“The knowledge of man number four is a very different kind of knowledge. It is knowledge which comes from man number five, who in turn receives it from man number six, who has received it from man number seven. But, of course, man number four assimilates of this knowledge only what is possible according to his powers. But, in comparison with man number one, man number two, and man number three, man number four has begun to get free from the subjective elements in his knowledge and to move along the path towards OBJECTIVE KNOWLEDGE. Fragments: Four

“The knowledge of man number five is whole, indivisible knowledge. He has now one indivisible I and all his knowledge belongs to this I. He cannot have one I that knows something which another does not know. What he knows, the whole of him knows. His knowledge is nearer to OBJECTIVE KNOWLEDGE than the knowledge of man number four. Fragments: Four

“But man does not know of the third state of consciousness or even suspect it. Nor can he suspect it because if you were to explain to him what the third state of consciousness is, that is to say, in what it consists, he would say that it was his usual state. He considers himself to be a conscious being governing his own life. Facts that contradict that, he considers to be accidental or temporary, which will change by themselves. By considering that he possesses self-consciousness, as it were by nature, a man will not of course try to approach or obtain it. And yet without self­consciousness, or the third state, the fourth, except in rare flashes, is impossible. Knowledge, however, the real OBJECTIVE KNOWLEDGE towards which man, as he asserts, is struggling, is possible only in the fourth state of consciousness, that is, it is conditional upon the full possession of the fourth state of consciousness. Knowledge which is acquired in the ordinary state of consciousness is intermixed with dreams. There you have a complete picture of the being of man number one, two, and three.” Fragments: Eight

“The results of the work of a man who takes on himself the role of teacher do not depend on whether or not he knows exactly the origin of what he teaches, but very much depends on whether or not his ideas come in actual fact from the esoteric center and whether he himself understands and can distinguish esoteric ideas, that is, ideas of OBJECTIVE KNOWLEDGE, from subjective, scientific, and philosophical ideas. Fragments: Ten

As I have already mentioned before, G. used the expressions “objective” and “subjective” in a special sense, taking as a basis the divisions of “subjective” and “objective” states of consciousness. All our ordinary knowledge which is based on ordinary methods of observation and verification of observations, all scientific theories deduced from the observation of facts accessible to us in subjective states of consciousness, he called subjective. Knowledge based upon ancient methods and principles of observation, knowledge of things in themselves, knowledge accompany­ing “an objective state of consciousness,” knowledge of the All, was for him OBJECTIVE KNOWLEDGE. Fragments: Fourteen

“One of the most central of the ideas of OBJECTIVE KNOWLEDGE,” said G., “is the idea of the unity of everything, of unity in diversity. From ancient times people who have understood the content and the meaning of this idea, and have seen in it the basis of OBJECTIVE KNOWLEDGE, have endeavored to find a way of transmitting this idea in a form comprehensible to others. The successive transmission of the ideas of OBJECTIVE KNOWLEDGE has always been a part of the task of those possessing this knowledge. In such cases the idea of the unity of everything, as the fundamental and central idea of this knowledge, had to be transmitted first and transmitted with adequate completeness and exactitude. And to do this the idea had to be put into such forms as would insure its proper perception by others and avoid in its transmission the possibility of distortion and corruption. For this purpose the people to whom the idea was being transmitted were required to undergo a proper preparation, and the idea itself was put either into a logical form, as for instance in philosophical systems which endeavored to give a definition of the ‘fundamental principle’ or from which everything else was derived, or into religious teachings which endeavored to create an element of faith and to evoke a wave of emotion carrying people up to the level of ‘objective consciousness.’ The attempts of both the one and the other, sometimes more sometimes less successful, run through the whole history of mankind from the most ancient times up to our own time and they have taken the form of religious and philosophical creeds which have remained like monuments on the paths of these attempts to unite the thought of mankind and esoteric thought. Fragments: Fourteen

“But OBJECTIVE KNOWLEDGE, the idea of unity included, belongs to objective consciousness. The forms which express this knowledge when perceived by subjective consciousness are inevitably distorted and, instead of truth, they create more and more delusions. With objective consciousness it is possible to see and feel the unity of everything. But for subjective consciousness the world is split up into millions of separate and unconnected phenomena. Attempts to connect these phenomena into some sort of system in a scientific or a philosophical way lead to nothing because man cannot reconstruct the idea of the whole starting from separate facts and they cannot divine the principles of the division of the whole without knowing the laws upon which this division is based. Fragments: Fourteen

“Realizing the imperfection and weakness of ordinary language the people who have possessed OBJECTIVE KNOWLEDGE have tried to express the idea of unity in ‘myths,’ in ‘symbols,’ and in particular ‘verbal formulas’ which, having been transmitted without alteration, have carried on the idea from one school to another, often from one epoch to another. Fragments: Fourteen

“It has already been said that the higher psychic centers work in man’s higher states of consciousness: the ‘higher emotional’ and the ‘higher mental.’ The aim of ‘myths’ and ‘symbols’ was to reach man’s higher centers, to transmit to him ideas inaccessible to the intellect and to transmit them in such forms as would exclude the possibility of false interpretations. ‘Myths’ were destined for the higher emotional center; ‘symbols’ for the higher thinking center. By virtue of this all attempts to understand or explain ‘myths’ and ‘symbols’ with the mind, or the formulas and the expressions which give a summary of their content, are doomed beforehand to failure. It is always possible to understand anything but only with the appropriate center. But the preparation for receiving ideas belonging to OBJECTIVE KNOWLEDGE has to proceed by way of the mind, for only a mind properly prepared can transmit these ideas to the higher centers without introducing elements foreign to them. Fragments: Fourteen

“The symbols that were used to transmit ideas belonging to OBJECTIVE KNOWLEDGE included diagrams of the fundamental laws of the universe and they not only transmitted the knowledge itself but showed also the way to it. The study of symbols, their construction and meaning, formed a very important part of the preparation for receiving OBJECTIVE KNOWLEDGE and it was in itself a test because a literal or formal understanding of symbols at once made it impossible to receive any further knowledge. Fragments: Fourteen

“The development of the human machine and the enrichment of being begins with a new and unaccustomed functioning of this machine. We know that a man has five centers: the thinking, the emotional, the moving, the instinctive, and the sex. The predominant development of any one center at the expense of the others produces an extremely one-sided type of man, incapable of further development. But if a man brings the work of the five centers within him into harmonious accord, he then ‘locks the pentagram within him’ and becomes a finished type of the physically perfect man. The full and proper functioning of five centers brings them into union with the higher centers which introduce the missing principle and put man into direct and permanent connection with objective consciousness and OBJECTIVE KNOWLEDGE. Fragments: Fourteen

“And in this sense it is possible to speak of the symbolism of speech although this symbolism is not understood by everyone. To understand the inner meaning of what is said is possible only on a certain level of development and when accompanied by the corresponding efforts and state of the listener. But on hearing things which are new for him, instead of making efforts to understand them, a man begins to dispute them, or refute them, maintaining against them an opinion which he considers to be right and which as a rule has no relation whatever to them. In this way he loses all chance of acquiring anything new. To be able to understand speech when it becomes symbolical it is essential to have learned before and to know already how to listen. Any attempt to understand literally, where speech deals with OBJECTIVE KNOWLEDGE and with the union of diversity and unity, is doomed to failure beforehand and leads in most cases to further delusions. Fragments: Fourteen