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.
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 world—perhaps
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
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
41.
Is there any significance to the order in which
these countries are listed? The first listing is alphabetical, except for
42.
It is also interesting to consider which countries
are not mentioned.
Some of them are significant centers of population.
Where is
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.
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.
[Page 302]
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
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 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
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
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
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
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
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
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
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
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
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
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
183.
These instructions were written in 1920.
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
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
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.
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
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.
2.
3.
And even these exceptions might be
considered only one, the case of
205.
Even though
206.
Significant facts emerge. Both
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
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
1.
218.
The “inner grades” suggest the ranks within the Spiritual Hierarchy
of our Planet.
219.
The rays reasonably associated with
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.
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.
2. The
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
226.
We note the particular way in which the advanced school in
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
229.
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
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
238.
Later in the text we are told of an advanced school in
239.
The list of fourteen schools shows a school for both Southern France and
240.
Since the advanced school to be founded in
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
4.
242.
Here again we have a choice of two possible locations. The other
choice of two is between
243.
Both
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
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
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
249.
250.
What is needed in relation to
251.
We do notice that “troubled
a school for the more
advanced grades, and for definite preparation for the mysteries will be started
in
252.
Not only is there magnetisation in
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
254.
The school started in
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
258.
Whereas other schools might be under the supervision of this Master
or that, the advanced school is
259.
When it comes to ray emphasis, the emphasis of the Irish advanced
school is definitely a second ray emphasis.
The first school in
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
261.
We note that the school in
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.
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
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.
268.
One thinks however of certain Renaissance scholars and
mathematicians who expressed in
269.
Some traditions concerning the upbringing of Master R. (born, so we
told, to the Hungarian Rakoczi, family) say that he was sent to
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—
b.
Second ray—
c.
Third ray—
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
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
278.
In connection with the Egyptian advanced
school will be a preparatory one in
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
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
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.
295.
From the fourth ray to the first. Or from the third ray to the
first.
2.
296.
From the sixth ray to the second
3. Southern France
297.
From the fifth ray to the third
4.
298.
From the fourth ray to the second
5.
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
6.
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
305.
Did Master DK foresee that
306.
It is not easy to assign rays to this fourth-rootrace school, but a
movement from the fourth ray of
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
It is not purposed as yet to have
branches in Southern Africa or
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
309.
May it be that the growth for
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
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
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
320.
We have seen much Theosophical activity in all the countries listed
above.
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,
322.
Already in
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.
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