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Education in the New Age - Chapter II - The Process of Unfoldment
There is one point that I would like to make here. In the future, illumination will be viewed primarily from the intellectual angle and the whole subject will be approached mentally, and not so definitely (as is the case today) from the angle of religion. Illumination, mysticism and religion have gone hand in hand. One of the major contributions of the present age to the unfoldment of the race has been the growing recognition that spirituality is not to be confused with and confined to the acceptance and the following of the precepts contained in the world Scriptures; it cannot be held down to the implications given to these Scriptures by an orthodox priestly caste, nor can the trends of ancient theologies govern. God can be known by His works, and these works can be more easily appreciated through the revelations [57] of science than by the hymns, prayers and sermons of the churches throughout the world. What then will be the task of the churches in the future? And what will be the major objective of the coming new religion? Primarily it will be to bring about the opening of the love petals, thus inaugurating an era of true cooperation, loving understanding and group love. This will be done by training the people and the individual in the rules of Right Approach.

The keynote of the new education is essentially right interpretation of life past and present and its relation to the future of mankind; the keynote of the new religion must and should be right approach to God, transcendent in nature and immanent in man, whilst the keynote of the new science of politics and of government will be right human relations and for both of these education must prepare the child.

Those working in these three groups must eventually proceed in the closest cooperation, and it is for this planned understanding and this intelligent activity of mankind that the new education must prepare. In the above comments, plus what I have given earlier, you have the few suggestions which I have sought to make in connection with the cultural unfoldment of the race. The true history of humanity, which is long and varied and lost in the speculative indications of the esotericists (which, when true, are seldom susceptible of proof), have brought humanity to a point in its evolution wherein the light of knowledge is definitely permeating the dark places of the earth. A mass of information is now available to those who have the ability to read and write - and the number of these is growing every day - whilst the means of transmission and of communication have practically annihilated time and brought the whole world together as a functioning unit. A very high level of educational attainment is also emerging in all civilized countries. The average citizen is in possession of a vast amount of data on every imaginable subject. Much of it is ill-digested and [58] unusable, yet it tends to the general elevation of the mental process. The output of men's thoughts in writing and in speech, embodying that which is old, that which is new and modern, and that which is superficial and relatively worthless, is so vast today that it is impossible to register it, and the lifetime of a book is brief. To crown all, there is a definite effort to bring the resources of education within the reach of every man upon the planet. This eventually will be done, and the intended type of education will accomplish the following things, thus laying the ground for the future unfoldment of the higher and better education:

  1. Make available to the average citizen what has "come to light" in the past.
  2. Evoke interest in the new sciences and knowledge which are coming to light in the present.
  3. Develop the memory and the power to recognize that which is presented to the mind.
  4. Correlate the past with the present.
  5. Train citizens in the rights and nature of possession, with the attention to the processes of enjoyment and right use of the material and intellectual gifts of life, and their relation to the group.
  6. Indicate, after due study, the right vocation.
  7. Teach the methods whereby the coordination of the Personality can be brought about.

All this will turn the man out into the arena of life with a certain amount of knowledge of what has been discovered in the past and what is his intellectual heritage; with a certain amount of mental activity, which can be developed and trained if the man himself so desires it and brings it about by the right handling of himself in relation to his environment; with certain mental ideals, dreams and speculations, which can be transmuted into valuable assets if the man is dowered with persistence, if his imaginative faculties have not been dulled by an unbalanced, enforced [59] curriculum, and if he has been fortunate enough to have a wise teacher and some understanding senior friends.

It will be apparent to you also that the task of the new education is to take the civilized masses and lead them on to the point where they are cultured; to take likewise the cultured people and train them in the ways of the Illuminati. Eventually it will be found that what is now taught in the schools of the esotericists will be part of the acknowledged curriculum imposed upon the rising generation, and that the teaching given to the advanced, thinking people of the world today will be adapted to the needs of the youth of the period.

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