References compiled from the Agni Yoga Series
People love mystery, and the realm of spiritual study would bring them to many a closed door. Why then do people avoid what is unknown to them? Because in school they were always instructed to act like everyone else.
Direct the spirit into the unknown! Such striving will bring about new ways of thinking.
Agni Yoga, 294.
164. I reveal to you the vast school of life.
By measuring the ways of the world can you gain wisdom.
Falter not in your pure striving and I will lead you
on the path of the chosen ones.
Weaken not nor tarry in your striving.
172. There is an inner meaning in all things.
On your mission point out that neither the cares of the
house nor want have kept you from the path
to Us.
They will make excuses to you that poverty and
children impede their way.
But children are flowers of the earth
and poverty is the gift of purification.
They will say to you,
“It is easy to serve God when you are rich.”
But you, too, have known want.
They will say to you,
“You are fortunate to have friends and helpers.”
But you, too, have lived among hearts of stone.
Useless is the leader who is not wise in battle.
Directing your steps toward the heights,
I am arming you for life’s struggles.
In giving you a Teaching for tomorrow, I prepare you
for a new life.
Avoid the dead in spirit — helpers come in growing
numbers.
Not a miracle but a tempered blade is your life.
On the way to the Temple you must endure much dust
and dirt on the path.
Even a beggar’s joy is great at sight of the sun.
I am with you.
180. In the schools of the future the ways of spiritual
growth will be taught by those who have gained
full ascent.
My chosen ones will bring My simple Word of what
must be rendered to the great nation.
And personal love, national love, and universal love
will offer praise and sacrifice
to the Creator of Love.
We send Our Help and Blessing.
283. Be alert for the opportunity to listen.
The Great Silence envelops the hearkening ear —
Amidst noise it is invulnerable.
And amidst the battle its presence is ever more astounding.
The open ear turns away from the earthly plane.
What is unattainable today comes with ease tomorrow.
The difficulties of the path are caused by one’s
earth-bound habits.
Therefore guard the children from such habits.
Like fungus that spreads upon the walls of a house,
must they be destroyed.
A plague of beetles swarms in the corners,
poisoning the walls.
Darkness has chained humanity, but the sword’s flash
shall cleave obscurity asunder.
Light shall prevail!
293. Is justice difficult?
A child measures justice better than a judge.
Wherefore can only the aged and the children be the
arbiters of the earth?
Human judgment blunders.
Laws obstruct the entrance.
Learn to judge in the open, beneath the stars.
Learn to measure distances with closed eye.
To see the light with closed eye
is granted to each one;
But laziness, ingratitude, ignorance, and brutality
are astride your backs.
Blind travelers, how will you attain the justice
of children?
Wash away the dust of habit.
375. When clouds overcast the sky
and lightning flashes,
Is it not better to remain within the walls of the house?
Though rain penetrate the shutter,
Still there will be no danger.
If you would know — you will learn it from the
experience of action, and the experience of silence.
When I say act, exhaust all the resources of action.
When I say silence, seek all the means of silence.
But if the experience of action is lengthy,
the experience of silence is brief.
Therefore act through silence.
But if you desire to display the force of action,
Gather the children — those of the future.
And in action with children you will not be ensnared
in the prepared traps.
Short is the time and you know the dates.
I said it.
378. You should gaze only into the future.
And so it is necessary to turn to the children.
Only in them is the lawful beginning of the work.
Revealing the new path, only in children
will you find the power of trust.
421. Let those who do not know fill space
with cries and supplications for help.
Those who have reached understanding
will assist events.
Often the hand is outstretched,
But the blind try to reject it.
Therefore, to suppress the conception of children
is worse than murder.
It is not right to pile up an accumulation
of personal desires.
Before the coming of the guest
it is better to ventilate the house, and in quiet,
repeating a prayer, to direct one’s eyes to beauty.
Not necessary are countless fantasies and plans;
The spirit proceeds freely.
Earth’s burden must be lifted.
Layers of effluvia enwrap every cradle.
Blessed is the mother who draws open the curtain
to let in the light, and who offers the first blossom.
In quiet, in beauty, and with a smile,
Await those new ones seeking entry into the world.
II:IV:2. Just as We watch over you, so do We watch the development of children throughout the world from the cradle on, weighing their best thoughts. Of course, spirit does not often reach its best development, and the number of deserting ones is great, but We rejoice at a pure thought as at a beautiful garden. Therefore, do not be astonished that the Great Teacher repeats simple sentences, because by fixing these thoughts We sometimes provide opportunity for an excellent flower of spirit to become stronger. Therefore, along with great cosmic discoveries and world events, We just as carefully cultivate the flowers of the spirit. Thus diversified is the labor of Our Brotherhood.
There is thought which leads inwardly, leaving the surface of the spirit unruffled, and there is also thought which flies into space as a projectile carrying an explosive charge. A ray accompanies the flying bullet. Every spirit knows when thought flies like a boomerang. It is especially desirable that the thought be tinted by one’s own color. But it is only opened nerve centers that do not give color to the thought leaving it enwrapped in the color of the person; and then true individuality has begun. Instead of the thought’s being colored by its contents, the whole sending is permeated by the color of the individuality. Thus is the ray physically formed.
The rainbow is the best sign; each allusion to a rainbow indicates the development of the third eye.
II:IV:10. With profound symbolism, Christ pointed to the children. Just as simply let us approach the Gates of the Great Knowledge. True, We compose complicated and exact formulae, but the method of discovery lies in the spiritual consciousness. Precisely in this consciousness We find the means to add new spheres of the worlds accessible to thinking, extending the boundary of thinking. The consciousness thus merges into a bottomless ocean, as it were, embracing new spheres. Thus great and powerful is the creation of Cosmos.
II:V:19. You will inevitably encounter a certain kind of people who fly into a rage at the mention of the Teachers. They are ready to trust in any despicable stock market speculation, they are ready to believe in any swindle, but the idea of the General Welfare is inadmissible to them.
Look intently into the pupil of the eye of these people. Therein you will find an evasive shadow, and they cannot long endure your gaze. These are hidden dugpas. Often they are more dangerous than their more obvious colleagues.
Even if a purse of money is sent to them, they will recall a non-existent debtor. If they are saved from ruin, their gratitude will go to the police. Even if one should bring these seemingly well-intentioned people to the very boundary of Our Abode they will declare that what is seen is a mirage. It might be thought that this is due to ignorance, but the reason is far worse.
Beware of them! Chiefly, protect the children. They are the cause of many children’s ailments. They find access into the schools. For them historical fact and the law of knowledge are non-existent. Upon encountering sickly children inquire about the quality of their teachers.
Just now, when an important time is drawing near, it is necessary to disinfect as many children as possible; they will be the ones to think about the cities of the future. They must be given a truthful book about the saintly heroes of the Common Good, but this book has not yet been written. Fallacious are children’s books, spurious their playthings, false the smiles of their tutors. Amidst constant falsification is it possible to expect truthfulness?
I advise to devote time to the children. Let them carry stones and timbers for their city.
I have spoken about secret dugpas for your information; but for yourselves you need pay no attention to them, as to every striving worker they are mere dust.
But if you show children Our Domicile, they will joyously walk through all the laboratories and observatories. Our prismatic mirrors will give them unforgettable joy; because they love everything real, and We Ourselves strive for Truth.
Give the children only real, true objects!
III:V:17. Upon assembling the pupils, consider what to begin with. The usual mistake is to begin with the alphabet, disregarding the nature of the student. It is Our rule to give, along with the primary propositions, fragments of the highest possibilities.
Likewise, there must not be forgotten the favorite game of Buddha with His disciples in moments of relaxation, wherein the Teacher threw into space a single word upon which the disciples constructed an entire thought. There is no wiser test of the state of consciousness.
Picture it this way: The Teacher says, “Death,” having in mind the death of vulgarity. Yet a disciple may exclaim, “Death to the poor!” Like guide-posts, such single words can weave a complete design of the spirit, and according to this pattern one can see what sort of fires are burning.
Such a case gives occasion to say, “Your consciousness desired death to the poor; therefore the riches directed to you have departed.” Along with this primitive law one can launch a spark about the evolution of distant worlds. The comparison of the evolution of worlds with a small everyday matter can produce an enlightening stroke.
It is most difficult when a student wishes to cultivate the spirit by means of methodology. He may open a business for glossy paper advertisements, and sit, tapping with his pencil, enumerating the slogans not yet used.
We are not organizers of funeral processions or of zoological gardens. You who wish to follow Us, walk as fully and luminously imbued as irresistible life itself; and love every expansion of consciousness, because this is the primary aim.
One can forgive everything, but mouldiness of consciousness is worse than the decomposition of a corpse.
47. In schools respect must be taught for the pronouncement of a concept. Of course parrots can senselessly project into space concepts often of great significance. But people must understand that the word is the pedal of thought — that each word is a thunder-bearing arrow.
Loss of the true significance of concepts has contributed much to contemporary savagery. People strew pearls about like sand. Verily, it is time to replace many definitions.
102. It is necessary to guide the education of a people from the initial instruction of children, from as early an age as possible. The earlier, the better. You may be sure that overfatigue of the brain occurs only from awkwardness. The mother approaching the cradle of her child utters the first formula of instruction: “You can do everything.” Prohibitions are not needed; even the harmful should not be prohibited. It is better instead to turn the attention simply to the more useful and the more attractive. That tutorage will be best which can enhance the attractiveness of the good. Besides, it is not necessary to mutilate beautiful Images for the sake of an imagined childish non-understanding; do not humiliate the children. Firmly remember that true science is always appealing, brief, precise and beautiful. It is necessary that families possess at least an embryo of understanding of education. After the age of seven years much has been already lost. Usually after the age of three years the organism is full of receptivity. During the first step the hand of the guide must already turn the attention to, and indicate, the far-off worlds. Infinity must be sensed by the young eye. Precisely, the eye must become accustomed to admitting Infinity.
It is also necessary that the word express the precise thought. One must expel falsehood, coarseness and mockery. Treason, even in embryo, is inadmissible. Work “as grown-ups” is to be encouraged. After its third year the consciousness easily grasps the idea of the community. What a mistake to think that one must give a child its own things! A child can easily understand that things may be held in common.
The assertion “I can do anything” is not idle boasting but only the realization of an apparatus. The most wretched being can find the current to Infinity; for each labor, of quality, opens the locks.
103. The schools must be a stronghold of learning in all fullness. Each school, from the very primary up to the highest institution, must be a living link among all schools. Study must be continued during one’s entire life. Applied knowledge must be taught, without breaking away from historic and philosophic science. The art of thinking must be developed in each worker. Only then will he grasp the joy of perfectionment and know how to make use of his leisure.
104. Each school must be a complete educational unit. In the schools there must be a useful museum in which the pupils themselves take part. There must be a cooperative, and the pupils must also be taught such cooperation. All phases of art must be included. Without the paths of beauty there can be no education.
105. The study period will be a most agreeable hour when the teacher justly appraises the aptitudes of the pupils. Only discernment of capabilities makes for a just relationship toward the future workers. Often the students themselves do not understand their destination. The teacher, as a friend, prepares them in the best direction. No compulsion is applicable in schools. Only persuasion can be suitable for stimulating learning. More experiments, more discourses — what a joy there is in the application of one’s forces. Little ones love the work of the “grown-ups.”
106. When the family does not know how, let the school teach cleanliness in all ways of life. Dirt comes not from poverty but from ignorance. Cleanliness in life is the gateway to purity of the heart. Who then is unwilling that people be pure? One should equip schools in such a way that they will be conservatories for the adornment of life. Each object can be considered from the standpoint of love. Each thing must be made a participant in the happy life. Cooperation will help to find a way for each household. Where one person alone does not find the solution, there the community will be of assistance. Not prizefighters but creators will be the pride of the country.
107. The school must not only instill a love for the book but teach how to read — and the latter is not easier than the former. It is necessary to know how to concentrate thought in order to penetrate into a book. Not the eye but the brain and the heart do the reading. The book does not occupy a place of honor in many homes. It is the duty of the community to affirm the book as a friend of the home. The cooperative, first of all, has a book-shelf whose contents are very extensive. There will be accounts of the treasures of the motherland and of her links with the world. The heroes, the creators and the toilers will be revealed; and the concepts of honor, duty, and obligation to one’s neighbor, as well as mercy will be affirmed. There will be many examples prompting learning and discoveries.
108. The school will teach respect for useful inventions, but will warn against a machine slavery. All forms of slavery will be destroyed as signs of darkness. The teacher will be a guiding tutor — a friend who points out a shorter and better path. Not the process of compulsion, but the smile of summons. But, if into the schools of life treason will have seeped, then the severest judgment will put an end to such madness.
