When I asked what was the system they were studying and what were its distinguishing features, I was answered very indefinitely. Then they spoke of “work on oneself,” but in what this work consisted they failed to explain. On the whole my conversation with G.’s pupils did not go very well and I felt something calculated and artificial in them as though they were playing a part learned beforehand. Besides, the pupils did not match with the TEACHER. They all belonged to that particular layer of Moscow rather poor “intelligentsia” which I knew very well and from which I could not expect anything interesting. I even thought that it was very strange to meet them on the way to the miraculous. At the same time they all seemed to me quite nice and decent people. The stories I had heard from M. obviouslydid not come from them and did not refer to them. Fragments: One

“But speaking of schools, there are only special schools; there are no general schools. Every TEACHER, or guru, is a specialist in some one thing.One is an astronomer, another a sculptor, a third a musician. And all the pupils of each TEACHER must first of all study the subject in which he has specialized, then, afterwards, another subject, and so on. It would take a thousand years to study everything.” Fragments: One

“The ways also differ from each other by their relation to the TEACHER or leader. Fragments: Two

“On the way of the fakir a man has no TEACHER in the true sense of the word. The TEACHER in this case does not teach but simply serves as an example. The pupil’s work consists in imitating the TEACHER. Fragments: Two

“On the way of the monk a man has a TEACHER, and a part of his duty, a part of his work, consists in having absolute faith in the TEACHER, in submitting to him absolutely, in obedience. But the chief thing on the way of the monk is faith in God, in the love of God, in constant efforts to obey and serve God, although, in his understanding of the idea of God and of serving God, there may be much that is subjective and contra-dictory. Fragments: Two

“On the way of the yogi a man can do nothing, and must do nothing, without a TEACHER. In the beginning he must imitate his TEACHER like the fakir and believe in him like the monk. But, afterwards, a man on the way of the yogi gradually becomes his own TEACHER. He learns his TEACHER’s methods and gradually learns to apply them to himself. Fragments: Two

“Then the fourth way differs from the other ways in that the principal demand made upon a man is the demand for understanding. A man must do nothing that he does not understand, except as an experiment under the supervision and direction of his TEACHER. The more a man understands what he is doing, the greater will be the results of his efforts. This is a fundamental principle of the fourth way. The results of work are in proportion to the consciousness of the work. No ‘faith’ is required on the fourth way; on the contrary, faith of any kind is opposed to the fourth way. On the fourth way a man must satisfy himself of the truth of what he is told. And until he is satisfied he must do nothing. Fragments: Two

“The monk knows what he wants a little better; he is guided by religious feeling, by religious tradition, by a desire for achievement, for salvation; he trusts his TEACHER who tells him what to do, and he believes that his efforts and sacrifices are ‘pleasing to God.’ Let us suppose that a week of fasting, continual prayer, privations, and so on, enables him to attain what the fakir develops in himself by a month of self-torture. Fragments: Two

“In the guise of this formula ideas of the octave have been handed down from TEACHER to pupil, from one school to another. In very remote times one of these schools found that it was possible to apply this formula to music. In this way was obtained the seven-tone musical scale which was known in the most distant antiquity, then forgotten, and then discovered or ‘found’ again. Fragments: Seven

“There are also various possibilities as regards the TEACHER’s situation in relation to the esoteric center, namely, he may know more or he may know less about the esoteric center, he may know exactly where this center is and how knowledge and help was or is received from it; or he may know nothing of this and may only know the man from whom he himself received his knowledge. In most cases people start precisely from the point that they know only one step higher than themselves. And only in proportion to their own development do they begin to see further and to recognize where what they know came from. Fragments: Ten

“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

“So far I have spoken of the right magnetic center, of the right guide, and of the right way. But a situation is possible in which the magnetic center has been wrongly formed. It may be divided in itself, that is, it may include contradictions. In it, moreover, may enter influences of the first kind, that is, those created in life, under the guise of influences of the second kind, or the traces of influences of the second kind but distorted to such an extent that they have become their own opposite. Such a wrongly formed magnetic center cannot give a right orientation. A man with a wrong magnetic center of this kind may also look for the way and he may meet another man who will call himself a TEACHER and will say that he knows the way and that he is connected with a center standing outside the law of accident. But in reality he may not know the way and may not be connected with such a center. Moreover here again there are many possibilities: “1. He may be genuinely mistaken and think that he knows something, when in reality he knows nothing. “2. He may believe another man, who in his turn may be mistaken. “3. He may deceive consciously. Fragments: Ten

