The Technology of Light and crop circles

What is the connection between Mars, Venus, crop circles and the Technology of Light? The UFOs come mainly from Mars and Venus. The vast majority of them are made on Mars. They are made by thought and are guided by a combination of thought and technology. The Space Brothers also make the crop circles. These are essentially centres of force, vortices. The crop circles that have appeared all over the world are focused primarily in the south of England because that is where Maitreya is. His point of focus in the world is London. Although the crop circles are not in London, they are not far from there. They appear in large numbers in wheat and other crops for a reason. It is a tangential way for the beings in the spacecraft to leave their ‘calling card’, saying: “We were here.”

The Space Brothers make incredibly intricate, beautiful, ever more elaborate patterns in the crop circles year after year. Then the crops are cut, the crop circles disappear, and they appear again the next year when they are made again. They are deliberately put in crops because the crops are seasonal. Similar ‘crop circles’ are made all over the world. They are on mountains, in oceans, in the seas, in the rivers, on the land. The crops only give them visual patterns. They appear in crop circles so that we know that they occur, but they are manifested everywhere. Some of the patterns, especially the more recent ones, have meaning. As soon as they are seen, people say, for example: “That stands for Pi in geometry.”

Around this planet, as around all planets, is a magnetic field. It is made up of lines of force that criss-cross each other. Where they intersect a number of times, they form a vortex. It is like a chakra, a vortex of power. The Space Brothers are creating these vortices of power on the physical plane. A crop circle is really an outer sign of a vortex. A replica of our planet’s magnetic field is being placed all over the physical world, not as huge and powerful as the planet’s magnetic field, but powerful and widespread enough to be the basis of the Technology of Light.

The light will come directly from the sun and be fused with the magnetism of the magnetic field. That will give humanity every form of power it needs. All our mechanical objects, our heat, our light, our transport, our cooking, our machinery will be powered by this Technology of Light, using light from the sun and the magnetism of our planet’s magnetic field. There will be large storehouses made in specific shapes. The shapes themselves will be related to the type of energy they store. From these storehouses will come this unlimited power for all our needs.

Trains, for example, will seem to be motionless. We will be sitting in them talking and not even notice that we are moving. They will be very fast and utterly still and silent. Travel fatigue will disappear. We will go on a long train ride and when we finish our journey, it will be as if we had not moved. We will be just as relaxed as when we started.

This power will satisfy all our energy needs. It will power spaceships that will take people across the galaxy. In your next life, you might be a discoverer of planets and solar systems out there that are peopled by … we do not know. They will be men, of course, although they might not look exactly like us. But they are men nevertheless. Man is everywhere in cosmos. You will be able to go as far as you like out into space and it will not take any time. Time really does not exist.

 

Energies of Aquarius

Humanity will come into the total understanding that we are one group called humanity, that there is nothing separate in the whole of cosmos, that everything relates to everything else, that the laws that connect humanity are the laws built out of the nonexistence of cleavage of any kind throughout cosmos. We will grow with the impact of the energies of synthesis, streaming to us from Aquarius, into this sense of being fused and blended together. That is the essence of the energies of Aquarius. They only work through the group. The energies do not work through individuals. Individuality will not disappear, but will be placed at the service of the group.

People today are only too willing to demonstrate their individuality. That is why they can be so destructive, because that individuality is often in the hands of people in positions of power but who are not evolved enough to handle that power. They invade other countries, wage war and make life hell for millions of people. That so-cherished individuality of which we are rightly proud must be put at the service of the group.

Aquarius is about the group. It is about bringing unity, synthesis into the greatest number of individual parts. It is not to obliterate individuality. It is not to get rid of the parts, the differences. On the contrary, it is to synthesize into a total unity the greatest number of different individual parts. It is unity in diversity. That should be the slogan for all future work.

Unity with the maximum diversity is the aim of all those ready and willing to work in line with the new Age of Aquarius.

As individuals grow, as they become more and more imbued with the energy and light of their soul, they will want to serve because that is what the soul wants to do. The soul’s purpose is to serve the Plan of evolution in the mind of the Logos. That is why the soul comes into incarnation in the first place, and in so doing brings the Plan to fruition.

In this time, under the influence, inspiration and example of the Masters, as people want more and more to serve, the soul will make it possible. No one will be left without a field of service. The Masters are here to serve the Plan and to inspire humanity to carry out their soul’s purpose.

(Share International, January/February 2009)

 

 

WE DO NOT KNOW WHO WE ARE

 

Why did you pair those two articles together, ‘The New Education’ and ‘The Age of Light’? (March 2009)

They are part of a threesome. ‘The New Education’, ‘The Age of Light’ and ‘The Family’ are related in important ways: ‘The New Education’, on education in the outer world, schools, business, in all situations; ‘The Age of Light’ about the new approach to education which that age will bring; and ‘The Family’ – in the most immediate sense how the education of children and the family can best be done. I thought those three articles gave three aspects of education, each closely related to the other. The Master has written so many articles, often about the same subjects in different ways. I could have probably taken three other articles and used those to do the same thing.

 

What does Maitreya mean by “honesty of mind”, “sincerity of spirit” and “detachment”? (March 2009)

We have a threefold constitution. We are the monad, the divine spark, reflecting as the divine soul on its own level. We are also the ensouled personality, however unaware we might be.

Everything works out in threes. When we are at our highest, we reflect the spark of God, the divine, the spiritual. When we are nearly at our highest, we reflect the soul. It is the intermediary. If you are in right relation to the soul, you are in right relation to that of which the soul is a reflection.

On the physical personality level there may be a degree of contact with the soul, but none with the highest aspect, the monad, except through the soul, the intermediary. It acts as an intermediary for as long as it takes to bring its reflection, the human personality, into right relationship with the monad.