109. The schools will determine where is laziness, where an unusual structure of character, where madness and where the necessary understanding.
110. Among the school subjects let there be taught the fundamentals of astronomy, but let it be presented as the gateway to the far-off worlds. Thus schools will stimulate the first thoughts about life in the far-off worlds. Space will become alive, astrochemistry and rays will round out the presentation of the magnitude of the Universe. Young hearts will feel not as ants upon the earth’s crust, but as bearers of spirit responsible for the planet. Let us fix our attention on schools, for from them will issue the affirmation of cooperation. There will be no construction without cooperation. There will be no security of state and union while outworn egoism holds sway.
114. People study the life of bees, of ants, of monkeys, and they are amazed at migratory birds, at their order and precision of course; yet from all this they draw no deductions for the betterment of earthly life. Natural history must be taught in schools as completely and attractively as possible. By examples from the vegetable and animal kingdoms one should give to understand what treasures are contained in man. If the comparatively lower organisms sense the fundamentals of existence, then so much more must man apply his efforts for a successful improvement. Many valuable indications are revealed everywhere. From the very first lessons let pupils rejoice at the wonders of life. Likewise let them apprehend how to make use of flights and of clairaudience. Thus, clairaudience will be a natural condition. Likewise the Subtle World will be studied, along with subtle energies. There will be no dividing line between physical and metaphysical, for all exists — which means that everything is perceptible and cognizable. And so, superstitions and prejudices will be shattered.
115. No one dares to stand up against the school, but few there are who think about its improvement. School programs are not looked over for years at a time, and meanwhile discoveries are on the march. New data are rushing in from all sides: the air spheres and the depths of the oceans and the mountain treasuries all relate wonderful facts about themselves. Haste is needed, else excavations will alter the data of conventionalized history. In the new schools prohibitions must be removed, in order that pupils may see reality—which is wonderful if truthfully revealed. Broad is the field of mental competition!
116. Shield children from everything false; guard them against worthless music; protect them from obscenity; protect them from false competitions; protect them from affirmation of selfhood. The more so, since it is necessary to inculcate a love for incessant learning. The muscles must not gain the upper hand over mind and heart. What sort of heart takes a liking to blows of the fist?
117. It is absurd to think that perspiration is only a physical manifestation. During mental work a particular emanation valuable for the saturation of space issues forth. If bodily perspiration can fertilize the earth, then that of the spirit restores prana by being chemically transformed in the rays of the Sun. Labor is the crown of Light. It is necessary that school pupils remember the significance of labor as a factor of world-creation. As a result of labor there will be steadfastness of consciousness. It is necessary to emphasize strongly the atmosphere of work.
118. It may be asked, “What signs in a teacher should be valued?” You already know about the quality of action, and thus can apply new methods in action. One should prefer that teacher who proceeds in a new way. Each word of his, each act of his, bears the stamp of unforgettable innovation. This distinction creates a magnetic power. Not an imitator, not a commentator, but a powerful miner of new ores. One should take as a basis the call of innovation. The time has come when it is possible to go only forward. Let us preserve the call of the will in an incessant run and not linger over the precipice.
One must tell the builders of life to find new words, forged by new necessity. Realization of the newness of each hour will provide the impulse.
Point out to friends what happiness it is to be eternally new. And each electron of the New World will give new power. Apprehend the power of the new call. You can apply it in the life of every day. You know well enough that My words are for application.
122. It is necessary to indicate the quality of knowledge required. Knowledge must be untrammeled. Each conditioned, shackled science causes irreparable damage. The free combination of elements will result in unprecedented new attainments.
Who can dictate to the chemist that he employ only one group of elements? Who can force the historian and the philosopher not to touch historical facts? Who can order the artist to use only one color? To knowledge all is disclosed.
The only key to preeminence in the domains of knowledge will be greater convincingness and attractiveness. If you wish to attract with your knowledge, make it attractive — so attractive that the books of yesterday appear as dried leaves. The victory of convincingness liberates from intolerable prohibitions.
Most of all, take care to expel prohibitions from the lives of pupils. For the community dwellers this is particularly easy, because their book can be especially inspiring and attractive. Indeed, a clerk’s account of the community is intolerable. The contemptible pedant thrusts away each one who does not prove to have an untalented, cold attitude toward beauty. Around the community there must be an inspirational quality.
Plants reach out toward the light — this law of primary consciousness is immutable. Proceed by the path of immutability and build life! There is nothing abstract, and life absorbs each thought. Therefore be realists of true reality.
157. When We dispatch a messenger We wish him success in encountering the dragon. Indeed, this is no harmless, betailed, pre-glacial dragon, but the cruel human egoism, reaching the point of the dangerous paroxysms called terror or frenzy of egoism. Where do these dragons nest? It is affirmed that the most evil nests will be in luxurious palaces, or behind the counter of the money-changer, or in the merchant’s shop. But I am likely rather to find a harmless money-changer and an honest merchant than to pierce the armor of negation and non-admittance. The denier is not only prepared to defend his own ignorance, he dreams of surrounding all humanity with a wall of terror.
Where then is the primary cause of the frenzy of egoism? Man, sowing terror, is himself senselessly fearful. In the denier sits not only ignorance but also a base fear. Tell children the symptoms by which to recognize the nest of egoism. They must understand that the egoist first of all admits nothing, whereas the seeker of the Common Good sets as his first task the absorption of possibilities.
Our messenger has but to proclaim any elementary truth to be suspected of some sort of machinations of the Community. He may pronounce, “Energy and light,” apparently the simplest of concepts, but the city-dweller already senses some attempt against his comfort. The city-dweller is so accustomed to considering himself something dense and dark that he does not admit that he could prove to be a source of physical light. But even children are not astonished if an electric spark emanates from them.
It is essential to examine the programs of schools and to strengthen the line of authentic knowledge. Superstition drives people into the crevices of terror. This straightening out of school thinking must be attended to immediately, otherwise one more generation of brainless ones will disgrace the planet. Natural science must be augmented in cognition of the significance of this term. Biology, astrophysics, chemistry, will attract the attention of the youngest child’s brain.
Allow children opportunity to think!
178. Let us recall the qualities absolutely inadmissible in the community; ignorance, fear, falsehood, hypocrisy, cupidity, usurpation, drunkenness, smoking, and obscenity. Someone may say, “Do you wish to collect angels?” We then shall ask, “Are all those on earth liars or drunkards? We know many who are courageous and sincere.” Again they will say, “The requirements are too high.” We shall reply, “Can it be that you have only foul-talkers and self-seekers? All these requirements are frightening only for the lowest citizen, who hides his wealth under his threshold. In the Himalayas, We have long ago found people to whom the above stipulations are no bugbear.”
I advise to observe the community members. If someone cannot contain all the conditions, let him be deprived of all possibilities of cooperation. Let him act as a beast until he feels drawn toward humankind.
As long as the consciousness has not accepted the community, the smallest thing seems insurmountable. It is possible to renounce every weakness if the task of the future is clear. Think about being annexed to the future and fear of the present will dissolve. Do not take what has been said as a pompous phrase, but, masons, square up your stony hearts. After the heart the brain petrifies.
Can one doubt that you would want to conquer your defects? For a beginning, do not lie, be not afraid, and learn each day. It is not necessary to repeat this to community members, but there can be pseudo-members, and these must be isolated as if infected with syphilis.
I wish that My counsels might reach the schools. I wish that children might remember the Friends who have dedicated themselves to the Community of the World.
190. One may ask how to know a newcomer. Indeed not by words. Better take the old method of the East — by the eyes, the gait, and the voice. Eyes cannot deceive, and though gait and voice can indeed conceal the truth through a particular skill, the combination of all three is unmistakable.
Can people naively think that they are able to conceal falsehood merely by arrogant words? Words are not worth a nod of the head. Flight reveals the species of birds. The bird of prey reveals itself from afar. The cry of the eagle does not resemble the nightingale’s song.
What then to do, when some people insist that all Hindus look alike — that it is impossible to distinguish Chinese, Mongols, and Arabs, one from another! Is it possible to trust these people to distinguish the differences in eyes and walk? For them all people walk on two legs and all stare.
Lack of analysis can offend the most patient guide. Many cannot even determine the occupation of a person by peculiarities of his dwelling. The lack of observation is striking. People are unable to notice objects which threaten the crowns of their heads. They cannot enumerate ten objects about them. They cannot point out the simplest details of their surroundings. For them everything is nothing — nil, naught and nowhere. This is not even a degree of indifference, but is the stupidity of ignorance. Walk away from such bipeds!
One should develop observation in children from the earliest days. Indeed, the consciousness of children is alive from the first hour, but not for those to whom all Hindus look alike.
Power of observation, or rather keen-sightedness, is the beginning of the eagle eye, about which you have long known. To hear about keen-sightedness for some already means to foresee, and to foresee means to perceive the path of the world toward community.
207. Do not encourage cosmogonic discussions until the consciousness is affirmed. Follow goalfitness of instruction in schools. Provide the hastening ones with opportunity for speediest advancement. If a lively ship must reduce sail in order to even up a formation, will this not be a killing of possibilities? Do you know how the harmony in the ship’s sailing effort has been created? And has it not been constructed for resisting the utmost peril? How to make use of it for conveying frozen vegetables? Always preserve a possibility of responsible advancement. From the first year of school let not slow pace be a handicap for rapid pace. Let the teacher keenly discern those able to proceed swiftly. It is not necessary to praise them, but one should clear the path for them. One should create intermediate courses; the fleet ones can run up these steps. Do not conceal difficulties from them. For a certain type of consciousness every movement leading to achievement is already a light and a joy.
The teacher must also be depended upon to determine quickly the direction of thinking of a pupil, because erroneous equipping is a heavy offense and by it the best workers may be lost. Each inflexible program is a corpse which is intolerable under the sun of knowledge. It is necessary as quickly as possible to stabilize the school by examining the consciousness of the teacher. Create for him a better situation in order to repose in him a responsibility for the consciousness of the community workers.
It will be inexcusable if schools of the future, like those in which recent generations have been maimed, are reminiscent of the stockyards. Fanaticism and forbiddances are replaced by possibilities.
Introduce the study of handicrafts, allow freedom of choice, and demand quality of work. For this every teacher must understand the meaning of quality.
229. Firmness, calmness, resourcefulness, quickness — thus inquire of each one professing devotion to the community. Yet calmness may appear during sleep, firmness in inaction, resourcefulness at mealtime, and quickness in the obtaining of money.
Testing is applied continually in the community. The newest forms of life are not excluded from testing. You know that We are opposed to school tests announced beforehand. Likewise We are against announcing in advance the testing periods. These superficial acquisitions of knowledge and hypocritical lines of conduct do not hasten but delay development. I do not recall any outstanding public figure whose training was subjected to these hypocritical conditions.
Begin to build the community as a home of knowledge and beauty. There will be no conventional measuring sticks in this house. Each one will strive to know and to express his knowledge. Only unceasing cognition will be of assistance, only saturated labor will prevent from turning back into dark corners. But we wait for those who strive to abandon the old life. There is nothing worse than to bring along dried up crumbs. Such crumbs take away joy.
The new structure must stand apart from dwelling houses, so that everyday functions do not touch the building where the future of humanity is being forged. We agree that community members do not set great store on life; thus they confirm the continuity of existence. But the quality of consciousness must be intensified by the solicitude of the community members. One is obliged to reiterate about consciousness, for people have not been accustomed to sense it.
Sentimentality is often taken for compassion, anger for indignation, and self-preservation for courage.
It must be understood how acutely necessary it is to purify one’s concepts not in thought alone but in action.
255. Do not keep up discussions with the ignorant. Maintain obvious silence if you become aware of irresponsibility in your interlocutor. Affirm your own knowledge with silence. Let not other people becloud your view. Teach your young friends to keep silent where there is no bridge to one’s consciousness. Teach them to brandish the sword only once, if an arrow of insult is let fly.
271. The cooperative is not a shop but a cultural institution. There may be also trade within it, but its basis must be one of enlightenment. Only along such lines is it possible to apply cooperation to the new life. Such unity is not easy: people have been accustomed to combining commerce with cupidity. Such an error is difficult to eradicate. But undeferrably, by way of school education, should the significance of healthy exchange be brought out. Earning money is not greediness. To receive wages for work is not a crime. One can see that labor is the one just value. Thus, without agitations and confusion it is possible to expound everything under the banner of Enlightenment and Peace.
