(6) My course is the course of Râ, and the course of Râ is my course

(15) In conclusion, it should be called to the attention of the student that the average man "consciouses" only on some of the lower subplanes and subdivisions of The Plane of Human Consciousness; and that there are wonderful regions within that great plane awaiting the exploration of the wise of the race, and the generations of the distant future. The wise of the race are not waiting for the centuries-long slow evolution of the bulk of the race, but are taking the "short cut" to the higher sub-planes by means of careful training along the lines indicated by capable teachers who have demonstrated the virtue and value of the methods which have been known to and taught by the advanced occultists for thousands of years, the Rosicrucian Teachings being splendid examples of such achievements.

(518) Any one who has common sense will remember that the bewilderments of the eyes are of two kinds, and arise from two causes, either from coming out of the light or from going into the light, which is true of the mind’s eye, quite as much as of the bodily eye; and he who remembers this when he sees any one whose vision is perplexed and weak, will not be too ready to laugh; he will first ask whether that soul of man has come out of the brighter life, and is unable to see because unaccustomed to the dark, or having turned from darkness to the day is dazzled by excess of light. And he will count the one happy in his condition and state of being, and he will pity the other; or, if he have a mind to laugh at the soul which comes from below into the light, there will be more reason in this than in the laugh which greets him who returns from above out of the light into the den. That, he said, is a very just distinction. But then, if I am right, certain professors of education must be wrong when they say that they can put a knowledge into the soul which was not there before, like sight into blind eyes. They undoubtedly say this, he replied. Whereas, our argument shows that the power and capacity of learning exists in the soul already; and that just as the eye was unable to turn from darkness to light without the whole body, so too the instrument of knowledge can only by the movement of the whole soul be turned from the world of becoming into that of being, and learn by degrees to endure the sight of being, and of the brightest and best of being, or

(53) Thence comes the mind’s power to hold itself in the light.

(4) Now all the causes may be shown in order in the case of the learner. The father is the Pro-catarctic cause of learning, the teacher the. Synectic, and the nature of the learner the cooperating cause, and time holds the relation of the Cause sine qua non.

(258) A man is not learned because he talks much; he who is patient, free from hatred and fear, he is called learned.

(26) I see Râ, when he is born from Yesterday, at the dugs of the Mehurit cows? His course is my course, and conversely mine is his

(503) What do you mean? he said. You are aware, I replied, that quick intelligence, memory, sagacity, cleverness, and similar qualities, do not often grow together, and that persons who possess them and are at the same time high-spirited and magnanimous are not so constituted by nature as to live orderly and in a peaceful and settled manner; they are driven any way by their impulses, and all solid principle goes out of them. Very true, he said. On the other hand, those steadfast natures which can better be depended upon, which in a battle are impregnable to fear and immovable, are equally immovable when there is anything to be learned; they are always in a torpid state, and are apt to yawn and go to sleep over any intellectual toil. Quite true. And yet we were saying that both qualities were necessary in those to whom the higher education is to be imparted, and who are to share in any office or command. Certainly, he said. And will they be a class which is rarely found? Yes, indeed. Then the aspirant must not only be tested in those labours and dangers and pleasures which we mentioned before, but there is another kind of probation which we did not mention—he must be exercised also in many kinds of knowledge, to see whether the soul will be able to endure the highest of all,

(10) The walrus said to the centipede, "I hop about on one leg, but not very successfully. How do you manage all these legs you have?" "I don't manage them," replied the centipede. "Have you never seen saliva? When it is ejected, the big drops are the size of pearls, the small ones like mist. They fall promiscuously on the ground and cannot be counted. And so it is that my mechanism works naturally, without my being conscious of the fact." The centipede said to the snake, "With all my legs I do not move as fast as you with none. How is that?" "One's natural mechanism," replied the snake, "is not a thing to be changed. What need have I for legs?" The snake said to the wind, "I can manage to wriggle along, but I have a form. Now you come blustering down from the north sea to bluster away to the south sea, and you seem to be without form. How is that?" "'Tis true," replied the wind, "that I bluster as you say; but any one who can point at me or kick at me, excels me. On the other hand, I can break huge trees and destroy large buildings. That is my strong point. Out of all the small things in which I do not excel I make one great one in which I do excel. And to excel in great things is given only to the Sages." When Confucius visited K'uang, the men of Sung surrounded him closely. Yet he went on playing and singing to his guitar without ceasing.

