“I could accept such a condition only temporarily,” I said. “Of course it would be ludicrous if I began at once to write about what I learn from you. But if, in principle, you do not wish to make a secret of your ideas and care only that they should not be transmitted in a distorted form, then I could accept such a condition and wait until I had a better understanding of your TEACHING. I once came across a group of people who were engaged in various scientific experiments on a very wide scale. They made no secret of their work. But they made it a condition that no one would have the right to speak of or describe any experiment unless he was able to carry it out himself. Until he was able to repeat the experiment himself he had to keep silent.” Fragments: One

I asked G. what a man had to do to assimilate this TEACHING. Fragments: One

“According to an ancient TEACHING, traces of which may be found in many systems, old and new, a man who has attained the full development possible for man, a man in the full sense of the word, consists of four bodies. These four bodies are composed of substances which gradually become finer and finer, mutually interpenetrate one another, and form four independent organisms, standing in a definite relationship to one another but capable of independent action. Fragments: Two

“Such comparisons and parallels may be found in most systems and TEACHINGs which recognize something more in man than the physical body. But almost all these TEACHINGs, while repeating in a more or less familiar form the definitions and divisions of the ancient TEACHING, have forgotten or omitted its most important feature, which is: that man is not born with the finer bodies, and that they can only be artificially cultivated in him provided favorable conditions both internal and external are present. Fragments: Two

“An Eastern TEACHING describes the functions of the four bodies, their gradual growth, and the conditions of this growth, in the following way: “Let us imagine a vessel or a retort filled with various metallic powders. The powders are not in any way connected with each other and every accidental change in the position of the retort changes the relative position of the powders. If the retort be shaken or tapped with the finger, then the powder which was at the top may appear at the bottom or in the middle, while the one which was at the bottom may appear at the top. There is nothing permanent in the position of the powders and under such con-ditions there can be nothing permanent. This is an exact picture of our psychic life. Each succeeding moment, new influences may change die position of the powder which is on the top and put in its place another which is absolutely its opposite. Science calls this state of the powders the state of mechanical mixture. The essential characteristic of the interrelation of the powders to one another in this kind of mixture is the instability of these interrelations and their variability. Fragments: Two

“In order to grasp the essence of this TEACHING it is necessary clearly to understand the idea that the ways are the only possible methods for the development of man’s hidden possibilities. This in turn shows how difficult and rare such development is. The development of these possibilities is not a law. The law for man is existence in the circle of mechanical influences, the state of ‘man-machine.’ The way of the development of hidden possibilities is a way against nature, against God. This explains the difficulties and the exclusiveness of the ways. The ways are narrow and strait. But at the same time only by them can anything be attained. In the general mass of everyday life, especially modern life, the ways are a small, quite imperceptible phenomenon which, from the point of view of life, need not exist at all. But this small phenomenon contains in itself all that man has for the development of his hidden possibilities. The ways are opposed to everyday life, based upon other principles and subject to other laws. In this consists their power and their significance. In everyday life, even in a life filled with scientific, philosophical, religious, or social interests, there is nothing, and there can be nothing, which could give the possibilities which are contained in the ways. The ways lead, or should lead, man to immortality. Everyday life, even at its best, leads man to death and can lead to nothing eke. The idea of the ways cannot be understood if the possibility of man’s evolution without their help is admitted. Fragments: Two

“Thus, in one TEACHING, man is compared to a house in which there is a multitude of servants but no master and no steward. The servants have all forgotten their duties; no one wants to do what he ought; everyone tries to be master, if only for a moment; and, in this kind of disorder, the house is threatened with grave danger. The only chance of salvation is for a group of the more sensible servants to meet together and elect a tem-porary steward, that is, a deputy steward. This deputy steward can then put the other servants in their places, and make each do his own work: the cook in the kitchen, the coachman in the stables, the gardener in the garden, and so on. In this way the ‘house’ can be got ready for the arrival of the real steward who will, in his turn, prepare it for the arrival of the master. Fragments: Three