274. Can there be in the community associations of women, men, and children? Assuredly there can. True associations can be formed following many categories—of age, sex, occupation, and of thought. It is necessary that such branches grow healthy; and not only should they not impede the strivings of people, but they should help each other—and this assistance should be voluntary. One should contribute to the success of each sensible act of unification. Indeed, when cooperations are of varied nature, then blossoming becomes especially possible. We do not put on shackles, but broaden the horizon. Let children take up the most introspective problems. Let women carry aloft the ordained Banner. Let men give Us joy by constructing the City. Thus, above the transitory will stand out the signs of Eternity.
68. Let children describe their ideas of the New Country. In this way we can observe how the unseen is made manifest. Inspire in the children the impulse to realize their dreams. This is the best task that we can offer them. Afterwards, let them describe a common piece of granite. That will be a test of their resourcefulness. Perhaps the stone will give them an idea of the strongholds of the far-off worlds. Out of the ordinary one can evoke the sparks of beauty.
248. The ability to penetrate to the real meaning of words lies in the receptivity of the inner center, not in analyzing the structure of speech. Submit the simplest idea to a thousand people for discussion, and you might receive only one correct interpretation. One should train oneself to a true understanding of speech. Yoga will aid in approaching the true understanding of thought. The understanding of different languages originates from the receptivity of one center — the larynx.
It is useful to read to children in the schools some texts in unfamiliar languages, observing how an unknown tongue is grasped. The hand easily adapts itself to familiar objects. The consciousness will easily grasp sounds familiar from the past. How many useful observations could be readily made! Yoga constantly teaches this joyous alertness.
301. If in the circle of activity there appears a child who is apparently drawn to it with special reason, smile upon him and develop in him the awareness that these activities are a home to him. Children sometimes come to this activity in response to a special call. Give them what has been prepared for them by their own past. Heavy with juice is the fruit when the roots are strong.
333. It is most important to speak of the concept of the Teacher. It is necessary to point out the hierarchy of Teachers, each of whom is the disciple of a Higher Teacher. One must become accustomed to the fact that the Teaching in its wholeness is without contradiction. The landmarks may be far from one another, but they are signs on the same path.
If someone insists that incarnations are always three thousand years apart, he will be as correct as the one who claims that they are three months apart.
The happiness of the realization of possibilities is the happiness of the future. Manifesting possibilities without violating the essence of the laws means approaching perfection.
If, in the second race, a far-distant date was needed for incarnation, in the sixth race the coming together of physical and astral conditions reduces the need for such lengthy periods between incarnations.
One must also accustom oneself to the overlapping of these races. The third race will scarcely have developed fully when the seeds of the sixth already will have appeared in space.
He who follows the Teaching of Fire must understand the perfecting of matter. The worlds of the physical and of Light are increasingly united. This is an indication of the transformation of so-called death. It is the fear of death that shuts the Gates of Knowledge.
It is useful to teach about immortality in the schools. Religion that teaches about death will pass away, as will all those who believe in death. Our consciousness determines our future state. Those who understand the real power of Fire, which is invisible, also understand the meaning of death, which, though visible, is but a superficial manifestation of disincarnation.
457. One can sometimes notice in children strange and fleeting glances, as if they see something unexplainable. Sometimes they may speak of a fire, of stars, or of sparks. Of course, adults usually attribute this to illness or foolishness, but attention must be paid to just such children. As is known, younger children can easily see astral images and, furthermore, especially sensitive ones can even see the fires of space. Such organisms should be carefully observed from their early days. Be assured that in them lie the promises of Agni Yoga, and if placed in pure surroundings, they will freely fulfill these promises in an exemplary way. Chiefly, their minds should not be polluted with outworn ideas, nor should fear of the unusual be instilled in them.
We have spoken sufficiently about the urgent importance of Agni Yoga, and of course the sensitive organisms should be prepared not for display, but for real life, as guides on the predestined path.
For a mother these observations are not difficult; she has only to know what and why she is observing. I am not speaking about harmful indulgence, without correct evaluation. The observer assesses the child's abilities unobtrusively, offering seemingly casual impressions of guidance. It can be noticed how joyously the eyes of a child open when its movements and its exclamations about things that are most dear to it are lovingly supported. Derision is the worst educator. Sensitiveness reveals a degree of culture. One cannot make Agni Yogis, one can only open the path for them — the cosmic manifestation does not permit any forcing. But where the flower of fire is ready to blossom, do not hinder.
539. The conditions of the nerve centers of children should be studied. It is known that in each child these centers are developed in individual and uneven ways. In some children, there may be one highly developed center that can prompt spontaneous actions equal to those of adults.
At times certain centers cause sickliness, to the perplexity of physicians, since physicians do not think to seek evidence in the nerve centers of a child. However, according to such signs of sickliness and other unusual symptoms, one can judge the true condition of the body and the quality of the spirit. How much good could result from such observations! How many possibilities could be protected, thus enabling the development of psychic energy in the child.
For old spirits who have experienced many incarnations, the period after the seventh year is quite difficult, and the one after fourteen years even more so. After fourteen years the psychic energy has already come into action. The spirit has already torn itself away from its former existences, and the burden of the new unknown path overwhelms it. The accumulated possibilities cause a vague anxiety, and the core strives to return to conditions in which there were greater opportunities for the consciousness to act freely.
The proper care of the nerve centers of children is a necessity for the future. There has existed a mistaken opinion that the spirit cannot early on master its new body and that this is the reason for children's foolishness. But actually, when the centers do not work correctly, the deposits of psychic energy are not produced, and the spirit has no substance through which to manifest itself.
The care of children's nerve centers can be considered to be the care of the future race.
573. Nervous choking is often the result of an over-burdening of the Chalice when its accumulations are not used consciously. Children can suffer from this, which indicates that their former experiences were considerable. Of course, thoughtful care and quiet occupation will balance the struggle between spirit and body. The throat, teeth, and eyes may likewise remind one about the struggle of unmanifested accumulations. In the same way, one should pay attention to what can be called consumption, which also may be provoked by the center of the Chalice.
Long ago the significance of Manas was pointed out; it is impossible that such a treasury as the Chalice should have no importance for all that surrounds it. There can be palliative measures, such as ammonia, menthol, eucalyptus, and cedar resin. But these will only ease the symptoms whereas the real panacea will be the cultivation of psychic energy.
29. The higher world sometimes seems to people like a hallucination or delusion. Each one understands it in his own way, and each one is afraid to confess his understanding of Cosmos. From the point of view concerned with the elements to that concerned with the “Mighty Creator,” man does not fear to create various phantasmagories and will not cease the creation of excess baggage. The human spirit carries many bundles, and hence comes the difficulty of ascent into the higher sphere.
The reorganization of life by way of cosmic fires will provide the salvation, but fear overcomes people at the thought of a reorganization of life. The old outworn forms attract, and thus do traditions originate. If the concept of tradition is regarded as one that leads to a foundation, then benefit may be derived, for a broadened consciousness will lead to a covenant of wisdom. But the traditions of our contemporary life do not allow the spirit to strive toward the higher spheres. The church has its dogmas; families have walls of restrictions erected by the forefathers; nations have laws which deprive them of the affirmation of independence. Thus, deprived of the spirit of beauty, how will they perceive Infinity?
You are right in desiring to give school children an understanding of the whole boundlessness of creative activity. Why endue with new radiance the garment of a grandfather? Try to resemble builders of new powerful bridges, and strive toward the radiance of the higher worlds. Not phantasmagoria, but life!
26. The spark which kindles creativeness is inherent in the very seed of the spirit. The basis of cosmic creativeness is established upon this principle. The limitation of human thought directs man into the spheres separated from the designated path. In antiquity the communion with the Fire of Space was known and the departure which affirmed a new life was venerated. The entire essence of Be-ness is contained in this law of communion with the Fire of Space and in the principle of interchange of energies. Observing sensitively the manifestation of energies, one may note what the impulses are which activate the energies. As in a chemical reaction the properties of the energies are distinctive, so also the properties of the impulses of spirit must be observed. The impulses of children can afford the best indications. One can direct the impulse to a reaction and can induce it to take on a new tone. One may observe how a child, having lost one such impulse, will apply a new energy to his spirit. In the great laboratory of Cosmos all the heterogeneous elements may be applied. But humanity has lost its possibilities to such an extent that it is impossible to affirm such interrelation without explosion.
92. Innovations in all domains of science and in the schools are indispensable. One cannot go far in the future world with the old science. On one hand, one must eliminate all the useless accumulations; on the other hand, one must penetrate more deeply into all manifestations, augmenting contemporary achievements. At present, too many years elapse before the achievements of laboratories, researches and discoveries reach the schools and the people. It will be necessary to establish information departments in schools, with popular presentation of the latest discoveries. A greater speed in communicating these informations is indispensable, because newspapers fail to give some of the most important information.
24.Man is merciless to himself. Bewailing his fate, he forgets that he inflicts upon himself a severe penalty. It is difficult for Us to make people assimilate the thought of karma; but in a still more intractable state is the consciousness of a man headed straight to the abyss. People prefer self-destruction and self-deception to the enlightenment of consciousness.
The quest for Shambhala varies widely in the spiritual domain. And is it possible that people believe they will attain the Community of Shambhala through invasion or through fasting? To him who is aware of the path to Us, let us say, “Walk by the path of love. Walk by the path of labor. Walk by the path of the shield of faith!” To him who has found Our Image in his heart, We shall say, “Walk by the way of the heart and the Chalice will affirm the path!” To him who, through conceit thinks he has attained the path, We shall say, “Go and learn from the spirit who knows consummation.”
The little girl carrying the heavy volume of the Bible in the chambers of luxury appears as a creator of a new world. The little girl who perceived the Teacher of Light under the blue sky is the destroyer of the dungeons of darkness. When the spirit of a small girl could feel the Brothers of Humanity, then the name of this spirit is a light-bearing sword. When, since childhood, the spirit could sense that the Brothers of Humanity regenerate that which exists, then this spirit holds the light-bearing name. We cherish the spiritual leaders among children. The evidence of enlightenment is the best gift to evolution. The command of cosmic life is a summons to light-sustaining achievement, and this mission is affirmed only by Light.
52. Do not accustom the young ones to expect great manifestations according to their human measure. Such an outworn measure does not correspond to reality, for even in a physical sense people have greatly distorted the concept of immensity. The mind cannot comprehend that only the result defines the true grandeur. Each action can be measured only in accordance with its relation to Hierarchy and Infinity. Thus, these concepts will be like signs leading to reality. Hence teach the young ones to think first of Infinity, remembering, moreover that no one should compare himself to a minute grain of sand as is usually the way of hypocrites. Our measure is guaranteed by an immense responsibility. We shall not err in measuring according to responsibility.
308. An experienced sailor frowns at a dead calm of the sea, foreseeing the gathering of a storm, and smiles at the blustering wind, perceiving a successful navigation. Of such a sailor it is said that he knows the sea. We say that he knows life if he knows how to understand the difference between the inner and outer manifestations. Some fools shout, “Rebellion!” when they hear the cry of a pottery vender, and exult at the quiet when they see a closed market. Our way is to teach and observe how different is the thought of dissolute people. Classes for thinking and the observation of life processes should be established in schools. It may often be noticed that a child understands the hidden meaning of an occurrence better than an adult. Only according to inner feeling can we approach a just evaluation. We accept a calm surface before a storm, and do not pay attention to the blowing curtains at the doors. Thus, the formation of events will be understood.
22. Advise to develop thinking and observation. The heart cannot fulfill its destination if instead of a thought there are fleas and instead of observation, a mole. With such fellow travelers one will not go far! Now is the very time to deepen the trend of thought, else the masses will not find an application for the treasures received. Over-production is the sign of a trivial trend of thought and a lack of observation. It is said that schools should introduce hours for training in observation and thinking. The heart cannot be nurtured externally only, it must be supported also by earthly strivings. Firmness of striving will be attained also by sharpness of cognizance.
196. Imagination is the result of the accumulation of experiences. This is sufficiently known. But there may be vast accumulation and instead of imagination there will nevertheless be evidenced only lustful desires and irritation. Affirm that imagination cannot form itself without the participation of the heart. Hence, inner or outer creators will be those who have wisely correlated the accumulations with a manifestation of the fires of the heart. Thus one should tell all children in all schools, in order that not even one tenet of the Teaching might become abstract. You yourself also see how logically the manifestation of spirit is developed. You know how first, the fiery sword glows, completing the aura, but afterwards it penetrates into the entire being. The symbol of a sword corresponds especially to the Great Battle, when all spiritual forces gather under the Banners of the Lords of Light. Similarly strengthened with this hour is the red-golden light, which thus is closer to the golden sediments of prana. All the forces are signified in the flaming heart.