(11) This is the Bardo of the Wrathful Deities; and, they being influenced by fear, terror, and awe, recognition becometh more difficult. The intellect, gaining not in independence, passeth from one fainting state to a round of fainting states. [Yet], if one but recognize a little, it is easier to be liberated [at this stage]. If it be asked why? [the answer is]: Because of the dawning of the radiances — [which produce] fear, terror, and awe — the intellect is undistractedly alert in one-pointedness; that is why.

(28) Is memory vested in the faculty by which we perceive and learn? Or does it reside in the faculty by which we set things before our minds as objects of desire or of anger, the passionate faculty?

This will be maintained on the ground that there could scarcely be both a first faculty in direct action and a second to remember what that first experiences. It is certain that the desiring faculty is apt to be stirred by what it has once enjoyed; the object presents itself again; evidently, memory is at work; why else, the same object with the same attraction?

But, at that, we might reasonably ascribe to the desiring faculty the very perception of the desired objects and then the desire itself to the perceptive faculty, and so on all through, and in the end conclude that the distinctive names merely indicate the function which happens to be uppermost.

Yet the perception is very different from faculty to faculty; certainly it is sight and not desire that sees the object; desire is stirred merely as a result of the seeing, by a transmission; its act is not in the nature of an identification of an object seen; all is simply blind response . Similarly with rage; sight reveals the offender and the passion leaps; we may think of a shepherd seeing a wolf at his flock, and a dog, seeing nothing, who springs to the scent or the sound.

In other words the desiring faculty has had the emotion, but the trace it keeps of the event is not a memory; it is a condition, something passively accepted: there is another faculty that was aware of the enjoyment and retains the memory of what has happened. This is confirmed by the fact that many satisfactions which the desiring faculty has enjoyed are not retained in the memory: if memory resided in the desiring faculty, such forgetfulness could not be.

(8) Chapter IV. We firmly believe that through deep meditation on the inventions of the human mind and the mysteries of life, through the cooperation of the angels and spirits, and through experience and long observation, our loving Christian Father C.R.C. was so fully illumined with God's wisdom that were all the books and writings of the world lost and the foundations of science overturned, the Fraternity of R.C. could reestablish the structure of world thought upon the foundation of divine truth and integrity. Because of the great depth and perfection of our knowledge, those desiring to understand the mysteries of the Fraternity of R. C. cannot attain to that wisdom immediately, but must grow in understanding and knowledge. Therefore, our Fraternity is divided into grades through which each must ascend step by step to the Great Arcanum. Now that it has pleased God to lighten unto us His sixth candelabrum, is it not better to seek truth in this way than to wander through the labyrinths of worldly ignorance?

(3) Now we assert that knowledge (gnosis) differs from the wisdom (sofia), which is the result of teaching. For as far as anything is knowledge, so far is it certainly wisdom; but in as far as aught is wisdom, it is not certainly knowledge. For the term wisdom appears only in the knowledge of the uttered word.