Since we have a physical, an astral and a mental body, everything necessarily reflects through these three. Honesty of mind is obviously to do with the mind. Most people do not have honesty of mind. If we thought about our habitual use of the mind, we would find that as often as not we think one thing, say something else, and do something else again. There is no direct line from the thought to the deed.

Sincerity of spirit relates to the sensitive, astral feeling body. Maitreya says the best way to think about this is to think of talking to some well-loved person, an associate or old friend whom you trust. You speak with that person honestly. You do not expect him or her to be indulgent of you. You do not try to put anything over on such a person, or try to get them to have a better view of you. You trust them to be open to you, to speak to you as you believe, think and feel yourself to be, heart-to-heart. Only two old friends can have a heart-to-heart talk, where they trust each other and accept the other as they are. Sincerity of spirit is obviously related to honesty of mind. They are not so very different.

Detachment is the highest level, the detachment of the soul. The soul is detached. It does not want or need anything. It has only the desire to serve the Plan. The soul tries to influence and bring its reflection, the man or woman, into the position of serving the Plan. That takes what we would call a long time.

From the soul’s point of view, there is no time. It is an endless vista of eternity, so the soul is not in a hurry. But it tries constantly, life after life, to impress its vehicle to develop a growing detachment – from seeing oneself as the physical body; from dishonesty, therefore, of mind; from insincerity of spirit, from the glamour of needing to be loved, needing to be treated gently and indulged.

If people are really detached, insincerity does not affect them. It can be a nuisance, but that kind of insincerity is simply the agitation in the core of the person. They are not detached in themselves. They want you to love them. People are always hungry for love. They want to belong. They want to be made to feel good. They want to be inspired. They want all these things.

Fundamentally, if you are working at the soul level at all, you become more and more detached. That detachment is the highest; it is the aim. As you become more detached, you become more honest in mind, more sincere in spirit. As you become more honest in mind and more sincere in spirit, you become more detached. These three things work together.

These are the three key things presented by Maitreya as the base of His teachings. If we only practised them to any real extent, we would achieve much.

 

You said we can either have the experience of oneness or separateness but not both at the same time. What suggestion can you offer on how to live in oneness more often than not, day in, day out? (March 2009)

It is an inner sense of belonging to the group we call humanity. We are not only a group of people, we, humanity, are an energetic centre in the world. There are three such centres: the human kingdom, the centre where the Intelligence of God manifests; Hierarchy, the centre where the Love of God is expressed; and Shamballa, the centre where the Will and Purpose of God is known. These are the three great centres of energy on planet Earth. The human kingdom is to do with knowing, the growth of mind. We are in the process of perfecting the mind aspect of man.

The physical body of man is more or less perfected. There will be very slight changes, growing awarenesses, especially in the eyes so that the etheric levels will become visible to sight as more and more children who have etheric vision come into incarnation. They will become so many that the etheric will be recognized as real.

Perfecting the intelligence or mind aspect of divinity is a huge responsibility. We will develop our minds until we can create by thought, for example, this magnifying glass, these spectacles, this table. This may seem impossible now but it is already a reality, for example, on Mars. The Martians make most of the spacecraft which we call UFOs, by thought, some of which are miles long. Can you imagine a spaceship four or five miles long, just outside our atmosphere, floating out there in space, filled with laboratories of all kinds and spaceships? They open a hangar and let the spaceships out, one after another. It is a huge town-like edifice, but it is a spaceship made by thought.

Can you imagine creating a table by thought? Humanity will develop its mind to the extent of creating by thought all the artefacts of our modern civilization. Not at first, not for some time, but in the not too distant future men’s minds will be expanded to an extent that we will have a different notion of what it is to think.

 

Will you explain more about “a different notion of what it is to think”? (March 2009)

Thinking is the ability to create by thought. When you create a painting, you are creating by thought. Your thought goes into it. It does not happen by itself. You have to have the idea. You have to have the hand and eye co-ordination to bring the idea onto the physical plane surface of the canvas or whatever is your medium. If your medium is music, you have to create by thought all the sequences that make a piece of music.

Mozart did that, but he did not see it as you might think, as music written out that he was able to write down. He did not see the notes with his inner eye and copy them down. He saw the music like a flat painting. But he understood it not as a painting but as music. He copied down in musical terms what he saw as a painted object. By looking at that, he knew what the music should be. That is the creative mind.

It depends on your receptivity, how your mind works. Someone with a visual sense would paint a picture. Someone with a musical sense would write music. For both of them it is the same activity; the creative mind is doing it. By mind, I do not mean the brain. The mind is different from the brain.

Scientists are still discussing whether we have a mind at all or just a brain. They know we have a brain because they can look at it. They can conduct experiments and perform operations on the brain. But they cannot perform an operation on the mind because the mind is other than the brain, although it is related to the brain by contact, as in a computer.

The mind is an energy belt that permeates all space into which the ideas or formulae of the Masters are placed. When these are ripe for use, they are tuned into by the sensitive minds of the race. Scientists such as Einstein discover great scientific theories. Practical, technical scientists discover how to develop the computer, for example. All of that is put there in the mind belt. It takes the sensitive minds of the discoverers, scientists, painters or musicians to bring the ideas down and make them useable.

When we have developed our minds more, we will discover how to create factories and, in the factories, tools like robots that will create all the things we need from our thought. It is extraordinary to think of, but if it is not just around the corner, it is around the corner after that.

 

Famed Canadian neuroscientist Wilder Penfield thought that the mind may interface with the brain in part of the diencephalon. (1) Is that true? (2) If so, is there a specific part of the diencephalon that you can identify where the mind interfaces with the brain? (November 2008)

(1) Yes. (2) It is not in a part of, but in the diencephalon.