241. Each sensation of pity contracts the heart. Pity for others broadens the heart afterwards with a new light, whereas self-pity leaves the heart like a withered mango. It is the same with exultation and with charitable deeds. It is time to draw the line of demarcation between the thoughts of gain and of universal Bliss.
It would be useful in the schools, in regard to historic epochs, to question the pupils as to how they would have acted in the place of the heroes. One must not implant any special reply in the pupils; on the contrary, the ground should be opened for all types of considerations; thus the students will be initiated into their first tests. Therefore, from the first years, one should become accustomed to a free choice of results. True, the Invisible Hand of the Teacher will always forewarn about retrogression. Of course, for this the existence of at least a thin thread with Hierarchy is necessary.
408. The education of the heart must begin at the age of two. First of all, one may advise mother’s milk or goat’s milk — but the hired wet nurse is a hideous practice. Besides, the mother’s milk is often more digestible and already contains particles of the heart energy. But until now this was not taken into consideration; even the simplest people feel the truth more than the cold dogmatists.
411. In the education of the heart the concept of work is advanced primarily. From the earliest years, labor is set down as the only foundation of life, as the process of perfectment. In this manner, the idea of labor as selfish is destroyed, and on the other hand, there is gained a broad understanding of labor for the common welfare. Such a concept already refines the heart considerably, but later on such an expansion of the concept of labor becomes insufficient. Then, within the fires of the heart, the spatial labor for the future is created . Then, no rejection can impede the growth of work. Then, the spatial work consciously penetrates the highest spheres. In this state of consciousness the heart receives a firm armor, which will even be useful in the Fiery World. Let us seek an armor that is applicable everywhere.
425. On observing the activity of the heart, the average mind will encounter a multitude of perplexities. Thus, it will seem strange to it that even the most refined heart records the most powerful events very slightly, but reacts powerfully to comparatively insignificant actions. There are numerous causes — external and internal — for this, but one ought to distinguish between them wisely. One must take into consideration all counter-actions of the currents, but, on the other hand, one must also understand all karmic circumstances, which may magnify or diminish the transmission. One should not be distressed if the law cannot be expressed by a dead letter. On the contrary, the diversity of intervening conditions enriches the possibilities of new observations. Thus, even in schools one should exercise the attention of the small ones, who are often much more honest and flexible than adults; one should only approach them with the attractive proposal that they pay attention to their own sensations.
498. Refutation of the Teaching may be of many forms. Some cannot assimilate the Teaching at all, just as they refuse in general to accept wise counsel. But it is much more dangerous for him who understand the value of the Teaching, but who consciously refutes it, because he is already in the service of darkness. It is the same with people in whom already the most manifest strivings suddenly deviate. This occurs because of deficient education of the heart. This subject should be taken up in the family and in the school. It should be accorded the importance of more than an experiment; it should lead decisively to the development of memory, attention, patience, benevolence, and finally it should lead toward the observation of the heart’s sensations. Thus will solemnity and love of the beautiful become inrooted. Thus will the boundary of Light and darkness be defined. Children love Light!
506. First of all, it is necessary to have simple respect for psychic energy. It is necessary to respect an energy which, like fire, pervades all of space and condenses in the nerve centers. Even children should remember that this uniting energy is emanated in every handshake, every glance. Striving to respect it will also inspire care for this treasure of the heart. Respect befits every rational man. One need not be ashamed in speaking of respect, for it is dissipated by mankind. How can one expect the manifestation of heart energy if there is no respect for it? The manifestation of energy comes only with its realization. If the law of justice holds, it is necessary to respect everything that leads to the heights.
507. An experienced ruler often lays his hand upon the shoulder or hand of him with whom he converses. Some do this consciously, but the majority do it unconsciously. But even those who do this consciously are not always aware of how to utilize this method. They regard the hand as being sufficient, that the palm of the hand already communicates the power of the thought; but very seldom do people realize that the tips of the fingers have stronger emanations. Hence, if a thought is being suggested, the fingers must be tightened, but if one desires to receive the reaction of one’s companion, the tips of the fingers should be separated. Thus, considerable stirring of an entire group of centers is effected. So many possibilities are concealed in each act! It is only necessary to apply them consciously. Consciousness and unconsciousness may be compared to swimming with or without experience. Of course, someone may swim immediately, but this occurs very rarely. Thus, in everything it is necessary to observe Hierarchy, which pervades our consciousness visibly and invisibly. It would be sad if the consciousness represented something abstract and supernatural. Each heart beat fills us with a realization of existence, and with a true understanding of Be-ness. Mental fog results only from lack of respect for consciousness. These words should be set inscribed in each school. Children may ask, “How is it possible to guard against deadening habits?” Then someone can point out the inscription concerning respect.
535. Observation of the heart must begin from childhood. In this way one can become aware of certain periods when the spirit gradually takes possession of the body. Likewise, through constant observation one can perceive how the proximity of beings from the Subtle World influences the heart. Many unexplainable heartbeats are of course due to the influence of the Subtle World. Many cessations of the pulse can recall the danger of obsession. Many tremors of the pulse are characteristic even from the age of seven, they reveal the completion of the entry of the spirit. Such evidence should have been known to physicians long ago, but instead of observation they begin to apply all sorts of narcotics, laying the foundation for an early destruction of the intellect. Thus, one should not inflict coarse ignorant measures upon the heart. It should be remembered that if the heart is the mediator of the highest worlds, then the methods for sustaining the heart must be refined. It is unwise to pity the coarsening of humanity and neglect the care of its chief organ. The heart of humanity is sick. First of all, one must render healthy the sphere of the heart, certainly, if the people wish to avoid a catastrophe.
575. Discussions about children’s education are right, but also in this case the question of the heart is neglected, whereas the manifestation of the heartbeat is very close to the attention of children. It is actually easy to tell children about the treasure of the heart. I consider that this story will remain as the first ascent, for one’s entire life.
13. You have heard of certain children who can see through solid bodies. Seek the solution in the karmic fiery nature. Actually, this is an entirely specific physical phenomenon, usually not conducive to the higher fiery attainments. Hatha Yoga intensifies separate centers and it can only be regretted that these partial endeavors do not lead to Raja Yoga and Agni Yoga. Thus, physical and fiery exercises are harmful, disturbing the surrounding equilibrium. Fire is the highest element, and the approach to it must be by way of the higher consciousness. One can understand and learn to love Fire only through this higher consciousness.
19. You already know about the significance of the thirtieth year for fiery manifestations, but one should especially guard the organism up to the seventh year. In children, even in the most highly developed, one should never force nature — Fire will not tolerate compulsion. One should know how to open the door, but each coercion may cause irreparable harm. On the other hand, one should not inordinately facilitate the child’s striving, since excessive help creates weaklings. Therefore, the Golden Path is ordained. Thus, Fire demands cautious handling in all its manifestations. Clairvoyance and clairaudience are essentially fire-voyance and fire-audience. Fire is needed as the intermediary for all exalted actions. Six hundred times did We speak of the heart; so are We ready to speak six hundred and sixty-six times of the significance of Fire, if only to affirm the definition of Fire as a triumphal ladder. People cannot exist without turning to Fire; in the earthly world or in the Subtle World, they turn to higher Mediation. But We do not speak of fire worship, for there will be ignoramuses and fanatics who will try to raise this absurd accusation. I speak of the highest attainment, which will bring our subtle body to the Fiery World.
56. Joy and courage are indispensable, but without Fire these qualities are not created. Reason can deprive one of all joy and thus close the gates to the future. Yet a fiery world outlook does not fall from heaven, it must be discovered. This method of discovery must begin in childhood. We see how children already accept inwardly the most difficult tasks of the spirit. Even all impediments placed by their elders serve only to crystallize their straight-knowledge. But crystallization is a fiery action. The best beds of crystals are molded by fire. Thus, the invincible heart is also formed by fiery reaction. This is not a symbol, but a purely laboratory deduction. Yet how far from fiery considerations are people!
69. The quality of observation is one of the principal fiery qualities, but it is not attained easily. It is acquired as slowly as is consciousness. You noted correctly that consciousness is strengthened by life itself; observation is strengthened likewise. There can be no abstract consciousness, nor can there be theoretical observation. But human absent-mindedness is monstrous, it creates a seemingly unreal world. In their egoism people see only their own delusions. In such wanderings there can be no discourse about the New World. Hence, by all means, training in observation should be introduced in schools, even for small children. An hour devoted to observation is a true lesson in life, and for the teacher this hour will be a lesson in resourcefulness. Begin the refinement of observation upon everyday objects. It would be a mistake to direct the pupils too rapidly to higher concepts. If, for a beginning, the pupil is capable of observing the habitual contents of a room, this will already be an achievement. This is not so easy as it seems to an unobservant eye. Later, by a series of experiments we can accelerate the ability to form impressions. We can propose that the pupil pass through an unfamiliar room at a run and yet with concentrated observation. Thus, it is possible to reveal blindness and assert true keenness of vision. It is necessary to outline a program of tests for all the senses. Thus is fiery action expressed in a simple exercise. Children are very fond of such tasks. Such exercises of consciousness carry one into the higher spheres. The most ordinary routines can become the gateway to the most complex. Imagine the exultation of a child when he exclaims, “I’ve seen more!” In this “more” can be comprised an entire step. The same joyous exclamation will greet the first fiery starlet that is observed. Thus, true observation begins.
88. It need not be thought that only karmic conditions create wavering. Often the cause must be sought in obsession. The waverer himself thinks that he must proceed warily—but as if this anxiety concerned only himself! The past of many waverers would be instructive for the schools.
89. In schools one should not read only about heroes. Examples of the fates of a few anonymous waverers would be worthwhile. The bright flame of achievement would shine still more by comparison with the fate of the extinguishers.
183. Soulless beings are known to all. This is not a figure of speech but a chemical reality. It may be asked, Do these people incarnate in this deplorable state? The question indicates ignorance of the fundamentals. No one can be incarnated without a store of fiery energy. Without the torch of Agni, no one enters the physical world. The squandering of Agni takes place here, amidst all the wonders of nature. To dissipate Agni it is not at all necessary to commit any violent crimes. From various Teachings we know enough even about the reformation of robbers. Ordinarily the dissipation of Agni occurs in everyday life when the spirit slumbers. The accumulation of Agni is arrested by trivial actions. It must be understood that the benefaction of Agni grows naturally, but when darkness blankets the process of perfectment, then the Fire imperceptibly — though it can be chemically proven — departs from the worthless receptacle. Beautiful is the law of eternal motion, either evolution or involution. Beautiful is the law that permits each incarnate being to have within him eternal Agni, as a Light in the darkness. Beautiful is the law that, even in spite of karma, issues Light to each wayfarer. Beautiful is the law that does not prevent the growth of the fiery garden within one, even from the age of seven. Though these first blossoms be small, though they bloom in very small thoughts, they will be a true inception of the future trend of thought. What a multitude of beautiful thoughts are born in the heart of a seven-year-old when the dim images of the Subtle World have not as yet disappeared from the brain and the heart! Dissipation may also begin then if the soil of the plant proves to be rotten. In case of such depletion it is possible to help much, or, as it was said long ago, to “lend Fire.” This lending takes place also in the very smallest actions. Thus, already thrice have I reminded about crumbs. From these sparks grow huge fires.
205. The knowledge of vitamins is a sign of the coming age. But to the physical substance of vitamins one should add conscious psychic energy, and then numerous questions of physical and spiritual healing will be solved. Thus, one can begin to accompany the taking of vitamins with a corresponding thought. Even upon the simplest physical actions one can notice the influence of thought. For instance, one may throw a ball with an unvarying physical effort, but by accompanying it with different thoughts, the force imparted to the ball will of course vary. Thus one can observe how greatly we either hinder or augment even our ordinary actions. One must introduce similar experiments in schools in order to demonstrate the power of thought upon simple physical apparatus. Vitamins themselves pertain to the domain of psychic energy. In other words, they belong to the fiery sphere, meaning that their fusion with fiery thought produces a most powerful combination.
254. To speak according to the level of consciousness of your listener means to be already on a lofty step. Various dogmas are especially harmful in that they propound a rigid formula regardless of the level of consciousness. How many negations, how much anger and confusion arise merely from disparity in the degree of consciousness! And not only the degree but the mood of consciousness is so often the deciding factor. Enough has been said about the harm of irritation, which beclouds the consciousness; but in addition to this principal enemy one must remember about all small distractions of thought. One must become accustomed to carry the fundamental thought of existence unobscured. Thus, when school-teachers learn how to deal with pupils according to their consciousness, true evolution will begin. It is impossible to divide humanity merely according to age or class. We continually see how certain children are in need of adult speech, and elderly people, sometimes in government positions, can understand only childish expressions. Not for the latter children is the Kingdom of Heaven! The new consciousness does not come from mechanical formulas. Thus, one must learn to speak according to the consciousness of the listener. This is not easy, but it constitutes an excellent exercise in sagacity. Furthermore, this also applies to fiery occupations.