“The TEACHING of the three forces is at the root of all ancient systems. The first force may be called active or positive; the second, passive or negative; the third, neutralizing. But these are merely names, for in reality all three forces are equally active and appear as active, passive, and neutralizing, only at their meeting points, that is to say, only in relation to one another at a given moment. The first two forces are more or less comprehensible to man and the third may sometimes be discovered either at the point of application of the forces, or in the ‘medium,’ or in the ‘result.’ But, speaking in general, the third force is not easily accessible to direct observation and understanding. The reason for this is to be found in the functional limitations of man’s ordinary psychological activity and in the fundamental categories of our perception of the phenomenal world, that is, in our sensation of space and time resulting from these limitations. People cannot perceive and observe the third force directly any more than they can spatially perceive the ‘fourth dimension.’ Fragments: Four

“The idea of relativity occupies a very important place in this TEACHING, and, later on, we shall return to it. But before anything else it is necessary to understand the relativity of each thing and of each manifestation according to the place it occupies in the cosmic order. Fragments: Five

ONE of the next lectures began with a question asked by one of those present: What was the aim of his TEACHING? “I certainly have an aim of my own,”‘ said G. “But you must permit me to keep silent about it. At the present moment my aim cannot have any meaning for you, because it is important that you should define your own aim. The TEACHING by itself cannot pursue any definite aim. It can only show the best way for men to attain whatever aims they may have. The question of aim is a very important question. Until a man has defined his own aim for himself he will not be able even to begin ‘to do’ anything. How is it possible ‘to do’ anything without having an aim? Before anything else ‘doing’ presupposes an aim.” Fragments: Six

“I should like to understand the TEACHING of Christ, and to be a Christian in the true sense of the term,” said the next. Fragments: Six

“What is the relation of the TEACHING you are expounding to Christianity as we know it?” asked somebody present. Fragments: Six

“How a school is created on the principles of the law of octaves will be explained in due course. And this in its turn will explain to you one aspect of the union of the law of seven with the law of three. In the meantime it can be said only that in school TEACHING, a man is given examples of both descending (creative) and ascending (or evolutionary) cosmic octaves. Western thought, knowing neither about octaves nor about the law of three, confuses the ascending and the descending lines and does not understand that the line of evolution is opposed to the line’ of creation, that is to say, it goes against it as though against the stream. Fragments: Seven

“Many people say that they do not understand the moral side of your TEACHING,” said one of us. “And others say that your TEACHING has no morality at all.” Fragments: Eight

“Of course not,” said G. “People are very fond of talking about morality. But morality is merely self-suggestion. What is necessary is conscience. We do not teach morality. We teach how to find conscience. People are not pleased when we say this. They say that we have no love. Simply because we do not encourage weakness and hypocrisy but, on the contrary, take off all masks. He who desires the truth will not speak of love or of Christianity because he knows how far he is from these. Christian TEACHING is for Christians. And Christians are those who live, that is, who do everything, according to Christ’s precepts. Can they who talk of love and morality live according to Christ’s precepts? Of course they cannot; but there will always be talk of this kind, there will always be people to whom words are more precious than anything else. But this is a true sign! He who speaks like this is an empty man; it is not worth while wasting time on him. Fragments: Eight

“All mystical and occult systems recognize the existence of higher forces and capacities in man although, in many cases, they admit the existence of these forces and capacities only in the form of possibilities, and speak of the necessity for developing the hidden forces in man. This present TEACHING differs from many others by the fact that it affirms that the higher centers exist in man and are fully developed. Fragments: Nine

At one of the following meetings, after a fairly long talk on knowledge and being, G. said: “Strictly speaking, you cannot as yet speak of knowledge because you do not know with what knowledge begins. “Knowledge begins with the TEACHING of the cosmoses. “You know the expressions ‘macrocosm’ and ‘microcosm.’ This means ‘large cosmos’ and ‘small cosmos,’ ‘large world’ and ‘small world.’ The universe is regarded as a ‘large cosmos’ and man as a ‘small cosmos,’ analogous to the large one. This establishes, as it were, the idea of the unity and the similarity of the world and man. Fragments: Ten

“The TEACHING of the two cosmoses is known from the Cabala and other more ancient systems. But this TEACHING is incomplete and nothing can be derived from it, nothing can be built on it. Nothing can be derived from it because this TEACHING is merely a fragment split off from another, much fuller, ancient esoteric TEACHING about cosmoses or worlds, included one within another and created in the image and the likeness of the greatest of them, including in itself all the others. “As above, so below,” is an expression which refers to cosmoses. Fragments: Ten