(14) "While at work your thought is to be actually concentrated in it, undistracted by anything whatever irrelevant to the matter in hand—pounding away like a great engine, with giant power and perfect economy—no wear and tear of friction, or dislocation of parts owing to the working of different forces at the same time. Then when the work is finished, if there is no more occasion for the use of the machine, it must stop equally, absolutely—stop entirely—no worrying (as if a parcel of boys were allowed to play their devilments with a locomotive as soon as it was in the shed)—and the man must retire into that region of his consciousness where his true self dwells. I say that the power of the thought-machine itself is enormously increased by this faculty of letting it alone on the one hand, and of using it singly and with concentration on the other. It becomes a true tool, which a master-workman lays down when done with, but which only a bungler carries about with him all the time to show that he is the possessor of it." If the student will master the idea expressed in the above several quoted paragraphs, he will indeed become a Master of Mind. And if he will extend the idea to the field of his Emotions, and will put into practice there the same idea and method, he will also become a Master of his Emotions—an accomplishment of inestimable value. But, before doing either of these things he will find it necessary to come to a full realization of the fact that his Self—his real "I"—is a Something superior to and transcending both his Thought and his Emotions. He must enter into a vivid realization of the "I AM," before he may hope to be able to say "I Do" regarding these accomplishments. As the old Rosicrucian masters were wont to say: "When the 'I' knows itself to be the Self and Master, then only is it able to take its throne and enforce its will upon its subjects in the world of its thoughts, desires, feelings, and emotions." Not only may the enlightened "I" manifest its power along the lines above indicated, but it may also work its will in that region which popular modern psychology has chosen to call "The Sub-Conscious Mind." The latter is merely that great region of mind outside of the limits of the concentrated field of attention. In that great region a great part of the thinking of the average man is performed, the results being flashed into the field of his attention in a more or less haphazard way. Without going deeply into the subject, we would say here that the man who has grasped the reality and power of the "I" is able to issue positive commands to this part of his mental machinery, and not only cause it to perform the work of thought classification, induction and deduction, for him, but also to present the report of such work to his conscious attention at any specified time and place. The Masters of Mind relieve themselves of much of the drudgery of ordinary intellectual processes in this way, and obtain results logically perfect and ready for use, according to the measure of training and direction which they have been able to impose upon the aforesaid regions of their mind.

(25) By bending upon them the awakened inner light, there comes a knowledge of things subtle, or concealed, or obscure.

(3) 'For I have heard from men like you, Sir, that only knowledge which is learnt from a teacher (Âkârya), leads to real good.' Then he taught him the same knowledge. Nothing was left out, Yea, nothing was left out.

(15) The same holds also of astronomy. For treating of the description of the celestial objects, about the form of the universe, and the revolution of the heavens, and the motion of the stars, leading the soul nearer to the creative power, it teaches to quickness in perceiving the seasons of the year, the changes of the air, and the appearance of the stars; since also navigation and husbandry derive from this much benefit, as architecture and building from geometry. This branch of learning, too, makes the soul in the highest degree observant, capable of perceiving the true and detecting the false, of discovering correspondences and proportions, so as to hunt out for similarity in things dissimilar; and conducts us to the discovery of length without breadth, and superficial extent without thickness, and an indivisible point, and transports to intellectual objects from those of sense.

(25) A saying, the truth of which is applicable, is: 'In a moment of time, a marked differentiation is created; In a moment of time, Perfect Enlightenment is obtained.'

(10) Through frequent repetition of this process, the mind becomes habituated to it, and there arises an equable flow of perceiving consciousness.

(1) The readiness acquired by previous training conduces much to the perception of such things as are requisite; but those things which can be perceived only by mind are the special exercise for the mind. And their nature is triple according as we consider their quantity, their magnitude, and what can be predicated of them. For the discourse which consists of demonstrations, implants in the spirit of him who follows it, clear faith; so that he cannot conceive of that which is demonstrated being different; and so it does not allow us to succumb to those who assail us by fraud. In such studies, therefore, the soul is purged from sensible things, and is excited, so as to be able to see truth distinctly. For nutriment, and the training which is maintained gentle, make noble natures I; and noble natures, when they have received such training, become still better than before both in other respects, but especially in productiveness, as is the case with the other creatures. Wherefore it is mid, "Go to the ant, thou sluggard, and become wiser than it, which provideth much and, varied food in the harvest against the inclemency of winter." Or go to the bee, and learn how laborious she is; for she, feeding on the whole meadow, produces one honey-comb.