264. “Me, me, me!” cries out the child, unwilling to admit his elders to his occupation. Up to the age of seven, do not the mind and heart at times remember the covenant of independent achievement on Earth? Later on the wise memories grow dim and often are inverted. “Let them, high and low, labor for me!” thus speaks the man who has forgotten about self-perfectment. But the child remembers and defends his independence. When another child whispers, “How can I manage to reach it?” he is ready for new experiences and conquests of the spirit. But it is not enough that such words of children are uttered — they must be noticed and appreciated. Fiery attention should record these calls and vows of the Subtle World. A small child states, “At last I am born.” In this affirmation of striving for incarnation the Subtle World is evidenced. One can site many instances when not only small children but even newborn babies unexpectedly uttered words of enormous significance and afterwards lapsed into their normal state. One must develop in oneself a fierily manifested memory and solicitude for one’s surroundings. Thus one gathers the most valuable information.
267. If we recall various evidences of perspicacity in children, we can hardly insist upon a mechanistic cell theory. Only later do people lose the perception both of the past and of their destination. How often adults have been saved by children! How often children have not dared to express their feelings! A false timidity is created by the surrounding ugliness. A refined and exalted spirit grows numb before the festering sores of prejudices. How often do adults forbid all improvisation, forgetting that this is the song of the spirit! Even if the technique be imperfect, how many beautiful seeds can be implanted through such utterances of the heart!
269. Freedom of choice is predicated in everything. No coercion whatsoever should obstruct the path, but it is permitted to give a torch to everyone on a long journey. Enlightenment alone can help one to comprehend freedom of choice, therefore enlightenment is the affirmation of being. From the earliest years every school should provide instruction in linking reality to the essence of that which is predestined. Only thus can we link our existence with self-perfection. Freedom of choice, enlightenment, self-perfectment, are the paths of Fire. Only fiery beings can independently perceive these abutments of ascent. But everyone must be led through these gates, otherwise destructive disturbances arise which, together with the chaos of the elements, throw the planet into tremor. Thus, unbridled human confusions are added to the agitation of the elements. I consider it necessary to reiterate about the confusion which crushes all inceptions of evolution.
326. Certain agitators hope that by continuously overthrowing everything they can insure their own property. These thoughts are highly indicative of plunder and dismemberment. It is quite inadmissible to think of attracting the fiery element for the purpose of plunder and destruction. I repeat, these are the ways of ignorance, which must be abandoned. Let him who has cut down a tree immediately plant another in its place. Let the gardener reap with one hand, sow with the other. The simple rules against plunder must be among the first lessons taught at school. The teacher must prepare the spirit for the most fiery assimilations. Only by constantly affirming the ways of the future can one prepare the warriors of the spirit.
328. The Teaching must primarily inspire one upward. Thus, it is easier to speak of Fire, which must be understood as the very highest. It is instructive to ask the smallest children how they picture Fire to themselves. The most surprising answers may be received, but they will be full of significance. Only adults consign Fire to a servile position.
338. It is difficult to turn from Earth to the Fiery World. But it is equally difficult to approach the earthly spheres from the Subtle World. Such plunges may be compared to the work of divers. As the diver must wear a heavy diver’s suit in order to resist the pressure of the ocean, so he who approaches Earth must also sheathe himself in a dense body. The state of the newborn babe is wisely designed, because it can thus gradually assume the burdens of Earth. More than one period of seven years is necessary to master earthly existence. Therefore one should carefully protect the children.
379. One should speak about the Fiery World even to very young children. But first one should tell them that a void does not exist and there is no loneliness. Thus one can approach the subject of Protector and Guide. Children will become accustomed to the thought that nothing is secret. Such a foundation will provide them with a real protection against fear. It is especially harmful when parents, in ignorance, try to convince the child not to be afraid because nothing is there. Such a seed of negation can cloud the child’s entire life and break down its consciousness. The child is fully aware that everywhere something exists. It sees many images, even fiery ones. It is visited by unknown children, who come to play, and adults. Ignorant physicians will try to drown this perceptivity in bromides — like binding wings with lead. But poisons will not help! Only a sensible explanation of reality will bring health to children. One should listen equally attentively to each fragment of truth. The lama says, “One should pray each day, otherwise it is better not to pray at all.” And fundamentally you know that this is so. Actually, one should preserve the higher vibrations, while not losing the connecting rhythm. You know the value of constant rhythmic work. You know to what an extent such great exertion opens the Gates.
401. He who said that the flashes of light are nothing but directed thoughts was not far from the truth. Indeed, spatial thoughts are like electrical discharges and can produce considerable light effects. Colored sparks also depend upon the quality of energy which evokes these discharges. We can project thoughts which can not only create luminous signs but can also produce bodily sensations. The transmutation of thought into sensation only proves that thought is energy. Thus, one should become accustomed to thought-energy, from early childhood. But for this the school must teach about the substance of spirit. One can observe to what a great extent humanity has departed from spiritual principle in the last few years. Many books that should have directed people precisely toward the spiritual life, on the contrary, failed even to attract people’s attention. But it cannot continue thus. By all methods one must remind people of the essence of spirit. The existence of numerous sects is of no help, and leads people into aimless wanderings. The nature of Kali Yuga is characterized by a division of the entire organism into its component parts. But the Blessed Mother arises at dawn in order to gather these scattered parts of the one Being. The Mother of the World attracts the attention of nations and awaits the Star of the Morning.
411. The language of the spirit is essential for the Subtle World. Its essence lies in the subtle nature, but it is possible to become accustomed to it even while in the earthly state. Such orientation is a useful fiery test. The school must discover the resourcefulness of pupils by a test of giving one word, and later on comes the task of understanding at one glance. The latter experiment will be closest to the Subtle World. In addition one can develop a sense of relativity by addressing one’s interlocutor according to his nature. Thus, in an earthly conversation each one adopts the best language for his companion, taking into consideration his state of consciousness. Every schoolteacher knows how multiform must be his language in order to make friends of His pupils. But besides the school, in any home one learns to discern the thoughts of the mistress of the house. Thus, in the midst of daily life, characteristics of a subtle order are manifested. One has only to take note of them, to penetrate into them, and to expand these observations. But for this, one should be imbued with reverence for the future and learn to love the principal factor of the Subtle World—Agni. I insist on the expression, “to love fierily,” only thus can one assimilate this element which is so difficult for Earth. Our discourses should first of all lead to an understanding of the Subtle World and, as its apotheosis, bring one fearlessly to the radiance of the Fiery World. We rejoice when, amidst the earthly sojourn, the dimensions of the Subtle World are established. Through this, we bring Earth to a closer cooperation with the far-off worlds, in other words, we participate in the process of evolution.
489. Warnings should be given in schools that until the thirtieth year not all the centers are ready for higher manifestations. It is necessary that the youth should know how wise it is to prepare the body and the spirit for the labor of ascent. It is necessary that teachers be leaders in life. It is necessary that the abstract become real and strengthen all of life. Many pure spirits are ready to join in conscious labor, but they seek for the right approach. Let teachers bear in mind that the path of negation is most destructive.
529. A common error of people is to cease to study after leaving school. The Pythagoreans and similar philosophic schools of Greece, India, and China furnish sufficient examples of continuous study. Truly, limiting education to the prescribed schooling indicates ignorance. Obligatory learning is only the entrance to real knowledge. If we divide humanity into three categories—those who are altogether unschooled, those whose education is confined to compulsory schooling, and those who continue their education—the number of the last will prove astonishingly small. This primarily shows indifference toward future lives. In their decline of spirit, men are indifferent even to their own future. There should remain a record that in the present significant year it is necessary to remind people about that which was useful a thousand years ago. In addition to elementary education one should further the education of adults. Several generations exist simultaneously on Earth, and they are all equally indifferent in striving to the future which they cannot evade. Such negligence is astonishing! Learning has become an empty shell. Yet for a simple holiday people like to dress in their best. Is it possible that they do not think it behooves them to secure an attire of Light for the solemn Abode in the Fiery World? One should rejoice not in bigotry, not in superstition, but with an illumined mind, and not only at the schools for children but also at the uniting of adults for continuous learning.
568. One can carry on useful observations of the refinement of sensitivity to fiery manifestations. It is useful to note how our palm or our forehead senses human radiations at a distance. Such sensitivity varies, as does thermoradiation. Closing one's eyes and ears, by degrees one can sense the radiation of human heat at a considerable distance. Such observation is an affirmative demonstration of man as the focus of fiery energy.
570. Mental sendings ordinarily contain some unusual expressions, which you have frequently noticed with surprise. An unusual expression is sometimes used for the purpose of ensuring better remembrance. This is a very ancient method. It is difficult to retain the usual words, which may slip by instead of penetrating the consciousness. The more unusual, the better assembled, the more definitive such a sending is, the better it is remembered. It is necessary to remind more than once of the far-off thought, which passes over the surface of the consciousness. One ought not reproach oneself for forgetfulness; on the contrary, these sliding thoughts projected from remote distances only prove that they come from outside and not from the inner consciousness. Also, in schools the receptivity to alien thoughts should be cultivated. People know so little how to listen or how to understand what they read that special hours should be assigned to the verification of what has been heard. How can one expect the fiery energy to be noticed if no attention is paid to even a loudly spoken word? More than once we have spoken of the development of the faculty of conscious non-hearing and non-seeing, this is quite different. In our normal state we must be highly receptive.
580. One must again recall that which should be familiar even to children. People often know and understand something, but later, when they arrive at the division of atoms, they are covered by the debris! They can only split, but no one can build a house in the wrath of destruction.
582. Shamed be the land where teachers dwell in poverty and want. Shamed be those who know that their children are being taught by a man in want. Not to care for the teachers of its future generation is not only a disgrace to a nation but a mark of its ignorance. Can one entrust children to a depressed man? Can one ignore the emanation created by sorrow? Can one rest ignorant of the fact that a depressed spirit cannot inspire enthusiasm? Can one regard teaching as an insignificant profession? Can one expect an enlightened spirit in children if the school is a place of humiliation and affront? Can one perceive any construction during the gnashing of teeth? Can one expect the fires of the heart when the spirit is silent? Thus I say, thus I repeat that the nation that has forgotten its teachers has forgotten its future. Let us not lose an hour in directing thought toward the joy of the future. And let us make sure that the teacher be the most valued member of the country’s institutions. The time is coming when the spirit must be enlightened and made joyous through true knowledge. Fire is at the threshold!
583. One must mellow the hearts of teachers, then they will abide in constant awareness. The child’s heart recognizes what is aflame and what is extinguished. Not the given lesson, but the mutual aspiration of teacher and pupil reveals the world of wonders. To open the eyes of a pupil means to share with him the love of great creation. Who would dispute that one must have a firm foothold if one’s goal is far distant? The archer will affirm this. Thus let us learn to cherish everything that affirms the future. Fire is at the threshold!
634. Self-control is a very complex quality. It comprises courage, patience, and compassion. But courage must not become anger, compassion should not border on hysteria, and patience must not be hypocrisy. Thus, self-control is complicated, but it is imperatively needed upon entering the higher worlds. One should develop this synthesized quality with the utmost care. In schools the students should be confronted with the most unexpected circumstances. The teacher should observe the degree to which impressions are consciously assimilated. This is not the austere Spartan schooling of physical endurance and resourcefulness, it is drawing upon the heart energy in order to apprehend things with dignity. Not many persons remember self-control. As soon as they pass beyond the borders of the usual they begin to display a series of strange movements, to utter needless words, and, in general, to assume an affected pose of spirit and body. It can be imagined how such people lose their composure when crossing the great boundaries! It must be remembered that in approaching Light one must carry one's own lamp unspilled. Such guiding perfection must be acquired in the physical state. Therefore experienced people ask for tests; otherwise upon what can they affirm their strength? Let each earthly action lead to the higher path. Let each thought be such that it may be repeated before the Fiery World.
41. Some children have a habit of breaking things in moments of leisure. Sometimes and ordinary plate may be broken, but sometimes with the same movement a precious cup may be destroyed. Therefore one must direct one’s thought upon the most essential and refrain from all petty actions. The intent to inflict even a small harm is already criminal. At present, when we approach decisive events, there is no time to b occupied with trivial things. One must keep in mind that the most decisive time is at hand.