“But it is essential to know that the full TEACHING on cosmoses speaks not of two, but of seven cosmoses, included one within another. Fragments: Ten

“Seven cosmoses, taken together in their relation to one another, alone represent a complete picture of the universe. The idea of two analogous cosmoses, accidentally preserved from a great and complete TEACHING, is so incomplete that it can give no idea whatever of the analogy between man and the world. “The TEACHING on cosmoses examines seven cosmoses: “The first cosmos is the Protocosmos — the first cosmos. “The second cosmos is the Ayocosmos, the holy cosmos, or the Megalocosmos, the ‘great cosmos.’ “The third cosmos is the Macrocosmos — the ‘large cosmos.’ “The fourth cosmos is the Deuterocosmos — the ‘second cosmos.’ “The fifth cosmos is the Mesocosmos — the ‘middle cosmos.’ “The sixth cosmos is the Tritocosmos — the ‘third cosmos.’ “The seventh cosmos is the Microcosmos — the ‘small cosmos.’ “The Protocosmos is the Absolute in the ray of creation, or world 1. The Ayocosmos is world 3 (‘all worlds’ in the ray of creation). The Macro-cosmos is our starry world or the Milky Way (world 6 in the ray of creation). The Deuterocosmos is the sun, the solar system (world 12). The Mesocosmos is ‘all planets’ (world 24), or the earth as the representative of the planetary world. The Tritocosmos is man. The Microcosmos is the ‘atom.’ Fragments: Ten

“The idea of the possibility of broadening man’s consciousness and increasing his capacities for knowledge stands in direct relation to the TEACHING on cosmoses. In his ordinary state a man is conscious of himself in one cosmos, and all the other cosmoses he looks at from the point of view of one cosmos. The broadening of his consciousness and the intensifying of his psychic functions lead him into the sphere of activity and life of two other cosmoses simultaneously, the one above and the one below, that is, one larger and one smaller. The broadening of consciousness does not proceed in one direction only, that is, in the direction of the higher cosmoses; in going above, at the same time it goes below. Fragments: Ten

“You must understand that a man should have, first, a certain preparation, certain luggage. He should know what it is possible to know through ordinary channels about the ideas of esotericism, about hidden knowledge, about possibilities of the inner evolution of man, and so on. What I mean is that these ideas ought not to appear to him as something entirely new. Otherwise it is difficult to speak to him. It is useful also if he has at least some scientific or philosophical preparation. If a man has a good knowledge of religion, this can also be useful. But if he is tied to religious forms and has no understanding of their essence, he will find it very difficult. In general, if a man knows but little, has read but little, has thought but little, it is difficult to talk to him. If he has a good essence there is another way for him without any talks at all, but in this case he has to be obedient, he has to give up his will. And he has to come to this also in some way or other. It can be said that there is one general rule for everybody. In order to approach this system seriously, people must be disappointed, first of all in themselves, that is to say, in their powers, and secondly in all the old ways. A man cannot feel what is most valuable in the system unless he is disappointed in what he has been doing, disappointed in what he has been searching for If he is a scientist he should be disappointed in his science If he is a religious man he should be disappointed in his religion If he is a politician he should be disappointed in politics If he is a philosopher he should be disappointed in philosophy If he is a theosophist he should be disappointed in theosophy If he is an occultist he should be disappointed in occultism And so on But you must understand what this means I say for instance that a religious man should be disappointed in religion This does not mean that he should lose his faith On the contrary, it means being ‘disappointed’ in the TEACHING and the methods only, realizing that the religious TEACHING he knows is not enough for him, can lead him nowhere All religious TEACHINGs, excepting of course the completely degenerated religions of savages and the invented religions and sects of modern times, consist of two parts, the visible and the hidden To be disappointed in religion means being disappointed in the visible, and to feel the necessity for finding the hidden and unknown part of religion To be disappointed in science does not mean losing interest in knowledge It means being convinced that the usual scientific methods are not only useless but lead to the construction of absurd and self contradictory theories, and, having become convinced of this, to begin to search for others To be disappointed in philosophy means being convinced that ordinary philosophy is merely — as it is said in the Russian proverb — pouring from one empty vessel into another, and that people do not even know what philosophy means although true philosophy also can and should exist To be disappointed in occultism does not mean losing faith in the miraculous, it is merely being convinced that ordinary, accessible, and even advertised occultism, under whatever name it may pass, is simply charlatanism and self decep-tion and that, although somewhere something does exist, everything that man knows or is able to learn in the ordinary way is not what he needs So that, no matter what he used to do before, no matter what used to interest him, if a man has arrived at this state of disappointment in ways that are possible and accessible, it is worth while speaking to him about our system and then he may come to the work But if he continues to think that he is able to find anything on his former way, or that he has not as yet tried all the ways, or that he can, by himself, find anything or do anything, it means that he is not ready I do not mean that he must throw up everything he used to do before This is entirely unnecessary On the contrary, it is often even better if he continues to do what he used to do But he must realize that it is only a profession, or a habit, or a necessity In this case it is another matter, he will then be able not to ‘identify’ “There is only one thing incompatible with work and that is ‘professional occultism,’ in other words, professional charlatanism All these spiritualists, healers, clairvoyants, and so on, or even people closely connected with them, are none of them any good to us. And you must always remember this and take care not to tell them much because everything they learn from you they might use for their own purposes, that is, to make fools of other people. Fragments: Twelve