“How can it be recognized?” said G. “It is. impossible to recognize a wrong way without knowing the right way. This means that it is no use troubling oneself how to recognize a wrong way. One must think of how to find the right way. This is what we are speaking about all the time. It cannot be said in two words. But from what I have said you can draw many useful conclusions if you remember everything that has been said and everything which follows from it. For example, you can see that the TEACHER always corresponds to the level of the pupil. The higher the pupil, the higher can be the TEACHER. But a pupil of a level which is not particularly high cannot count on a TEACHER of a very high level. Actually a pupil can never see the level of the TEACHER. This is a law. No one can see higher than his own level. But usually people not only do not know this, but, on the contrary, the lower they are themselves, the higher the TEACHER they demand. The right understanding of this point is already a very consid-erable understanding. But it occurs very seldom. Usually the man himself is not worth a brass farthing but he must have as TEACHER no other than Jesus Christ. To less he will not agree. And it never enters his head that even if he were to meet such a TEACHER as Jesus Christ, taking him as he is described in the Gospels, he would never be able to follow him because it would be necessary to be on the level of an apostle in order to be a pupil of Jesus Christ. Here is a definite law. The higher the TEACHER, the more difficult for the pupil. And if the difference in the levels of the TEACHER and pupil go beyond a certain limit, then the difficulties in the path of the pupil become insuperable. It is exactly in connection with this law that there occurs one of the fundamental rules of the fourth way. On the fourth way there is not one TEACHER. Whoever is the elder, he is the TEACHER. And as the TEACHER is indispensable to the pupil, so also is the pupil indispensable to the TEACHER. The pupil cannot go on without the TEACHER, and the TEACHER cannot go on without the pupil or pupils. And this is not a general consideration but an indispensable and quite concrete rule on which is based the law of a man’s ascending. As has been said before, no one can ascend onto a higher step until he places another man in his own place. What a man has received he must immediately give back; only then can he receive more. Otherwise from him will be taken even what he has already been given.” Fragments: Ten

“The first and most important feature of groups is the fact that groups are not constituted according to the wish and choice of their members. Croups are constituted by the TEACHER, who selects types which, from the point of view of his aims, can be useful to one another. Fragments: Eleven

“No work of groups is possible without a TEACHER. The work of groups with a wrong TEACHER can produce only negative results. Fragments: Eleven

“The next important feature of group work is that groups may be connected with some aim of which those who are beginning work in them have no idea whatever and which cannot even be explained to them until they understand the essence and the principles of the work and the ideas connected with it. But this aim towards which without knowing it they are going, and which they are serving, is the necessary balancing principle in their own work. Their first task is to understand this aim, that is, the aim of the TEACHER. When they have understood this aim, although at first not fully, their own work becomes more conscious and consequently can give better results. But, as I have already said, it often happens that the aim of the TEACHER cannot be explained at the beginning. Fragments: Eleven

“The next demand which is made of the members of a group is that they must tell the TEACHER of the group the .whole truth. Fragments: Eleven

“This also must be clearly and properly understood. People do not realize what a big place in their lives is occupied by lying or even if only by the suppression of the truth. People are unable to be sincere either with themselves or with others. They do not even understand that to learn to be sincere when it is necessary is one of the most difficult things on earth. They imagine that to speak or not to speak the truth, to be or not to be sincere, depends upon them. Therefore they have to learn this and learn it first of all in relation to the TEACHER of the work. Telling the TEACHER a deliberate lie, or being insincere with him, or suppressing something, makes their presence in the group completely useless and is even worse than being rude or uncivil to him or in his presence. Fragments: Eleven