 

(1) What is the difference between how memory is stored in the mind versus the brain? I am sure that the mind stores memory, but does the brain also store memory? (2) There is a limit to how much memory can be stored in the brain, but not in the mind, correct? (3) Can you explain the relationship of the mind and the brain? (May 2009)

(1) The brain stores memory and makes it generally available. The mind does not ‘store’ memory but has access to it if developed enough. (2) One cannot generalize. Theoretically, there is no limit to what the brain can store, but it depends on the development and health of the person. Likewise, the access of the mind to memory is only limited by development and awareness. (3) The brain is an instrument, highly developed and capable of further development but part of our physical apparatus. The mind has access, in a healthy person, to the stored memory of the brain.

 

It is said only 10 per cent of the brain is used. What percentage is used by high initiates and how much is used by other people? Is it really only 10 per cent? (January/February 2009)

The average person uses about 12 per cent of his possible brain functions. An initiate of say the third degree would probably be using 60 to 70 per cent of his brain function.

 

The latest research seems to suggest that during puberty there is a new development, even growth, of the brain. The same research appears to indicate that if the brain is creatively, actively, usefully used and ‘exercised’ at this time it creates a long-lasting positive enhancement of brain capacity. Is there any truth in this? (September 2002)

Yes. It is 100 per cent true.

 

At the beginning of your lectures you ask the audience to keep an open mind. What does an open mind really mean? How can we be open-minded? (September 2002)

To be open-minded doesn’t mean to be empty-minded. It means not to be prejudiced. To every new idea we bring to it what is really our conditioning, our prejudices built from the cradle onwards, by our parents, teachers, the life we lead, the things we read and so on. That creates thoughtforms in our mind which then become fixed and they prevent us from seeing something else. Being open-minded means being free. It means having a mind which belongs to yourself with nothing in it which prevents you from looking objectively at new information.

Most people, when they hear new information, bring up their preconception of what that is. If they like it they accept it. If they don’t like it they tend to reject it. But on the level of mind there is neither liking nor disliking. There is only what is true. If it is true it is interesting. It may not be your path but it is interesting. It has the ring of truth because you have not put something else in its place and rejected it. If you are free in this sense your mind is open and you begin to learn, to self-educate. You can test in yourself whether it is true or not. If it is true you can see it in connection with everything else. If it is false it doesn’t fit in with anything else. You can immediately test it and see that it is false. The truth has its own power, the power of being which nothing can destroy.

 

How can one open the mind more – become less rigid or set in one’s beliefs? (November 2008)

Become more tolerant of difference. Meet more people of opposing views and try to understand their point of view.

 

What is the difference between true and false hope? (November 2009)

True hope emanates from the soul and is therefore a spiritual quality. It fills the person with the desire to seek and visualize an aspiration for future betterment and is therefore a driving force for evolution itself. That is why, for humanity, hope is an essential aspect of life.

False hope, on the other hand, is the expression of an emotional desire for belief, help and security. It is essentially the outcome of fear and frequently leads to disappointment.

 

There seems to be a consensus among developmental psychologists today that a person’s identity is the product of the cultural and family background, the school environment, and the peer group. Since this leaves out the notion of the soul reincarnating for its own purpose, could you elaborate on the role of the soul in the formation of our identity? (July/August 2005)

A person’s personality is – to some extent – the product of the various influences mentioned in the question. But the personality is not the identity. Each of us is a soul in incarnation and, more and more, shows itself as the identity through the personality. The trouble is that – for the most part – developmental psychologists reject the notion of the soul. Psychology will make no further progress until it recognizes the fact of the soul.

 

Sigmund Freud’s theory about how the personality is formed has had a huge impact on Western thought about human development, even if many psychologists now dispute most of his theories and claims. Is any of his work still relevant or useful from the Masters’ point of view? (July/August 2005)

Yes. For example he has thrown light on the reality of the unconscious mind and its effects on the actions of most people.

 

In the introduction to her book The Soul and its Mechanism, Alice Bailey says that Western psychology, with its emphasis on behaviourism (man is the product of his environment; the ‘materialistic’ view of man), needs to be complemented with the introspective psychology of the East, based on the precept of an inner driving force, the soul, for a more comprehensive and realistic view. Does it follow that there is a role for behaviourism in raising and educating children, in conjunction with the constructivist approach to human learning and development? (July/August 2005)

Yes, the environment has, obviously, an influence on the development of the personality but even so it is only around 30 per cent where the average person is concerned. It becomes considerably less influential in the case of the advancing initiate who is demonstrating more of his/her soul quality.

 

 

INTUITION AND CREATIVITY

 

I understand that one should try to develop one’s intuition. (1) How do you do that? (2) Is it the same as just thinking through a problem rationally and clearly? (3) What would hinder the development of intuition? (May 2001)

(1) Intuition comes from the soul. Therefore, whatever invokes the soul develops intuition. Meditation and service are the age-old royal ways to the soul. It is advisable to read the Alice Bailey books (Lucis Press). They are written by the Master Djwhal Khul in such a way as to awaken the intuition. (2) No. It is seeing it from the point of view of the soul. (3) Some rays (2,4,6) are more conducive to the development of intuition because they give quicker, easier access to the soul.

 

Reading the Yoga Sutras of Patanjali I came across the idea of ‘spiritual reading’; I gather this means the understanding and pondering of symbols. Could you explain what advantage there is to reflecting on the symbolic nature of things? (July/August 2001)

It is necessary in the training of the abstract mind.

 

How can the use of the intuition help us educate? How can education help develop the intuition? How does this relate to the education of people as souls? (March 2009)

Without the faculty of intuition, which is a soul aspect, I do not know that you can educate anyone at all. If you do not have intuition, you cannot sense the need of the person you are educating. Those who educate people from 14 to 18 years of age, for example, need to be able to sense where they are in evolution. You do not have to necessarily say they are 1.358 or 0.72. It need not be as precise as that. But you know that they are coming up towards the first initiation, or have probably taken the first initiation, but are not much beyond that. By what they present to you, they might be around 1.5 or 1.6 and making the shift from astral to mental polarization. You can sense this by the use of the intuition. That intuition is based on practical knowledge, experience; that is number one. But intuition is primarily a soul function and if you are functioning as a soul, you know because you know; you are not using ratiocination.

