even relatively small endeavors are not considered insignificant simply because they are apparently small. As Master Morya has stated, the tiniest grain of sand can stop the largest wheel.

344.     So our work in preparation for the schools of the future entails rigid disciplining and rigid adjustment of detail to the willed objective.

 

  The life of the disciple becomes not easier as the Gate is neared, but ever the watch must be more thorough, ever right action must be taken with no regard to result, and ever each body in all its aggregate of detail must be wrestled with and subjugated.

 

345.     The requirements sound strenuous. This is wholesome. Modern students of esotericism often delude themselves by thinking that it is relatively easy to tread the Path.

346.     Not only are the requirements strenuous but they are exacting. No lack of adjustment can be overlooked or deemed inconsequential.

 

 Only in the thorough comprehension of the axiom "Know thyself" will come that understanding that enables man to wield the law and know the inner working of the system from the centre to the periphery.

 

347.     We might say that the curricula of the future schools of occultism are very much aimed at fulfilling this ancient Delphic Injunction—“Know Thyself”.

348.     The preparatory schools confer microcosmic Self-knowledge. The advanced schools widen and deepen the concept of the Self. Through identification, the applicant to the portal of initiation realizes that he is the larger whole.

 

 Struggle, strive, discipline, and rejoicingly serve with no reward save the misunderstanding and the abuse of those who follow after—this is the role of the disciple.

 

349.     This is a fine mantram and should be memorized by all those who seek to labor on behalf of humanity and the Great Ones.

350.     Such abuse seems almost inevitable. There is no use complaining about it. Those who depart from the fourth kingdom and enter the fifth must expect to be treated in this manner. “He was despised and rejected among men.”

 

Today we will deal with our third point.

 

3. The Location, personnel, and building of the occult school.

 

Here at the outset I would remind you that much which might be said by me on this matter must remain unsaid for lack of the ability to comprehend.

 

351.     Rather than confuse us, the Tibetan will leave unsaid what He otherwise might say were our comprehension adequate for the correct reception of His thoughts.

 

 I might lay down certain approximate rules, and make certain fundamental suggestions that may find their place in the [Page 311] final working out.  I can lay down no rule that must be kept.  Such is not the occult law.

 

352.     Suggestions are offered but the students who will engage in the founding of the future occult schools cannot be shackled to rigid rules.

353.     Occult law always respects the free will of those who are intended to follow the law.

 

 In the establishment of these occult schools in their two divisions, preparatory and advanced, in the different designated centres under one of the four branches of the one fundamental School of Occultism, the work will begin in an inconspicuous manner, and those pupils and advanced egos whose work it is to make the necessary beginning must find out for themselves the method, place and manner.  

 

354.     This is a summary paragraph which offers an invitation.

355.     Do we number ourselves among “those advanced egos whose work it is to make the necessary beginning”? Do we respond to the idea that, if we are those whose dharma it is to begin, it will be necessary for us to find out for ourselves “the method, place and manner”?

356.     It is clear that much experimentation will be required even when the intuition has been contacted and the will-to-serve is adequately present.

357.     It is also clear that the Masters are not the Ones who start the schools—at least not on the physical plane.

 

All must be wrought out in the furnace of endeavour and experiment, and the price paid will be high, but only that which is thus wrought out provides the residue or nucleus upon which the further work may be based.  

 

358.     We have been told that mistakes will be made. This is inevitable given such a large undertaking meant to span centuries in its development.

359.     Sacrifice ensures the strength of that which has been prepared. DK seeks the creation of a solid nucleus upon which further work can be based.

360.     The cost will be distinctive in each case and one can be assured that much that the personality holds dear will be relinquished so that the goal may be achieved.

361.     Above all, let those who would seek to prepare the field realize that they are submitting themselves to a “test of time”. The proposed project will take centuries to mature. More than one life will have to be given to ensuring the correct development of the future schools of occultism.

362.     Let all who would undertake this work take note of the cost.

 

Mistakes matter not; nought but the fleeting personalities suffer.

 

363.     Workers in this field must work as souls. From the soul perspective, personalities are fleeting entities—instruments rather than ends in themselves.

 

  What does matter is lack of aspiration, inability to attempt, and incapacity to learn the lesson that failure teaches.

 

364.     We question ourselves: Are we equipped with sufficient aspiration, sufficient initiative, and with the ability to learn from our mistakes?

365.     Perhaps we should focus on the phrase “inability to attempt”. We are sailing on uncharted waters. We are creating paths through the wilderness. We are attempting what many will call “impossible”. In the face of these odds, will we nevertheless make the attempt? Much of our usefulness will depend upon our answer. Further, the manifestation of that which the Masters propose will also rest upon the answer (collectively considered).

 

 When failures are regarded as valuable lessons, when a mistake is deemed but a warning signal that averts from disaster, and when no time is ever lost by a disciple in vain despair and useless self depreciation, then the watching Teachers of the race know that the work the Ego seeks to do through each expression on the lower plane goes forward as desired, and that success must inevitably eventuate.

 

366.     We have been given the correct way to face mistakes and failure.

367.     To learn valuable lessons from failures, to heed the warnings of mistakes made, to avoid lamentations and despair over our mistakes and failures—these require a strong measure of decentralization. A self-centered personality will not respond correctly.

368.     So let us attempt to see the larger picture and to stand back from our personality vicissitudes. Success will be ours if we persist intelligently, with a loving heart and a determination to follow that which the spiritual will reveals.

 

 We will here take each detail of our subject, as enumerated above, by itself.

 

369.     It becomes clear that Master DK expects His books to last far into the future—a time when the work for the real occult schools can be undertaken with anticipation of full success.

 

The Location.  This is a matter of very real importance but differs according to the need of finding a situation whereon to found a preparatory or an advanced school.

 

370.     Each school will have its own requirements and, in general, the requirements for preparatory schools differ from those of the advanced schools.

 

 Generally speaking (for national requirements vary much), the school for the preparatory work will be situated within reasonable distance of some big centre or city, whilst the school for the advanced grades will be more isolated, and not so easily accessible.

 

371.     In the matter of location, this is the major difference between preparatory and advanced schools.

372.     The life led in the preparatory school is more recognizably “normal” than that led in the advanced school.

373.     A big centre or city offers many educational and cultural possibilities which are important for the development of the kinds of students who seek spiritual development in the preparatory schools.

374.     Of course—and we will return to this point—the incredibly rapid development of the telecommunications network and of the Internet (perhaps unforeseen even by Master DK in 1920) has introduced entirely new possibilities for access to all manner of information and to cultural events.

375.     As we look at the requirements for each type of school, we will use the color green (third ray) for the preparatory schools and blue (second ray) for the advanced schools.

 

Let us look into this for a moment.  One of the fundamental things that the novitiate has to learn is to find his [Page 312] centre within himself, independent of surrounding circumstances, and preferably in spite of surrounding circumstances.  The centre must be found to a considerable degree before he can pass on to the more advanced grades and work in the second school.

 

376.     The novice has to learn to find and sustain his center in the midst of relatively normal life. Premature isolation will not foster this strengthening of a sense of center.

377.     Each student of occultism must find that ‘place of interior resort’ which is his soul nature. This centered attitude must be sustainable despite all manner of apparent interruptions