“The next demand made of members of a group is that they must remember why they came to the group. They came to learn and to work on themselves and to learn and to work not as they understand it themselves but as they are told to. If, therefore, once they are in the group, they begin to feel or to express mistrust towards the TEACHER, to criticize his actions, to find that they understand better how the group should be conducted and especially if they show lack of external considering in relation to the TEACHER, lack of respect for him, asperity, impatience, tendency to argument, this at once puts an end to any possibility of work, for work is possible only as long as people remember that they have come to learn and not to teach. Fragments: Eleven

“If a man begins to distrust the TEACHER, the TEACHER becomes unnecessary to him and he becomes unnecessary to the TEACHER. And in this event it is better for him to go and look for another TEACHER or try to work without one. This will do him no good, but in any case it will do less harm than lying, suppression, or resistance, or mistrust of the TEACHER. Fragments: Eleven

“The fundamental demands which have been enumerated provide the material for rules which are obligatory for all members of a group. In the first place rules help everyone who wants to work to avoid everything that may hinder him or do harm to his work, and secondly they help him to remember himself. “It very often happens that at the beginning of the work the members of a group do not like some or other of the rules. And they even ask: Can we not work without rules? Rules seem to them to be an unnecessary constraint on their freedom or a tiresome formality, and to be reminded about rules seems to them to be ill will or dissatisfaction on the part of the TEACHER. Fragments: Eleven

“In reality rules are the chief and the first help that they get from the work. It stands to reason that rules do not pursue the object of affording them amusement or satisfaction or of making things more easy for them. Rules pursue a definite aim: to make them behave as they would behave ‘if they were,’ that is, if they remembered themselves and realized how they ought to behave with regard to people outside the work, to people in the work, and to the TEACHER. If they remembered themselves and realized this, rules would not be necessary for them. But they are not able to remember themselves and understand this at the beginning of work, so that rules are indispensable, although rules can never be either easy, pleasant, or comfortable. On the contrary, they ought to be difficult, unpleasant, and uncomfortable; otherwise they would not answer their purpose. Rules are the alarm clocks which wake the sleeping man. But the man, opening his eyes for a second, is indignant with the alarm clock and asks: Can one not awaken without alarm clocks? Fragments: Eleven

“Besides these general rules there are certain individual conditions which are given to each person separately and which are generally connected with his ‘chief fault,’ or chief feature. “This requires some explanation. “Every man has a certain feature in his character which is central. It is like an axle round which all his ‘false personality’ revolves. Every man’s personal work must consist in struggling against this chief fault. This explains why there can be no general rules of work and why all systems that attempt to evolve such rules either lead to nothing or cause harm. How can there be general rules? What is useful for one is harmful for another. One man talks too much; he must learn to keep silent. Another man is silent when he ought to talk and he must learn to talk; and so it is always and in everything. General rules for the work of groups refer to everyone. Personal directions can only be individual. In this connection again a man cannot find his own chief feature, his chief fault, by himself. This is practically a law. The TEACHER has to point out this feature to him and show him how to fight against it. No one else but the TEACHER can do this. Fragments: Eleven

“But it must be remembered in this connection that a ‘black magician,’ whether good or evil, has at all events been at a school. He has learned something, has heard something, knows something. He is simply a ‘half-educated man’ who has either been turned out of a school or who has himself left a school having decided that he already knows enough, that he does not want to be in subordination any longer, and that he can work independently and even direct the work of others. All ‘work’ of this kind can produce only subjective results, that is to say, it can only increase deception and increase sleep instead of decreasing them. Nevertheless something can be learned from a ‘black magician’ although in the wrong way. He can sometimes by accident even tell the truth. That is why I say that there are many things worse than ‘black magic.’ Such are various ‘occult’ and theosophical societies and groups. Not only have their TEACHERs never been at a school but they have never even met anyone who has been near a school. Their work simply consists in aping. But imitation work of this kind gives a great deal of self-satisfaction. One man feels himself to be a ‘TEACHER,’ others feel that they are ‘pupils,’ and everyone is satisfied. No realization of one’s nothingness can be got here and if people affirm that they have it, it is all illusion and self-deception, if not plain deceit. On the contrary, instead of realizing their own nothingness the members of such circles acquire a realization of their own importance and a growth of false personality. Fragments: Eleven