However, I have met many people who think they know because they know – but they are wrong! What they take to be intuition is not intuition at all. It is simply their glamour. There is a glamour that they mistake for intuition, as there is a glamour they mistake for knowledge. You have to be able to differentiate between glamour and intuition.

Intuition is a faculty of the soul, which knows everything on its own plane. The soul knows the past, present and future. It is not involved in time. One aspect of that which we call intuition develops as you raise your consciousness closer to the vibration of the soul.

How do you paint a picture? You do it by intuition.

What makes a painter know what to paint or a musician know what notes to write? Something is guiding him. Mozart, Beethoven, Rembrandt, Leonardo are doing it by intuition. You have a canvas and there is nothing on it. There are sheets of paper with lines on them but no notes. How does that become the manuscript of music, a symphony, for example? How does a canvas become a painting? A canvas is only a support for a painting. How do you get the painting? How does a painter know what to put there? With colour you can put red, yellow, blue, green, violet. You can go through the gamut of them all, but most painters do not. Some do and you see the result. Something makes you choose. What is it that makes you choose? You choose a red and a blue, or a yellow and a violet. You choose them at a certain hue of that colour and a certain tone of that hue. All the time you are relating the hue and tone of one colour to the hue and tone of another colour. They might be side by side or across the painting. All that is related to intuition. You do it because you know what to do, but you do not know what to do until you start doing it.

How can the use of the intuition help us to educate? The intuition is necessary; otherwise you cannot educate. You may be trained as a teacher, go to college and have your brain filled with facts. You apply those facts and that is educating children. But for what? Certainly not for life. It is educating children for the thoughtform in the minds of the country’s professional educators. The facts imparted by these trained teachers will fit these students for such-and-such a level of work. It does not in any real sense draw on the faculty of the intuition. That is not to say that some teachers will not have intuition and I am sure many do.

You cannot be a painter, a musician, a scientist or a teacher at any level at all without the use of the intuition. It is the intuition that tells you that such and such is so. How did Einstein get to E=mc2? That is intuition. Einstein could not do simple arithmetic, but he could find the most fantastic formula that relates energy to matter. Energy equals mass times the speed of light squared. It is an extraordinary awareness, which you can only arrive at by intuition. The great discoverers use intuition, and that comes from the soul. Einstein was a second-degree initiate, obviously in touch with the soul and receptive to the soul’s impress. He did not set out to educate the world, but the world has been educated dramatically by his formula, his understanding. He was educating the people of his time.

How does this relate to the education of people as souls? To bring the soul more and more into the life of the person, we have two processes – meditation and service. Nothing helps us to invoke the soul more than meditation and service. They are the given tools, the path for becoming soul infused. Soul infusion is very slow, it develops bit by bit. Yet every life takes the person closer to the soul. There might be some very lazy lives or backward-sliding lives when nothing much is taken in. But if all goes well the soul imparts its light to the person. Each individual’s atomic particles are gradually changed to subatomic particles. Instead of atomic particles, the body is made up of more and more of these light particles, more of the nature of the soul.

As the person meditates and serves in the correct way, altruistically, without sense of self, they automatically absorb light from the soul, which in their meditation they are invoking all the time. The soul gives of its light to the developing person, and the bodies change. By the end of the journey the person is totally subatomic or light. He is a Master. One major difference in a sense between a Master and ourselves is that if you could see, visually, the body of a Master, you would see that it is totally light, while ours is atomic with a degree of subatomic particles of light.

The soul is all light; it is energy. It does not need a physical body. The Masters per se do not need a physical body. Many of Them have a physical body, but many of Them work in Their etheric body. A physical body is only needed when the light is needed to be seen. Normally what we call light manifests without a physical body. The higher the light, the less is the need for a physical apparatus. We are light, but we need a physical body for us to see the light. When we turn on the electricity, we see the light that comes on as a result. But that electricity itself does not need an electrical set up to demonstrate. We need it, but the electricity, which is a physical-plane level of electrical fire in the sun, has no physical body. The Central Spiritual Sun, which is light itself, manifests at this physical plane level as electrical light or heat.

The ensouling process goes on as we meditate and serve. Once you are ensouled, even a little, you cannot be anything else but ensouled.

 

What are the characteristics of a soul-infused person? How do we manifest soul infusion? (March 2009)

We do not. That is the trouble. What is a soul-infused person? Think of someone at the very best you can imagine: wise, kind, full of knowledge and light and respect for all, filled with enthusiasm for life, justice and sharing. Those are the characteristics of a somewhat soul-infused person.

 

What is the importance of creativity for education? (January/February 2009)

It is what education is about; it is what life is about. Education is about fitting humanity for the creative awareness of its purpose in life and of the means by which this may be fulfilled. It is about preparing a being, an immortal god. We have to accept that we are immortal gods, deathless gods at the full level of divinity of this planet. This planet is not the highest in the system and not in a very high system. It is a relative thing, but within that relativity these potential gods are looking to the educators for the ways and means of living to allow that divinity to manifest. That is all that is lacking: to bring out to the full every part of the potential which in any particular life is theirs to give.

Because of the Law of Rebirth we have to treat it life by life. That makes it possible. There is no way you can give to the person at the beginning of the evolutionary journey all that she/he will need to become a god because the apparatus is not yet developed: the brain is not evolved enough, the physical body is not strong enough, the astral body is not quiet enough, the mental body is not sufficiently filled with the necessary knowledge to be taught.

Teaching is about giving to an open but as yet limited mind the precepts, the understandings, the knowledge of what it is to be human and how to live with other humans in peace, with justice and freedom for all. It is a colossal task, not easy by any means. But it is a creative task.