59. Education in the primary schools and secondary schools must be the same for both sexes. It is inadmissible to impose upon a child some specialty, when it is not yet able to define its own aptitude. It is sufficient to begin in high school to map out programs according to students’ abilities. Thus one may plan the education of children who cannot yet express their inherent capabilities. It is very important that the program should not differ for the two sexes. This alone will eliminate a very harmful attitude towards sex.
60. To direct the consciousness into the future is the aim of a true school. Few seem to understand that the projecting of the consciousness into the future is the formation of a guiding magnet. But what matters is that the consciousness should be fully directed into the future. Many seem to think that they may sometimes ponder about the future, and then again dive into the past. Not isolated thoughts should be allotted to the future, but the essence of consciousness should be attuned in the key of the future. It is impossible to force oneself to such transformation. One can attain only by growing to love the future. But not many love the future. The country of the joy of labor, in perfecting the quality of labor, can be naturally drawn into the future. The duty of the Leader is to direct the people into the future.
61. The art of thinking must be developed in schools. Every art is in need of exercise. Likewise thinking must be strengthened by practice. But such a deepening should not be burdensome nor tedious, therefore the instructor in such a subject must be truly enlightened. It may be seen that the most terrible calamities in the history of mankind have arisen from the inability to think. There may be found a multitude of examples wherein spasmodic thinking and unbridled feelings have led whole nations towards the abyss. On the other hand, laziness of thinking and slow-mindedness have destroyed accumulated possibilities. The Leader must provide in himself the example of a constant broadening of thinking in order to approach foresight. Of course, foresight results from Communion with Hierarchy. But Communion itself requires alertness in thinking and a clear striving. The art of thinking should not be understood as an occult concentration. There is nothing mysterious in the art of thinking and in the refinement of consciousness. Only a lofty quality of consciousness will affirm the path of the thinker. And no one will say that the thinker is a special genus. Every child can be directed towards thinking. Hence, one must regard the art of thinking as the health of the nation.
62. The evolutionary world processes must be very attractively presented in schools. A motherland is the result of world processes and must occupy a fully defined place and significance. Everyone must know the true value of his country, but it must not be a tree growing in the wilderness. It has to cooperate with many nations. Also, a belief in the Higher Justice will come from the knowledge of reality. Let the processes of the World find vivid interpreters. Care must be taken that these great paths of nations be not distorted for the sake of ignorance.
63. Every unification can take place only on a cooperative basis. To admit but an element of conquest, suppression and humiliation, means that sooner or later these horrible shadows will turn into destructive monsters. Therefore no act of violence can enter into the construction of the Stronghold. One may find the power of joy in cooperation, but such cooperation requires the art of thinking. Who will distribute the forces for productive labor? Only he who is able to visualize a useful cooperation. He must know how to imagine such labor in common, but, as you know, imagination must be cultivated. The task of every school is the opening of a well-founded imagination.
71. Bribery must be eradicated by all means, but one cannot rely upon punitive measures. They help little. In the lessons in Ethics in schools the thought must be affirmed that bribery does not conform to the dignity of man. One should observe very attentively whether such symptoms of corruption are making their appearance. Next to bribery in shamefulness is the nonfulfillment of duty. But this crime is assimilated so early that one can only counteract it by beginning from childhood. Let children get used to the work of grownups. The quality of labor will create the realization of duty. Every negligence, forgetfulness and evasion can be condemned only in one's own heart.
77. In order to stimulate the cognizance of beauty in schools, let there be introduced a study of the beauty of life. The history of arts and sciences will enter into this subject, for it must not only embrace conceptions of the past, but also contain indications of contemporary achievement. The instructor in this subject must be truly enlightened, in order to avoid bigotry, which contains in itself the seed of ignorance.
96. The realization of Higher Forces is not taught in schools, nor given from outside, but it lives precisely in the heart, being the very cornerstone of the remembrance of life in the Subtle World. One may say—be blessed, you who have preserved in your heart the most Beautiful. The clouding of humanity comes from forgetting that which is most needed. Night is given for the upliftment of the spirit, but man has said in his ignorance that sleep is like death. It is absurd to compare a wondrous mystery with dissolution. One must reiterate from childhood on that sleep is communion with Angels. When words are unnecessary, then begins the realization through the heart.
174. Not infrequently do children manifest the better thinking about the Fiery World. Try to encourage them in such thinking, while applying subtle understanding, for otherwise one may either turn them away or else impose upon them one’s own personal conception. Let children draw from their own treasure-house; it is ever ready to reveal the most vital details. Science can obtain valuable data from children; too little use is made of them. And people abuse children, being unwilling to understand how much can be harmed by a rude touch.
175. The young generation too often leans toward coarseness. Such a situation is highly deplorable, when tension of all the best forces is required. It is most necessary to reiterate that any coarseness is unsuitable for evolution. When there are so many cosmic dangers men must understand that coarseness is ignorance.
188. The nature of things must be taught among the most primary subjects. It must be beautifully described in all reality; the succession of worlds must be demonstrated with all scientific comparisons. Not only will religion not contradict such exposition of the foundations, but on the contrary religion will assist, through its most ancient allusions. The study of the nature of things will serve as the threshold to the understanding of Living Ethics. One must realize why honor, dignity and all other high human qualities are indispensable. From the earliest years children should hear about the Subtle and Fiery Worlds; they must understand the principle of Hierarchy and of Good. The sooner they are reminded about Hierarchy and other Truths, the more easily will they recall former knowledge. The concept of God in all its grandeur is clarified on the basis of Hierarchy. Only thus can the Highest Concept emerge from abstraction and blend with all Existence.
It is necessary that the Leader and the Government understand how to increase the realization of the Higher Representation. It is necessary that schools attractively depict Existence in all its grandeur.
196. The bodily movements of man must be intelligent. Children must be taught not only gymnastics and rhythm, but also the meaning of economy of movement. When people apprehend the Fiery World and radiations, they will not senselessly wave their arms and legs about, shake their heads, and be fidgety. If they could picture to themselves their auric egg, they would not disturb it needlessly with disorderly agitations. If people could picture a sort of fiery ring which is in reality around them, they would not senselessly burn themselves. Especially unjustifiable are so-called nervous movements. They indicate an entirely undisciplined will. Each physician must observe such habits of his patients. It is possible to determine many diseases by a man’s movements alone. It is possible to cure him of the most disgusting habits by observing these movements and pointing out the harm they do the subtle body. Thus, a physician can manifest a most useful activity without physical medicine.
238. The Fiery Sun is invisible, likewise invisible are great heavenly bodies. It should be explained in schools how insignificantly small is our field of vision. Only thus is it possible to convince humanity that while it is divine in its heart essence, in the body it is subject to all limitations. Only thus will children realize what they must be concerned about. They are very perplexed at that which is manifested in the chest and continually beats.
332. Compare the fire of a smelting furnace with the flame of a raging conflagration; compare harmonious action with the elements of chaos. All salutary rhythms are invoked in order to manifest concordance of action. Therefore schools must develop the rhythm of harmoniousness. We have already reminded more than once about the coordination in gymnastic exercises. Not for war alone, but also for spiritual defense do the crowds need discipline. It is wrong to direct crowds toward bestiality, but rhythm brings harmony into gatherings of people. In this let us not forget the fiery examples. Precisely the fiery principle exists by a special rhythm.
354. People are unable to think about the future usually because they live under the spell of illusions of the past. Imagine a man who many days afterward receives unpleasant news of something which took place previously. This event no longer exists, the man himself has already lived for some time since the occurrence, yet he sinks into the past and loses connection with the future. Surely, the tree of the future must grow and it should not die from the injury of a plunge into the past. Attention must be paid in schools to the study of the future. Each Leader in his own field will ponder about the future, otherwise he is no Leader.
365. Notwithstanding all the attainments of science, people grasp with special difficulty the fact that space is completely filled. They talk about microbes, about entities which elude detection, but, for all that, it is almost impossible for them to think about a filled space. They regard it as a fairy-tale if they are reminded that so-called air is filled with creatures of different evolutions. Likewise it is difficult for man to conceive that each breath of his, each thought of his, alters his surroundings. Some elements of the latter are strengthened and draw near, others burn out or are carried away by a vortex of currents. Man is unwilling to understand that he has been endowed with powerful energies. He is truly the King of Nature and Master of immeasurable legions of entities. It is sometimes possible through powerful microscopes to demonstrate to children in schools the fullness of space. They must become accustomed to the influence of psychic energy. The gaze of an intelligent man reacts upon entities; even under the lens of a microscope small creatures begin to feel uneasy and to sense the currents of the eyes. Is this not an indicator of the living eye, as distinguished from a dead one? On the fiery path one needs to understand the filling of space.
428. Day-dreaming must be transformed into disciplined thinking. The ancient sages advised mothers to pass on to their children tales about heroes, and to acquaint them with the best songs about great deeds. Is it possible that humanity nowadays wishes to renounce these wise covenants? The Fiery World is first of all open to heroes — to those who achieve.
47. How sublime is the law of Causality! In it is contained the answer to every question. The human mind is confused by the problem of misfortunes, but the law of Causality brings one to the law of Karma. Man is exasperated at calamities, but the law of Causality points out to him the sources of same. Man is bewildered by strange disturbances of equilibrium, but the Cosmic law invokes Higher Justice. He who is aligned with the law of Causality in his spirit, is already allied with Truth. If schools and churches would proclaim the law of Causality, the consciousness would be then on a higher level, as that which is separated from the foundations of Existence, cannot advance. It is right to affirm that a primary cause cannot exist without the one Fire of Being; and Cosmic Construction proceeds in like manner, uniting those things which by right belong together. Thus, everything is unified in the Cosmos. The law of Causality must be accepted in all its might.
49. Since times immemorial the Chalice has been a symbol of Service. The gifts of Higher Forces are gathered in the Chalice and given from the Chalice. The symbol of the Chalice has always stood for self-sacrifice. Whoever bears the Chalice bears Achievement. Each lofty deed can be marked by the symbol of the Chalice. Everything most lofty, everything for the good of humanity, should bear this symbol. The Chalice of the Grail, and the Chalice of the Heart which has dedicated itself to the Greater Service, is a most Cosmic Magnet. The Heart of the Cosmos is reflected in this great symbol. All images of Heroes of the Spirit may be represented as bearing the Chalice. The whole universe is reflected in the Chalice of the fiery spirit. The Chalice contains the accumulations of centuries which are gathered around the seed of the spirit. It is necessary to accept the affirmation of the Chalice as a great symbol in everyday life. Small children, and all youth, should be taught to think about the Chalice. One should understand the entire diversity of forms of the great symbol, the Chalice.
429. Humanity must study more carefully its thinking. It is necessary to establish in schools the science of thinking, not as an abstract psychology but as the practical fundamentals of memory, attention, and concentration.
Actually, besides the four named branches of the science of thinking, many qualities require development — clarity, speed, the power of synthesis, originality, and others. It is likewise possible to cure irritability. If even a portion of the efforts spent on sports in schools were allotted to thinking, the results would soon be amazing.
Indeed, the lives and sayings of heroes and the Great Toilers in the Spiritual Domain must be made known in all schools.
As darkness is absence of Light, so is ignorance absence of knowledge.
479. Accustom children to detect the currents of life-giving warmth. Help the children to smile joyfully at a true manifestation of Existence. Keep them from the worship of phantoms. Not necessary are fictions when the World reveals its marvelous structure. Thus, all space is filled with the rays of the wondrous Worlds.
503. It can be observed that children not only use the words they have heard but introduce words of their own. These will provide clues as to the nature of the inheritance from previous incarnations. One can easily observe the true inherited character and gather evidence of some valuable peculiarities. Even from among the very first expressions of an infant it is possible to form an idea of its inner consciousness. It has not by accident turned its attention to this or that object. Also very significant are the unexpected words uttered in its very infancy. We have already spoken about practically the same thing, but now We are mentioning it from the standpoint of fiery energy. It can be observed that in childhood there is much electricity in the body, relatively the same quantity as in adults, which means that the elements of the fiery body have been fully implanted. The seed of the sprit has been already embedded.
Mothers, remember that children observe and are conscious of more things than you surmise. And many manifestations escape notice: for example, a frequent glowing of the child’s body, as well as gestures and occurrences of anger or repose. Erroneously people think that the child’s aura is inexpressive. One may see in it not a little of the burden it has brought back.
535. The ability of the child about whom you spoke is a direct proof of what was said earlier. When a child makes use of pure psychic energy, it knows that which is inaudible to others. But when the will of the reason acts, then the current of basic energy is broken off. It has been prescribed — be simple in spirit, which means to allow pure energy to act. Do not impede its current; grasp the fact that violence by the reason only impoverishes one. Thus, a scientist knows which book he should take from the shelf not through reason but with straight-knowledge. People are right when they act by this unassailable straight-knowledge.