“The struggle against the ‘false I,’ against one’s chief feature or chief fault, is the most important part of the work, and it must proceed in deeds, not in words. For this purpose the TEACHER gives each man definite tasks which require, in order to carry them out, the conquest of his chief feature. When a man carries out these tasks he struggles with himself, works on himself. If he avoids the tasks, tries not to carry them out, it means that either he does not want to or that he cannot work. Fragments: Eleven

“As a rule only very easy tasks are given at the beginning which the TEACHER does not even call tasks, and he does not say much about them but gives them in the form of hints. If he sees that he is understood and that the tasks are carried out he passes on to more and more difficult ones. Fragments: Eleven

“More difficult tasks, although they are only subjectively difficult, are called ‘barriers.’ The peculiarity of barriers consists in the fact that, having surmounted a serious barrier, a man can no longer return to ordinary sleep, to ordinary life. And if, having passed the first barrier, he feels afraid of those that follow and does not go on, he stops so to speak between two barriers and is unable to move either backwards or forwards. This is the worst thing that can happen to a man. Therefore the TEACHER is usually very careful in the choice of tasks and barriers, in other words, he takes the risk of giving definite tasks requiring the conquest of inner barriers only to those people who have already shown themselves sufficiently strong on small barriers. Fragments: Eleven

“It often happens that, having stopped before some barrier, usually the smallest and the most simple, people turn against the work, against the TEACHER, and against other members of the group, and accuse them of the very thing that is becoming revealed to them in themselves. Fragments: Eleven

“Sometimes they repent later and blame themselves, then they again blame others, then they repent once more, and so on. But there is nothing that shows up a man better than his attitude towards the work and the TEACHER after he has left it. Sometimes such tests are arranged intentionally. A man is placed in such a position that he is obliged to leave and he is fully justified in having a grievance either against the TEACHER or against some other person. And then he is watched to see how he will behave. A decent man will behave decently even if he thinks that he has been treated unjustly or wrongly. But many people in such circumstances show a side of their nature which otherwise they would never show. And at times it is a necessary means for exposing a man’s nature. So long as you are good to a man he is good to you. But what will he be like if you scratch him a little? “But this is not the chief thing; the chief thing is his own personal attitude, his own valuation of the ideas which he receives or has received, and his keeping or losing this valuation. A man may think for a long time and quite sincerely that he wants to work and even make great efforts, and then he may throw up everything and even definitely go against the work; justify himself, invent various fabrications, deliberately ascribe a wrong meaning to what he has heard, and so on.” Fragments: Eleven

“Speaking in general the most difficult barrier is the conquest of lying. A man lies so much and so constantly both to himself and to others that he ceases to notice it. Nevertheless lying must be conquered. And the first effort required of a man is to conquer lying in relation to the TEACHER. A man must either decide at once to tell him nothing but the truth, or at once give up the whole thing. Fragments: Eleven

“You must realize that the TEACHER takes a very difficult task upon himself, the cleaning and the repair of human machines. Of course he accepts only those machines that are within his power to mend. If something essential is broken or put out of order in the machine, then he refuses to take it. But even such machines, which by their nature could still be cleaned, become quite hopeless if they begin to tell lies. A lie to the TEACHER, even the most insignificant, concealment of any kind such as the concealment of something another has asked to be kept secret, or of something the man himself has said to another, at once puts an end to the work of that man, especially if he has previously made any efforts. Fragments: Eleven

“As I have said already, one of the first demands is sincerity. But there are different kinds of sincerity. There is clever sincerity and there is stupid sincerity, just as there is clever insincerity and stupid insincerity. Both stupid sincerity and stupid insincerity are equally mechanical. But if a man wishes to learn to be cleverly sincere, he must be sincere first of all with his TEACHER and with people who are senior to him in the work. This will be ‘clever sincerity.’ But here it is necessary to note that sincerity must not become ‘lack of considering.’ Lack of considering in relation to the TEACHER or in relation to those whom the TEACHER has appointed, as I have said already, destroys all possibility of any work. If he wishes to learn to be cleverly insincere he must be insincere about the work and he must learn to be silent when he ought to be silent with people outside it, who can neither understand nor appreciate it. But sincerity in the group is an absolute demand, because, if a man continues to lie in the group in the same way as he lies to himself and to others in life, he will never learn to distinguish the truth from a lie. Fragments: Eleven