The essence of all art, all science, all philosophy, all religion is creativity. We live in a spiritual universe. That spiritual universe is a constantly changing motor, a kind of great generator of creativity that generates different aspects of that creativity and throws them out into the universe, when they trickle down through the various galaxies and solar systems. These energies of creativity come to little planet Earth as distant echoes of an idea. That idea can galvanize and transform the world. It is as strange, as simple and as gigantic as that.

These great ideas are pouring into our space. But they take time to come down and our minds have to be attuned like a growing conscious awareness to their meaning and their effect on our lives, and we have to find the best way to put them into effect. That is the nature of life.

We are souls in incarnation and therefore creative. That is the nature of our life. You cannot say: “Well, a bit of it will be creative, but another bit does not need to be.” Everything has to be creative moment to moment. Creativity is not something you can put on like butter on bread, just to make it tastier. Creativity is the very stuff, the nature, of life. When life is sensed correctly it is seen as meaningful, purposeful, and when we grasp the meaning and purpose of life it leads to that creativity being born in us, however we give it expression. We give it expression, of course, as a man or woman according to our previous lives’ experience.

We have to live in that creative state as part of our everyday being. So it is not something we do when we have time. It is something we do because it is something we are. If we are creative then we are always creative. Even if we do not seem to be doing anything we can still be creative. Creativity is a state of being, of being-ness. The closer we maintain our focus and concentrated awareness in our everyday life, the closer we are to that creative state. And that is Divinity. It is creation. It is what life is. It is what we are, what everyone is.

 

Can you comment on the value of personal experience in the role of education – for example, the Day of Declaration? (March 2009)

Nothing is as valuable as personal experience of whatever kind. The personal experience of the Day of Declaration will be extraordinarily transforming. For a few weeks perhaps people will feel and behave differently. They will like each other. They will say “hello” in the street. You know from experience better in every way than anything you hear from someone else. No one can take that away from you. I know the Christ is in the world because I have experienced it. When I talk about it, I present it for consideration, but I know it. That is why I can talk about it with conviction. Anything that is the result of experience will be altogether more transforming than something you hear about from someone else.

 

Will most people feel their own soul on the Day of Declaration when Maitreya is speaking? (April 2009)

Most people will experience their own souls, even if it is the first time in their lives. It will be an extraordinary experience for humanity. They will feel like a child: pure, listening from the heart to these wonderful words and experiencing a quality of life that they have forgotten – that goes way back to their childhood when they were simple, trusting, full of love and happiness.

 

Will it make a difference in our next incarnation if we have the experience of the Day of Declaration in this life? (March 2009)

How could it not? If the Day of Declaration is even remotely like what I understand it to be, we will be changed as never before in our lives. All of us, everyone on Earth, will be changed to some degree. Perhaps the absolute hard-edged fundamentalists of whatever religion will not be all that happy to have received the experience, and will perhaps not attach any great importance to it, but it will have changed them. No one can go through what they will experience on the Day of Declaration and not be changed in some way.

The changes in our sense of being will be profound, and the emotions arising from that will last for weeks. The Master said: “Humanity will walk on tiptoe for a time.”

Then reality will set in again. The problems will still be there. We will still have the pain and suffering of millions starving to death. We will still have the environment to cope with – how to rid the world of global warming and stop the destruction of the planet. The world’s problems will take form again in the minds of millions.

But millions will be recharged in their sense of themselves as being human, and feel that they count for the first time in their lives. They will have gone through an extraordinary spiritual experience, which will cleanse them. The Master said: “Each … will experience anew the grace of childhood, the purity of aspiration cleansed of self.” People will be like children again. We will see the world as children do, with a sense of grace, joy, wonder and simple acceptance, taking everything on trust. The sense of trust will grow in humanity for the first time in thousands of years.

Today no one trusts life sufficiently. Everyone is hardened and feels they have to harden themselves because of commercialization, striving for a living in a place where only the market counts. At the heart of life there is competition.

Co-operation is the nature of life for humanity. When man finds his true interior being as a soul, competition drops away of its own accord and, with it, the lie of commercialization. Every person, without exception, is divine.

 

In her last book From the Mundane to the Magnificent (1979), esotericist Vera Stanley Alder describes an intriguing episode in her life, which took place in 1942. She relates how an advanced being, whom she calls Raphael, takes it upon himself to reveal to her aspects of reality in a series of ‘hands-on’ experiences on the inner planes. In the last of these lessons he grants her wish for a vision of the future. When asked how such a brilliant future could ever be realized, Raphael assures her that this will be possible through the intervention in the near future of the “Coming One”, the Christ, known in the east as Maitreya Buddha.

(1) Can you say whether this experience took place in 1942, three years before Maitreya’s decision to return at the earliest possible moment? (2) Was Raphael merely settling a karmic debt, as he told Mrs Alder, or did/does he have a specific part to play as regards Maitreya’s return? (3) Do you know if Mrs Alder ever received confirmation of her experience by way of your information, before she died in 1984? (September 2001)

(1) Yes. Outside the physical brain, time does not exist. (2) Both. (3) Yes. She contacted me and we met at her home in Bournemouth, England.

 

How receptive, from the Hierarchy’s point of view, is humanity at present to Maitreya’s ideas? Does increased fear and tension close people psychologically to His priorities? (December 2002)

 

No, the opposite. Fear drives people to act hysterically – as in the US today – or to look for answers to the problems.

 

Why do people fear difference – different cultures, religions and so on? What is so frightening about ‘otherness’? (June 2004)

Because it is unknown and, therefore, possibly dangerous.

 

The Master’s article ‘The missing link’ (January/February 2002) mentioned that humanity had completed its apprenticeship. Looking around, one could be forgiven for thinking we have learned nothing! What does the Master mean? (March 2002)

That humanity has ‘come of age’, become adult. From the esoteric point of view this is the case. For the first time in our long history, the personality vehicles (mental, astral, physical) are now occultly integrated and aligned correctly to the soul on a world scale. That is not to say, of course, that, from a vibrational point of view, the rate of each vehicle is synchronous.