583. Who, then, will presume to say that emptiness does exist? Yet so often is this word repeated in ignorance that people become accustomed to it from childhood. It is difficult to extricate meaningless words from the language, yet such a cleansing is imperative; otherwise consciousness will become obstructed with rubbish.
601. Artificial calculations, not illumined by the fire of the heart, bring misfortunes and confusion to the world. People lose the meaning of life. Not only for themselves but for all generations to come they leave a heritage of smoke and poisonous fumes. Thus it is needful to turn to thought as the creative path. Each one possesses sufficiency in thoughts, if only he were reminded from childhood about the treasure, manifested and ordained.
97. Not only is it difficult to assimilate the law of karma, it is still more difficult to perceive the elementary law of incarnation. Yet the scriptures of the most ancient times often spoke of such a change of life. Often have the dwellers of the Subtle World communicated to earthly people their tidings. Frequently people remember about their former lives. For whole ages reincarnations have been acknowledged, but later they were again forgotten and it was even forbidden to think about them. It is difficult to comprehend the reason for such a struggle against the evidence. Sometimes it would have seemed that the wise ones wished to turn their attention only to the future, but such wisdom would be one-sided.
People should aspire to unlimited knowledge. One should not command a man not to know. A man should not be deprived of his right to self-perfectment. Let it be known and remembered that the Teacher of life draws a line between past and future.
Thus, let us not close our eyes to reality. The law of incarnation is just. The kernel of the spirit is inviolable and eternal. Infinity affirms Eternity, but everyone can visualize Infinity — which means everyone can realize Eternity.
One should not deny the statements of children about their past lives. Essentially they know what has taken place around them. Especially nowadays there often will be rapid reincarnations. Many dwellers of the Subtle World are hastening to return, and herein is expressed the growth and acceleration of evolution. And in such quickening may be seen a rapprochement between the worlds.
166. I consider it possible to direct children from their earliest years to a realization of the Higher World. This is not compulsion, for it will help children to retain easily in mind much that otherwise might be quickly forgotten. Besides, such a manifestation will awaken incomparably beautiful forms. People strive for beauty and solemnity, on such basis it is possible to tell about the supernal Magnitude. One should not tear away countries from their best accumulations — each nation has its own expression.
The surmounting of limitations is possible only through the broadening of consciousness. One needs to know how to cautiously approach the heart of humanity through expansion of consciousness. Already many boundaries are being erased, but for such new paths a special love of mankind is required. It is necessary to cultivate this quality along with purity of body and spirit. Let hygiene of the spirit have a place in the schools, then lofty communions will become the best hours.
220. One should also pay attention to infantile eclampsia. It indicates development of the nerve centers. During such a state it is necessary to maintain special quietude. By nature such children are highly gifted, but the shield of the body must be strong. It is necessary to regard such manifestations as a seeming overfilling of the Chalice. Not without reason was this called in antiquity a “divine visitation.” During such attacks, complete quiet of all surroundings, as well as warmth, the odor of rose oil, and a uniform temperature are essential. Certain people have made use of soothing music, and such an expedient was helpful; for the assistance given must be a psychic one.
244. Much has been indicated about the necessity of developing patience; but wherein may there be discovered such a touchstone? It is useful to begin a conversation with the most bigoted denier. Let him expound his improbable devices; the patient thinker surmounts all ignorance without having recourse to denial. In the creativeness of his thinking, the thinker guards against irritation, during the lesson in patience one is not irritated. Let the ignorant lose their tempers, for they have no other answer, but the probationer in patience will not debase himself with the methods natural to the ignorant. Even in schools, tasks in patience should be proposed.
Without a realization of patience it is impossible to reflect on Infinity. The dimensions of the tasks of the Higher World require tests of patience.
258. If scholars are told of magnetized water, they accept such an expression; but if you speak about enchanted or bewitched water, you will be classed with the ignorant. Whereas, the distinction is only in name, for in essence the same energy is applied.
It is time for science to broaden its horizon, unhampered by casual designations. All the dramas of life arise precisely from denominations. One should accustom oneself from childhood to ascertain the essential nature of things.
270. Help from the Subtle World and the Higher World is also useful for experiments. Pure thinking will be an immediate guarantee of cooperation. No invocations are needed, for the consonance of the heart already creates a bridge of light. Thus, in everything it is possible to find the greatest usefulness. A single thought about psychic energy will bestow opportunity for broadening the consciousness.
271. Perceptivity is a special quality of the consciousness. It does not depend upon the intellect; it does not depend upon surroundings; it does not depend upon the schooling — it is formed in the domain of the heart. The man who has accumulated this quality cannot be deprived of perception. By means of psychic energy he finds opportunity for observation even among the most adverse circumstances.
It is especially significant to observe such people from childhood. They differ distinctly from those around them, and they seem to know their destiny. Sometimes this knowledge is revealed by unexpected words. Sometimes the very actions of a child show how eagerly his spirit is seeking some definite goal, but usually such strivings are misunderstood. The sacred peculiarity of one summoned to ascent is much ridiculed. But in the future epoch it is the ones excelling in perceptivity who will be particularly esteemed.
309. Follow the development of science for the last half-century; the progress of knowledge is amazing. Schools should give graphic demonstrations of science, as it was fifty years ago, and as it is today. Such a striking comparison can open man's eyes to the possibilities of the future. No one should be so benighted as to forbid the development of knowledge. He is not of man's calibre who persecutes science! Let us repeat this indictment without end, as long as this shagginess of thought remains unmortified.
Such a reminder is even more timely since science, despite its speedy growth, has not accomplished a tenth of what was ordained for it during this period. Much of this must be ascribed to the inertia of humanity. But for all that, it is distressing to see that the most advanced of scientists are not appreciated. People wish to investigate space; modest stratosphere excursions, telescopic observations, the study of the luminaries—all revolve within a vicious circle, because psychic energy is unrecognized. Without it, the boldest flight remains a childish diversion. Without psychic energy, the pathways of space will be difficult to discern.
The same thing takes place in all domains of science. It is utterly senseless to disregard the higher energy. As during religious wars and persecutions, those with daring and acute perceptions must, like alchemists of old, hide from inquisition. Such a disgraceful situation is not to be tolerated.
329. It is a pity that at graduation from high school a useful test, applied in olden times is now omitted. The students had to expound a thesis, selected by themselves, before the most diverse listeners. This required that expressions be found that were comprehensible to all; the task was difficult. For some the students had to find simple words, and yet avoid boring the more educated listeners. Although the gathering was not always satisfied, nevertheless the students applied their best efforts to make themselves understood and, at the same time, touch upon complex and lofty concepts. Such exercises are always useful.
337. Among school studies of history and of comparative religion, let there not be forgotten the various contradictory decisions and enactments of conventions, councils, and legislative bodies. Not for confusion of minds is it necessary to know the Truth, but for the reinforcement of the future path. Perfectment rests upon a basis of knowledge.
No one should command a person not to know the Truth and not to strive toward it.
338. If, at times, errors have been made through ignorance or malice, still one cannot tutor entire generations in the same mistakes. People talk much about prejudices, but they are ready to stifle the young generation with requirements that have no meaning.
From everyday routine to cosmogony you find a great number of baseless affirmations not confirmed by experiment and observation.
Constriction of thinking is a gross offense.
341. The conflict with ignorance must be a world-wide manifestation. Not a single nation can boast that it is sufficiently enlightened. No one can find sufficient strength to overcome ignorance in single combat. Knowledge must be universal and upheld in full cooperation. The paths of communication know no barriers; so, too, the paths of knowledge must blossom in the exchange of ideas.
It should not be thought that somewhere enough has been done for education. Knowledge is so much an expanding process that continual renovation of methods is required. It is frightful to see petrified brains which do not admit new attainments! No one inclined to negation can be called a scientist. Science is free, honest, and fearless. Science can instantly alter and elucidate the problems of the Universe. Science is beautiful and therefore infinite. Science cannot stand prohibitions, prejudices, and superstitions. Science can find the great even in quests of the small. Inquire of great scientists how many times the most stupendous discoveries have been made in the process of routine observations. The eye was open, and the brain not dust laden.
The path of those who know how to investigate freely will be the path of the future. Actually, the battle with ignorance is as indeferrable as that with dissolution and corruption. Not easy is the battle with dark ignorance; it has many allies; it is sheltered in many countries; and is covered with different garments. One needs to be supplied with both courage and patience, for the battle with ignorance is a battle with chaos.
423. Each domain of life has become so complicated that cooperation everywhere is required. Not a single branch of labor can be named in which a man can regard himself as an isolated unit. Therefore cooperation becomes, as it were, the science of life. But in order to give it a scientific basis it is necessary to recognize it throughout life. It is impossible to summon people to it as to something abstract. In each school subject the inherent possibility of cooperation should be pointed out precisely.
Each legislation should allot a large place to the cooperative principle. Let each outgrowth of it be protected by sound laws. Life is multiform, and cooperation cannot be conditioned by a single interpretation. Subtle energies play a part in each work, and they must be very carefully shielded by laws. The manifestation of subtle energies enters into diverse human consciousnesses. It is impossible to define the subtle combinations with the crude word.
Thought must be thus cultivated in order to sense the utmost useful application above and beyond conventionality. Some may not comprehend what relationship the cultivation of thinking has to the laws of cooperation, but cooperation is the harmony of humanity.
483. Goats jump about outdoors, but such a form of tension is not for man. Let the peculiarities of each sport be carefully analyzed. Many such forms of tension do not promote vitality.
Likewise, let so-called educators appraise more subtly the aptitudes of students. The same needs to be told to all who intend to distribute work and rewards according to abilities. This procedure is right, but all the more necessary is it to know how to evaluate aptitudes.
It is impossible to judge the quality of energy if the judges themselves know nothing about it.
484. Do not drive any one away if he wishes to study the energy with a purely scientific aim. Only ascertain that the goal should not prove to be pseudo-scientific. A scientific task is based on tolerant acceptance, but the pseudo-scientific is full of negation. Likewise, do not burden investigators with preconceived methods. Each investigator has the right to his own path. Even if his path be a complicated one, he may discover an unexpected new detail. Poor is the method of pedagogues who ridicule each attempt at an original solution of a problem. Quests of new approaches to truth should be welcomed. If one’s conviction is steadfast that Truth is one, there can be no fear that some other truth will be found.
One should manifest the broadest tolerance, only thus is it possible to build up cooperation.
516. It was said long ago, “He who knows how to love has a fiery heart.” For strengthening the energy, fiery transport is needed. No form of reasoning produces that fire which is kindled by a spark of the feeling of love.
When schools of thought shall be built, then also the significance of feelings will be tested. Comparing an evil feeling with a good one, again one discerns how much more enduring good is than evil.
524. People can hardly imagine the influence of spatial currents. Even enlightened scholars do not always render account to themselves of the unceasing change in the quality of the atmosphere; too great is the obviousness of the surrounding motionlessness. Beyond this conventional obviousness is concealed the reality.
The consciousness of the young should be educated to the fact that around them whirls a continuous vortex; it brings no terror but manifests the power of the subtle energies. An educated man should know enough about the eternal motion and about the non-recurrence of the manifestations. Likewise, he will easily understand the changeability of the currents which fill space.
525. Furthermore, man must learn to hearken to experienced counsels. Through such collective opinion many fires are engendered. One should not avoid discussions, they form centers for the vortices of currents and the change of energies.
Let the currents change; surely after the depressing ones finer ones will come.
554. Even in infants can be observed the manifestation of psychic energy. But one needs to know how to distinguish these signs in which there are so many echoes of the Subtle World. The manifestation of former lives is already revealed among the childish games and inclinations. It is not discriminating to say that all childish diversions are identical. Even in common games each child manifests his own individuality. Observing children, one can enrich one’s own knowledge of psychic energy.
It is a mistake to think that only adults with shaken nerves can serve as objects for observations. Actually, through the undisturbed force of their psychic energy, children will furnish the better experimental possibilities.
65. Sternness and cruelty are quite different concepts. But people do not know how to distinguish the harmony of sternness from the spasms of cruelty. Sternness is an attribute of justice, but cruelty is misanthropy. From cruelty there is no path leading to Brotherhood. Sternness is expressed as a circle, but cruelty is the sign of madness. One should not understand cruelty as a disease; like foul speech, it is merely the expression of a base nature.
In the state, both these dark offshoots must be excluded by law. In primary schools there must be established the principles which will make clear the inadmissibility of these two most low defects.