“This seems to be unjust, but one must understand the law. There is, as it were, a separate account kept for every man. His efforts and sacrifices are written down on one side of the book and his mistakes and misdeeds on the other side. What is written down on the positive side can never atone for what is written down on the negative side. What is recorded on the negative side can only be wiped out by the truth, that is to say, by an instant and complete confession to himself and to others and above all to the TEACHER. If a man sees his fault but continues to justify himself, a small offense may destroy the result of whole years of work and effort. In the work, therefore, it is often better to admit one’s guilt even when one is not guilty. But this again is a delicate matter and it must not be exaggerated. Otherwise the result will again be lying, and lying prompted by fear.” Fragments: Eleven

“A group must work as one machine. The parts of the machine must know one another and help one another. In a group there can be no personal interests opposed to the interests of others, or opposed to the interests of the work, there can be no personal sympathies or antipathies which hinder the work. All the members of a group are friends and brothers, but if one of them leaves, and especially if he is sent away by the TEACHER, he ceases to be a friend and a brother and at once becomes a stranger, as one who is cut off. It often becomes a very hard rule, but nevertheless it is necessary. People may be lifelong friends and may enter a group together. Afterwards one of them leaves. The other then has no right to speak to him about the work of the group. The man who has left feels hurt, he does not understand this, and they quarrel. In order to avoid this where relations, such as husband and wife, mother and daughter, and so on, are concerned, we count them as one, that is, husband and wife are counted as one member of the group. Thus if one of them cannot go on with the work and leaves, the other is considered guilty and must also leave. Fragments: Eleven

“How they value the work,” he said, “and what a miserable idiot I am from their point of view; how easily I am deceived! You see that they have ceased to understand the most important thing. In the work the TEACHER of the work cannot be deceived. This is a law which proceeds from what has been said about knowledge and being. I may deceive you if I want to. But you cannot deceive me. If it were otherwise you would not learn from me and I would have to learn from you.” Fragments: Thirteen

“If two men who have been in different schools meet, they will draw the enneagram and with its help they will be able at once to establish which of them knows more and which, consequently, stands upon which step, that is to say, which is the elder, which is the TEACHER and which the pupil. The enneagram is the fundamental hieroglyph of a universal language which has as many different meanings as there are levels of men. Fragments: Fourteen

“It means an effort beyond the effort that is necessary to achieve a given purpose,” said G. “Imagine that I have been walking all day and am very tired. The weather is bad, it is raining and cold. In the evening I arrive home. I have walked, perhaps, twenty-five miles. In the house there is supper; it is warm and pleasant. But, instead of sitting down to supper, I go out into the rain again and decide to walk another two miles along the road and then return home. This would be a super-effort. While I was going home it was simply an effort and this does not count. I was on my way home, the cold, hunger, the rain — all this made me walk. In the other case I walk because I myself decide to do so. This kind of super-effort becomes still more difficult when I do not decide upon it myself but obey a TEACHER who at an unexpected moment requires from me to make fresh efforts when I have decided that efforts for the day are over. Fragments: Seventeen

“In order to oppose this automatism and gradually to acquire control over postures and movements in different centers there is one special exercise. It consists in this — that at a word or sign, previously agreed upon, from the TEACHER, all the pupils who hear or see him have to arrest their movements at once, no matter what they are doing, and remain stock-still in the posture in which the signal has caught them. Moreover not only must they cease to move, but they must keep their eyes on the same spot at which they were looking at the moment of the signal, retain the smile on their faces, if there was one, keep the mouth open if a man was speaking, maintain the facial expression and the tension of all the muscles of the body exactly in the same position in which they were caught by the signal. In this ‘stopped’ state a man must also stop the flow of his thoughts and concentrate the whole of his attention on preserving the tension of the muscles in the various parts of the body exactly as it was, watching this tension all the time and leading so to speak his attention from one part of the body to another. And he must remain in this state and in this position until another agreed-upon signal allows him to adopt a customary posture or until he drops from fatigue through being unable to preserve the original posture any longer. But he has no right to change anything in it, neither his glance, points of support, nothing. If he cannot stand he must fall — but, again, he should fall like a sack without attempting to protect himself from a blow. In exactly the same way, if he was holding something in his hands he must hold it as long as he can and if his hands refuse to obey him and the object falls it is not his fault. Fragments: Seventeen