 

 

EDUCATING YOUNG CHILDREN

 

How can we avoid conditioning a child and how do we respect his or her free will yet provide stability and safety by healthy regulation? (January/February 2009)

That is the 64 billion-dollar question. In the world as it is at the moment, it is almost impossible to do that. That does not mean that we should not try.

We have to watch ourselves. We have to be very aware of ourselves and of the child’s reactions. Let the child regulate him or herself. Praising a child for something they have done well strengthens their self-confidence but constant over-praise can distort their sense of self in relation to others. On the other hand, condemnation and punishment of any kind should never be resorted to.

The child is only a child and is just being the little animal it really is at this stage. It acts completely from instinct and needs to be loved, petted, nurtured and amused, and listened to and carefully tuned to the possibilities of life. So when it is asked to be quiet, it can learn to be quiet. When it is asked to not do certain things, it can learn without punishment to not do certain things. This takes patience. The parent has to be patient and never expect the child to be patient because the child does not know what it is to be patient.

But children are wise, even young children are very wise and aware of the mother and father, and family and people around them. They become very aware of other people as personalities and notice very directly, and yet subtly, what they are experiencing – love or hate, dislike or impatience, or whatever.

It takes great sensitivity not to harm the child, not to infringe its free will and avoid imposing your solution on whatever is the problem. Bringing up a child is always an act of compromise.

In this less than perfect world today people inevitably are less than perfect and should not expect too much from themselves or harm themselves by too strong self-criticism. And they should not in any way harm the child by criticism. The child does not know because it does not see life in the way that older people do. People sometimes treat children as if they were an adult or older person. But the child is not yet a fully conscious human being. Its consciousness is limited. If they are very young, they may still be living in their previous incarnational experience.

So there is no simple answer to this question. First and foremost you have to like the child. And, unfortunately, a lot of parents love the child, but at times they may not like it because they have an unspoken resentment of it for infringing their freedom. The child is always there – demanding and demanding – and perhaps the parents have little money. They cannot fulfil the child’s demands and blame the child, and harm the child unconsciously, without meaning to. I have seen this done forcefully and powerfully by hitting and screaming and swearing at the child. But this often comes from ignorance and exhaustion. We hand on our conditioning.

You ask how can you avoid conditioning the child. Well, if you are an ordinary human being, you cannot. We are not perfect. We will not be perfect until the world is more perfect.

We can try to be better and that is the most we can do. Remember to love the child under all conditions, in whatever situation, even when they are driving you mad. It is difficult, but that is life.

 

Outside of practising a religion and our meditation, please give a few examples of how parents can educate their children to know, contact and give expression to the indwelling God. (March 2009)

The best way is by example. You do not talk to your children about God. Young children do not know anything about God. They should be left to find God within themselves and to express their sense of it for themselves. We should not give them a thoughtform of God, nor give them meditations to bring the soul into manifestation. We should teach by example. Children are sponges. They mop up what we present to them. We present ourselves to them as all-knowing, all-suffering, patient, loving (in every way a doormat!), then they accept it and will demonstrate their soul qualities.

We have to be willing to completely devote ourselves to the child or children. How many people can do that? We usually have jobs to do, and are busy and frightened ourselves. We cannot help but pass on that fear and sense of rush. No one has any time. We are dominated by a sense of time. It is not the way to live.

Essentially there is no such thing as time. It is only a convenience for catching planes and trains, and so on. But it is not for living, understanding, growing. If it takes a long time to do something worthwhile, well, it takes a long time. If it is worthwhile, it takes time. If it is not worthwhile, do not spend time on it.

Give children your time, your devotion, your love, your readiness to answer every question. That is what a child needs. They need the example. We do not need to give them a religion or a meditation. They are not ready for that. Give them your love.

 

When young children have questions about reincarnation, UFOs and so on, how much can we, their parents, tell the children, taking into account that teachers and other parents and peer groups might tell them it is rubbish? (January/February 2009)

If the parent or teacher thinks that UFOs, and so on, are rubbish, that is what they will tell them. There is nothing we can do about it, except not put them in the hands of such people.

The true answer depends very much on the age of the children. Up until six or seven years old, I do not think children should be made interested in UFOs or anything to do with what is broadly called esotericism. They should not be introduced to any religious belief or any beliefs their parents hold about esotericism. They should be allowed to grow at their own pace in their life process. Depending on who they are as souls in incarnation, that will take a longer or shorter time, but it should be left to them to create that moment. Older children from about eight to 10 to 14 should be given fairly simple answers to such questions as UFOs and reincarnation.

Reincarnation is a very difficult subject to deal with. It is one of the primary laws of our experience – the Law of Rebirth. Eventually all of us, hopefully, will know and believe sincerely, and experience directly, the truth of that law. But I would not make it known to any child under the age of six or seven.

Seven is a climactic time, a time of change, and from seven onwards some things can be offered to the child in answer to their questions but always related to the fact of the question and not as a matter of doctrinal interests of the parent. I would leave all children free from the taint of any religious or philosophical belief of the parents, free to make their own minds up in due course.

I know people who are very interested in the story of the Reappearance, of the Masters, of the return to the world of the Christ, and long to make their children from a very early age part of this story. I heard several examples of that happening, where the child began to take a very lively but completely distorted part in it. They began to get ‘messages’ from Masters – erroneously, of course. The Masters would not give messages to children of that age. And then the parents get in touch with me wondering whether their child has actually been the recipient of Hierarchical advice and teachings or whether they are just repeating what they had heard from the parents.

In each case, of course, they are simply repeating what they have heard from the parents, and it has been a glamour on the part of the child. Leave your children’s minds alone, their belief structures alone and their religious aspirations alone, until they are old enough to make up their own minds from what they see around them. Even if it means complete denial of what their parents think. Children change.