134. People who bear within themselves the element of brotherly cooperation can be observed from early childhood. Usually they are sharply distinguished from all surrounding them. Their power of observation is high and their impressionability strong. They are not satisfied with mediocrity and they stand apart, eschewing commonly accepted enjoyments. It can be observed that they seem to bear within themselves some sort of inner task. They can see much and make note of it in their consciousness. They are usually compassionate, as if they remember the value of this quality. They are indignant at grossness of conduct, as if realizing all the baseness of such quality. They are concentrated upon their favorite subjects, and they are surrounded by envy and malevolence, since they are not understood and remain alien among people. It is not easy to live one’s life with an uplifted consciousness, as it cannot be content amidst the general denial of everything that leads toward Light.
Such chosen ones are not often encountered. Often they are unrecognized. Theirs is a dream which comes from afar, and which for other people will sometimes seem to border upon madness. From antiquity has come the term “sacred madness.” Wisdom is frequently spoken of as madness. Likewise do people refer to an uplifted consciousness. Let us not regard these as axioms generally known, for actually they remain neglected for entire ages.
Thus, the concept of Brotherhood enters the consciousness with difficulty.
144. The farmer prepares and improves the field, sows it in good time, and patiently awaits the sprouting and the harvest. He puts a fence around the field, so that animals may not trample down the young growth. Every farmer knows causes and effects. But it is not thus in human interrelations; people wish to know neither causes nor effects. They are not concerned about sprouts, and they want everything to be accomplished in their own arbitrarily prescribed way. Notwithstanding all the examples, people do doubt the cosmic law. They quite readily sow the causes, but they will not reflect that weeds may be the sole harvest.
Discourses about causes and effects should be introduced in the schools. Let the teacher propose a cause and let the pupils think out the effects. In such conversations there will be displayed also the qualities of the students. It is possible to imagine many effects from one cause. Only a broadened consciousness will apprehend what effects will correspond to all the attendant circumstances. One should not be consoled by the fact that even a simple farmer can calculate a harvest. The manifestation of cosmic currents and of mental conflicts is far more complicated. From childhood on, let youth be accustomed to complicated effects and to dependence upon spatial thoughts. It should not be supposed that children need to have safeguards erected against their thinking.
145. People know more than they think they do. They hear about life on distant worlds. They know about energies and currents. They are in contact with many manifestations of nature. The question is merely as to how well they absorb all this information. During an accelerated accumulation of discoveries, it is especially needful to purify the consciousness. The moral foundations become, or rather should become, an attribute of knowledge; otherwise, the gulf between knowledge and morals widens dangerously.
152. The stratification of observations over the extent of many lives, laid in the depths of consciousness, is called dormant wisdom. It would be possible to carry out remarkable experiments by studying when man is drawing from his storehouse of knowledge. It is possible to make a comparison with atavism, which is manifested through several generations. Thus are displayed hereditary racial traits. But throughout his spiritual journeys man accumulates his own load, which he guards within his consciousness. It is instructive to observe the acquisitions of knowledge and inclinations already manifested in childhood, which cannot be explained in any other way except as former accumulations. The more so is it necessary to observe such individual propensities; they may indicate endowments which may later be damaged by an ugly upbringing. Dormant wisdom was already noted in deep antiquity, when questions of spiritual incarnation were sensibly understood. Intellectual advance resulted in a loss and impeded the development of the hidden forces of man.
158. Yet, for all that, information about the Subtle World does reach Earth. Such tidings are admitted as much as possible without confusing the clouded consciousness. People should pay attention to children who remember not only former incarnations, but also certain details of the Subtle World. Let these informations be fragmentary, yet for the observant scholar it all can be gathered into a whole necklace. The main thing is not to deny flatly that which seems extraordinary just at a given time.
210. Dissolution of the organism is not spread over just one earthly life. One should not accuse one’s parents; one should also discern one’s own atavism. From absolutely healthy parents are often born very sickly children. The earthly mind will try to find the cause of it in remote forefathers, but he who knows the sequence of lives will reflect about causes contained in the person himself. In its lower and middle spheres the Subtle World preserves many bodily conditions.
It is of benefit to strive upwards.
219. Let us tell him who strives for practical occultism to reflect about incarnations, about the mystery of birth and of change of existence. It is inadmissible to by-pass manifestations of great significance. Such manifestations, before the eyes of all, can inspire thought about the essence of Be-ness. It is impossible to disregard such remarkable manifestations as the transmission and reception of thoughts. Not for derision are the recounting about little children who appear with remembrance of former lives and who can perceive the thoughts of others.
225. The domain of the most subtle energies is inexhaustible. It is possible to speak of learning about it but not of having the knowledge of it. I am speaking not for your disappointment but for your encouragement. If we make a cartogram of human penetrations into the frontiers of the distant energies, we find a very irregular line. People have hurled themselves into space, unsupported either by their fellow-men or by the Higher Forces; there has resulted the picture of a diver who has been let down at one point of the oceanic bottom and who has to give an elucidation of all underwater life. It is needful that all possible manifestations be observed and referred to laboratory investigations. So many times it has been said that a single investigator cannot succeed in observing all the threads of energies. Very often the spontaneous feeling of a child could prompt the necessary investigations. Not casually do I speak about physicians and schoolteachers; both have around themselves a broad field for observations. They can draw the attention of those around them to the loftiest subjects. They can be of much use to science, just as are meteorological stations. The most ordinary people can hear about various small manifestations, but who is to say where is the small and where the great? Often only one link is missing in that which constitutes a very important observation.
275. It is correct that people should have identical control over paired organs, but such control can only begin in childhood. A child has equal use of his hands, but in examples surrounding him he sees a preference for the right hand. In schools it is already too late to restore equality. Only amid the first flashes of consciousness can a child avoid the prejudices of adults. Too little attention is paid to the curiosity of children. One can learn much from how quickly they notice their surroundings.
276. The Teaching can be assimilated by children extraordinarily quickly, provided the child’s peculiarities be observed. In a great degree he remembers what has been absorbed earlier, and it is especially useful if instead of new knowledge the child be helped to recall what has already been implanted in him. In this way it is easier to absorb new subjects later, but one must be observant.
292. Treatment by means of music is already being applied, but the effects are not always perceptible. The reason is that it is not customary to develop perception of music. From childhood one should be accustomed to assimilating the beauty of sound. Musical faculties are in need of education. It is true that in each man has been implanted an inclination for sound, but without cultivation it remains asleep. Man ought to hear beautiful music and song. Sometimes a single harmony will awaken forever a sense of the beautiful. Yet great is ignorance when the best panaceas are forgotten in the family. Especially, when the world is quaking from hatred, it is indispensable to make haste in opening the ears of the young generation. Without realization of the significance of music it is also impossible to understand the sounding of nature; and, of course, it is impossible to think about the music of the spheres — only noise will be accessible to the spirit of the ignorant. The song of waterfall or river or ocean will be only a roar; the wind will not bring melody and will not resound in the trees as a solemn hymn. The best harmonies vanish for the unopened ear. Can people accomplish their ascent without song? Can Brotherhood stand without song?
330. Frequently there occur fallacies about the names of energies. People cannot understand why the primary energy is called by different names. But there may be names which were given by different peoples. Moreover, the manifestation of different aspects of it has been identified by many definitives. It is impossible to establish a single designation for manifestations which are so very diverse. In the history of humanity it can be traced how attentively people have detected the subtlest shades of this same energy. It would seem that at present observations ought to be deepened, but in fact it proves to be almost the opposite. People are attempting to justify themselves by the complexity of life, but it is more accurate to explain this as aimless dispersion of thinking. The more should one repeat about the art of thinking. If it be not sufficiently developed in schools, then the family must come to its assistance. One should not allow man to become scatter-brained, that is to say, irresponsible.
426. A subject must be introduced in schools — the synthesis of the sciences. From it students will perceive how closely connected are many branches of learning. They will see how great is the circle of science! They will apprehend that each scientist is in contact with an entire series of scientific provinces. If he cannot be fully conversant with them, at least he must understand their problems. Through acquaintance with synthesis, students will be able to more consciously select their own scientific activity. Let us not forget that up to the present such choice has been extremely fortuitous, often resting upon vague family traditions. Likewise, the student passed helplessly through disconnected school subjects without understanding precisely why these subjects were necessary. In the study of languages it has not usually been pointed out what are the advantages of each one. Therefore, a dull attitude toward learning has so often been noticed. This has not been laziness, but simply lack of knowledge of the meaning and aim of the subject. Assuming that each scientific subject should have an attractive introduction, the synthesis of science will enlighten even the smallest consciousness and lead it toward labor. It should not be thought that such synthesis can be absorbed only at an adult age. Actually, in their early studies it is especially easy for children to assimilate broad views. Of course, the exposition of this synthesis must be attractive.
427. In fact, the beauty of synthesis will remain throughout life. Each investigator who devotes himself to even the least detail in the structure of the Universe arrives at it through the principle of breadth, and not through narrowness. Thus, cognition will be all-embracing. Verily, where burns the fire of knowledge, there has been ordained a luminous future.
428. Knowledge is the gateway to Brotherhood. Let us not be surprised that the establishment of Brotherhood begins with the synthesis of the sciences. Though each one master but one subject, nevertheless he will know how to render respect to the countless branches of knowledge. In such respect is born the understanding of Brotherhood.
469. Concerning youth, it is necessary to make arrangements for each one who has chosen the brotherly path. It is needful that this inexhaustible source continually strengthen forces through reciprocity. Let us not think that only after a certain age youth becomes receptive. Memory frequently awakens quite early, and it is amazing how brilliantly thought is at work at a very early age.
470. The consciousness of adults sometimes dies away for a certain time, whereas children are acutely perceptive of precious qualities. Adults often fail to resound to the concept of heroism, but children are fond of popular heroes; they are enraptured by great deeds, and they dream of seeing themselves among the champions of the truth. It is inadmissible to deprive children of this living source of inspiration, which will remain a luminous glow throughout their lives. This aspiration is not sensuousness, but the growth of consciousness which has come in contact with a beautiful image. It is necessary to preserve by all means such contacts; from them is born also the concept of Brotherhood.
It should not be thought that realization of Brotherhood comes from any sort of dogmatic moralizing. A beautiful achievement can illumine a young heart forever.
529. Habit is second nature — a wise proverb indicating to what an extent habit dominates man. Precisely, habits render a man immobile and unreceptive. One can suppress habits, but it is not easy to eradicate them. People are continually encountered who boast of their victory over habits. But observe the daily routine of such victors, and you will find them slaves of habit. They have become so imbued with habits that they do not even feel the weight of such a yoke. It is especially tragic when a man is convinced that he is free, whereas he is really shackled in the fetters of his habits. It is most difficult to cure a sick man who denies his illness. Each one can name such incurable ones among people known to him. Yet in order to assimilate the concept of Brotherhood, mastery of existing habits is indispensable. Under habits We have in mind not the service for good, but the petty habits of selfhood.
It is Our custom to test those who are approaching the Brotherhood on liberation from habits. Such testings must be unexpected. It is best to begin with small habits. Man is concerned with defending them more than anything else. They are considered to be natural qualities, like birthmarks. Yet the newly born have no habits. Atavism, the family, and school foster the growth of habits. In any case, a routine habit is an enemy of evolution.
599. As bees collect honey so you, too, should collect knowledge. It will be asked, What is new in this advice? Its newness is in that one should collect knowledge from everywhere. Until now knowledge had fixed limits, and entire domains of it were kept under prohibition, suspicion, and in neglect. People have not had the courage to overcome prejudices. They have forgotten that a scholar, first of all, must be open to all that exists. There are no forbidden domains for a scholar. He does not belittle any manifestation of nature, for he understands that the cause and effect of each manifestation have a profound significance.
Brotherhood teaches unprejudiced cognition.
601. Likewise, let us welcome those schoolteachers who can find an hour to talk to their pupils about the dignity and responsibility of man, about the primary energy, and about the treasures belonging to all peoples. Such preceptors will indeed make more manifest the path of labor and achievement. They will find harmony between the preeminence of the spirit and the health of the body. They will introduce the book of knowledge into each dwelling. The life of such teachers is hard. Let there live in them the life-giving dream about the Brotherhood.
609. Imagination is insufficiently developed in people. They are unable to imagine causes and effects. They do not know how to picture to themselves the most beautiful possibilities. They have not been taught imagination and inspiration. The best strivings have been scoffed at, and people have been persuaded not to think. But those who know not how to think have no imagination. Loss of imagination is renunciation of joy.
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Children must be asked whether they can stop fearing to appear absurd in the eyes of the crowd. Are they ready to give up personal comfort for the sake of the New World? It were best to put the question sternly, for the manifested flame does not fear the wind.
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