“It is the duty of the TEACHER to see that no personal injury occurs from falling or from unaccustomed postures, and in this connection the pupils must trust the TEACHER fully and not think of any danger. Fragments: Seventeen

“Let us try to follow what occurs. A man is walking, or sitting, or working. At that moment he hears a signal. A movement that has begun is interrupted by this sudden signal or command to stop. His body becomes immovable and arrested in the midst of a transition from one posture to another, in a position in which he never stays in ordinary life. Feeling himself in this state, that is, in an unaccustomed posture, a man involuntarily looks at himself from new points of view, sees and observes himself in a new way. In this unaccustomed posture he is able to think in a new way, feel in a new way, know himself in a new way. In this way the circle of old automatism is broken. The body tries in vain to adopt an ordinary comfortable posture. But the man’s will, brought into action by the will of the TEACHER, prevents it The struggle goes on not for life but till the death. But in this case will can conquer. This exercise taken together with all that has been said is an exercise for self-remembering. A man must remember himself so as not to miss the signal; he must remember himself so as not to take the most comfortable posture at the first moment; he must remember himself in order to watch the tension of the muscles in different parts of the body, the direction in which he is looking, the facial expression, and so on; he must remember himself in order to overcome very considerable pain sometimes from unaccustomed positions of the legs, arms, and back, so as not to be afraid of falling or dropping something heavy on his foot. It is enough to forget oneself for a single moment and the body will adopt, by itself and almost un-noticeably, a more comfortable position, it will transfer the weight from one foot to another, will slacken certain muscles, and so on. This exer-cise is a simultaneous exercise for the will, the attention, the thoughts, the feelings, and for moving center. Fragments: Seventeen

“The ‘stop’ exercise is considered sacred in schools,” he said. “Nobody except the principal TEACHER or the person he commissions has the right to command a ‘stop.’ ‘Stop’ cannot be the subject of play or exercise among the pupils. You never know the position a man can find himself in. If you cannot feel for him, you do not know what muscles are tensed or how much. Meanwhile if a difficult tension is continued it can cause the rupture of some important vessel and in some cases it can even cause im-mediate death. Therefore only he who is quite certain in himself that he knows what he is doing can allow himself to command a ‘stop.’ Fragments: Seventeen

We came to a large empty flat over a municipal school, evidently be-longing to TEACHERs of this school. I think it was in the place of the former Red Pond. Fragments: One

“Generally speaking we know very little about Christianity and the form of Christian worship; we know nothing at all of the history and origin of a number of things. For instance, the church, the temple in which gather the faithful and in which services are carried out according to special rites; where was this taken from? Many people do not think about this at all. Many people think that the outward form of worship, the rites, the singing of canticles, and so on, were invented by the fathers of the church. Others think that this outward form has been taken partly from pagan religions and partly from the Hebrews. But all of it is untrue. The question of the origin of the Christian church, that is, of the Christian temple, is much more interesting than we think. To begin with, the church and worship in the form which they took in the first centuries of Christianity could not have been borrowed from paganism because there was nothing like it either in the Greek or Roman cults or in Judaism. The Jewish synagogue, the Jewish temple, Greek and Roman temples of various gods, were something quite different from the Christian church which made its appearance in the first and second centuries. The Christian church is — a school concerning which people have forgotten that it is a school. Imagine a school where the TEACHERs give lectures and perform explanatory demonstrations without knowing that these are lectures and demonstrations; and where the pupils or simply the people who come to the school take these lectures and demonstrations for ceremonies, or rites, or ‘sacraments,’ i.e., magic. This would approximate to the Christian church of our times. Fragments: Fifteen

At the end of the prospectus in a list of “specialist TEACHERs” of the Institute for the Harmonious Development of Man I found my own name as well as the names of “Mechanical Engineer” P. and still another of our company,)., who was living at that time in Novorossiysk and had no intention whatever of going to Tiflis. Fragments: Eighteen