 

I was raised a ‘born-again’ Christian, and am now a mother. For reasons of personal evolution on my part, I feel that it would be wrong to teach my children the Christianity that I was raised with, but I want to teach them something. I want to give them spiritual guidance in their lives, something that they can build on as they grow and make decisions for their future. Does Share International offer worship gatherings for families? Do you have any advice for me, on how to raise children to be progressive spiritual beings? (December 2006)

The best teaching (I think the only true teaching) is given by example. If I may dare to give you advice it would be this: give your children the gift of freedom from indoctrination and conditioning. Leave them free to be and become themselves. Keep them away from ‘beliefs’ and never smother their spontaneity – from it comes the expression of their uniqueness as souls.

Show them, by example, how to love people of all colours and traditions; how to be tolerant and just. Teach them, by example, the fundamental spiritual law of life, the law of Cause and Effect; in the simplest terms, “as you sow so shall you reap”, and hence the need for harmlessness in all situations. Imbue them, by example, with the energy of goodwill and show them how to be relaxed and happy.

The spiritual life is not to do with beliefs and/or worship. It is the moment-to-moment sense of connection with the divine, of not being separate from that or from its expression in others. Show this, by example, to your children and they will grow as examples of that divinity before your eyes.

 

I have read five of your great books so far and I have several questions: (1) At what age does a child begin to accumulate karma? Does a three-year-old hurting his sister get bad karma? (2) I am diagnosed with Attention Deficit Disorder and no medication works for me (too many side effects). I have read on the Share International website that ADHD may be due to nuclear radiation and pollution. Apart from eating organic food, trying to live in a pollution-free area and doing Transmission Meditation, is there a way to cure this disease? (3) On the astral plane, you can travel where you want, as fast as you want. Are there dangerous places to go on that plane (like another planet, the sun, near a black hole, or even the black hole at the centre of the galaxy)? (July/August 2008)

(1) A child is not subject to karma until the age of 7; even then karma is mitigated to a large extent until the age of 14. (2) Not at the present time. Until we can deal with the higher aspects of nuclear toxicity in our pollution it will not be possible to limit ADHD. I suggest using the ‘Hand’ of Maitreya and asking for His help.* (3) Yes, indeed. The places you suggest, black holes, etc, are not accessible on the astral planes but there are many dangers on the lower levels of the astral planes, which should not be approached without the supervision of a higher source. [*See photograph of the ‘Hand’ of Maitreya in picture section]

 

 

EDUCATION OF THE YOUTH

 

More and more young people are lost today through depression and drugs. How can we help them? (January/February 2004)

This is a terrible problem. According to Maitreya they are suffering from spiritual starvation. The purpose and meaning of life must be restored to them. They are committing slow suicide by taking drugs, etc. They do not know about Maitreya, they do not know about the transformation of humanity which is inevitable and which will re-establish life – true life – in these young people. The way to aid them at the present moment is to tell them about the existence of Maitreya and the Masters, to show the hope that fact brings to the world, and so reinforce their self-respect. They have lost self-respect, they have lost hope. They need help from people who know better and who can help them in the way that they can understand. You must pass on the help that you receive.

 

A recent UK report reveals that drug use among the young is soaring despite all efforts to counter it. Can you please comment? (May 2007)

The distributors and ‘pushers’ of the drugs work harder than those who try to stop the distribution. They also work more systematically, and from long experience, more effectively. The educational effort is only semi-successful in preventing drug use and although widespread has not justified the time and money spent on it. The fundamental reason, however, for the increase in drugs is that through what Maitreya calls the “blind following of market forces”, the government has created a condition of arid competition as the only beckoning light for young people; mostly they feel that they have nothing worthwhile to look forward to and they seek the transitory effect of drugs to alleviate their inner anxieties. They need to be given hope and sufficient inspiration to meet their innate idealism but instead they find a future empty of such inspiration. They feel at war within themselves and alienated from a society that they feel provides them with nothing worthwhile.

The growth of drug use among the young, therefore, will continue to grow in the present political economic situation. It will take Maitreya’s open presence to inspire the young with the hope and enthusiasm which they have lost or have never found.

 

Children are getting caught up in murder and violent crime on Britain’s streets – why? What has gone wrong? What can be done to tackle the causes? (October 2007)

This sad situation is not exclusive to Britain but is becoming more and more evident throughout the developed world. Through the “blind following of market forces” the politicians of the Western world have created a split society where the rich are getting richer and the poor poorer. This is very clearly the case in Britain, as in America and other ‘successful’ countries. These violent crimes take place primarily in the poorest areas of inner cities where children and teenagers are neglected, have no facilities for organized group play and sport, and often little or no parental guidance. They have no sense of being wanted, are alienated and at war with themselves and with the society of which they are a part. Their only family or group are the street gangs which inevitably take the place of their own. They feel that life has no meaning or hope for them and turn to violence to give it meaning. At the same time the newspapers are filled with the reports of record ‘bonuses’ for the heads of companies who have steered their companies to huge profits. These bonuses can be as much as £20 million a year. Is it any wonder that these children feel deprived and seek revenge?

 

During September and early October 2006, the US has seen a rash of school shootings involving adults going into schools and killing or wounding students or faculty. You once mentioned that where student violence is concerned it is the result of a society that teaches competition and retribution, as well as people (obviously unstable) responding to the new energies pouring into the world. Is this also a case where one act of violence ‘sets off’ other unstable people to act off their own ill urges? (November 2006)

Yes.

 

In many Western countries the incidence of depression is increasing staggeringly. In the UK, for example, the prescribing of anti-depressants has increased 700 per cent in the last 10 years. What is the reason for this ‘epidemic’? (December 2002)

Depression is the social illness of a society dedicated to materialism. It is ‘spiritual starvation’, and is growing more and more throughout the developed Western world. The highest incidence of depression and the greatest use of anti-depressants and tranquillizers are in the USA, followed closely by Europe.

 

What is the effect on the younger generation who use electronic devices for many of their activities, both educational and recreational? Does this keep children in a more physical or brain state, rather than a soul intuitional state, stunting the spiritual growth of children? If so, what can be done to mitigate the effects? (March 2009)

The tools of modern life, such as electronic devices, can be either detrimental to the nervous system or extremely useful to children, in that they do not have to store so many facts in their brain. In modern education, 90 per cent of what is given are facts. These facts fill up the spaces in children’s brains, especially in the developed world. Computers can store all these facts and save the brain from storing them.

There are good computers and bad computers – that is, computers that save you from storing facts, and ‘toyful’ computers. The use of computers for games should be limited by parents. Like many games it can become an obsession. It is like watching too much television. It is a drug that saps your energy and keeps you from experiencing the ills and fortunes of real life.

 

You have said that computer games can be addictive. Could the same be said about the ubiquitous use of digital music players (mp3s), and mobile phones with their myriad communication functions? Doesn’t the constant distraction of pop music, text messaging, and chatting undermine the person’s ability to focus and concentrate? What effects do these personal electronic devices have on the mental and spiritual development of young people? (May 2009)

All of these devices have a certain useful function. However, as widely used today, their chief effect is to divert their users from experiencing themselves and life as it is; in other words, they are an escape from reality, if overused. It will take the inspiration of Maitreya to fill young people’s minds with such meaning and challenge that they no longer look for escape.

 

Many teenagers claim that they need a lot of sleep. Is this so? What is your Master’s comment on this? (September 2002)

No. Of course, individuals vary, but most teenagers sleep long from habit and wrong eating habits. The majority should not need more than five hours sleep.

 

In the future will teenagers live with peers in a group setting? (March 2009)

Some will and some will not. Some already do. It is not a particular condition that will be repeated all over the world. Some teenagers in some parts of the world, like America and Europe, will set themselves up in groups for a time perhaps. Teenagers will come to understand that they cannot develop fully by themselves and will need older people, maybe their parents or teachers of one kind or another, for input into their society. They cannot for long break away from society. Society is whole and they are part of that whole. But there will be experiments in many different directions along these lines.

 

Some teenagers say humanity is a virus on the Earth and should be exterminated. What would be a good response to bring in an awareness of their divinity? (January/February 2009)

Well, again it depends on the age of the teenager. A 19-year-old needs a very different answer from a 13-year-old, I would say, depending again on the point of evolution, and therefore, of the maturity of the mind of the individual.

They say it is a virus that should be eliminated and I would say: “Try it. Try to eliminate it.” I think that would be enough. And if they said: “How?” I would say: “I do not know. Whatever you think.” You see they would be stumped. It is only a little idea.

There are people in the world who act in a very dangerous and destructive fashion, and in the teenage phase of life people are extraordinarily aspirational. Their aspiration is fresh and new. It is coming from the heart, and they are appalled at the pain and the suffering that goes on in the world. They feel it very strongly. But to answer that cry for compassion – which it is – by the thought of annihilation of the species is just daft.

Some take up cudgels against society but also against themselves as members of that society. They feel alienated from society, rightly, because it does not do anything for them, they feel. When they look around and they see commercialization of the world, and the destructive tendencies of governments and politicians, then it is no wonder they feel like that. But because they are not very mentally developed they think annihilation will do the trick. They soon see it can’t be done.

So they become more realistic and then they learn that they can influence their surroundings, and influence those they meet by their own behaviour. It is up to each one of us to be the best that we can be according to our traditions. If they are religious and want to be good Christians, well, as Maitreya would say, be the best Christian that exists, be the best Muslim, the best Hindu, the best Buddhist, or the best Jew – just be the best they can be.

 

There were times, as an adolescent, I would wake up in the morning and feel love in a way that I have never really felt since. I absolutely had love for everything. It was a very good feeling and I would love to live that ‘state’ constantly. After a few moments the feeling would dissipate, I imagine as conditioning would settle back into my consciousness. Is this an experience, somewhat at least, of living in the present moment or in the ‘now’? (June 2004)

Yes. Most common among children, it tends to gradually disappear as the struggles of adolescence set in.

 

There has been an increase in Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) among our youth today in the US. (1) What is the primary cause of these disorders? (2) Does the fact that the human body now contains dozens of foreign and toxic chemicals, some that would be fatal if taken in large dosages, contribute to some of these cases? (October 2006)

(1) Pollution, especially nuclear radiation (the greatest killer). There is also the effect on many people of all ages of the heightened potencies of the new cosmic energies pouring into our planet. (2) Exactly, yes, that is the pollution I mean.

 

 

CHANGE IN EDUCATIONAL PROGRAMMES AND EDUCATORS

 

Would you advise us as a group to develop lessons or a programme of teaching concerning the emergence of Maitreya and His teachings, and offer this to schools? (January/February 2009)

I would advise strongly the making of such programmes and offering them to the general public, not necessarily to schools. If to schools, then it would be to the higher levels. I would probably put it at 14 years and over, including, of course, universities. It would be very useful to present to the general public too. You have very little time to do it before Maitreya emerges. These questions should have been put 20 years ago and I would have given the same answers, but you would have had 20 years of practice behind you. You do not know how soon Maitreya is appearing. It is in a very, very short time.

So the answer is yes, in schools but only to the 14-year-olds and above. Only those above the age of 14 will hear the words of Maitreya telepathically on the Day of Declaration. Up until then the person is a child and that has to be respected. There is a limit to what can, or should be, given to children.

 

Will the changing of education happen slowly or quickly after the Day of Declaration? (January/February 2009)

For those attempting to do it, it will seem terribly slow. Change is always difficult to absorb. In education it occurs very slowly after the ideas have been debated for years, turned down and accepted, then reassessed and dropped again, all over the simplest things; and these new teachings are not simple chang