“Before passing on to the study of the symbol itself it is essential to understand certain aspects of the TEACHING which makes use of this symbol, as well as the relation of this TEACHING to other systems which make use of symbolical methods for the transmission of knowledge. Fragments: Fourteen

“The TEACHING whose theory is here being set out is completely self-supporting and independent of other lines and it has been completely unknown up to the present time. Like other lines it makes use of the symbolical method and one of its principal symbols is the figure which has been mentioned, that is, the circle divided into nine parts: “The circle is divided into nine equal parts. Six points are connected by a figure which is symmetrical in relation to a diameter passing through the uppermost point of the divisions of the circumference. Further, the uppermost point of the divisions is the apex of an equilateral triangle linking together the points of the divisions which do not enter into the construction of the original complicated figure. Fragments: Fourteen

“These four bodies are defined in different TEACHINGs in various ways.” G. drew a diagram and said: “The first is the physical body, in Christian terminology the ‘carnal’ body; the second, in Christian terminology, is the ‘natural’ body; the third is the ‘spiritual’ body; and the fourth, in the terminology of esoteric Christianity, is the ‘divine’ body. In theosophical terminology the first is the ‘physical’ body, the second is the ‘astral,’ the third is the ‘mental,’ and the fourth the ‘causal.’1 Fragments: Two

“In the terminology of certain Eastern TEACHINGs the first body is the ‘carriage’ (body), the second body is the ‘horse’ (feelings, desires), the third the ‘driver’ (mind), and the fourth the ‘master’ (I, consciousness, will). Fragments: Two

“And only the man who possesses four fully developed bodies can be called a ‘man’ in the full sense of the word. This man possesses many properties which ordinary man does not possess. One of these properties is immortality. All religions and all ancient TEACHINGs contain the idea that, by acquiring the fourth body, man acquires immortality; and they all contain indications of the ways to acquire the fourth body, that is, immortality. Fragments: Two

“In this connection certain TEACHINGs compare man to a house of four rooms. Man lives in one room, the smallest and poorest of all, and until he is told of it, he does not suspect the existence of the other rooms which are full of treasures. When he does learn of this he begins to seek the keys of these rooms and especially of the fourth, the most important, room. And when a man has found his way into this room he really becomes the master of his house, for only then does the house belong to him wholly and forever. Fragments: Two

“The fourth room gives man immortality and all religious TEACHINGs strive to show the way to it. There are a great many ways, some shorter and some longer, some harder and some easier, but all, without exception, lead or strive to lead in one direction, that is, to immortality.” Fragments: Two

“Eastern TEACHINGs contain various allegorical pictures which endeavor to portray the nature of man’s being from this point of view. Fragments: Three

“The comparison of a man to a house awaiting the arrival of the master is frequently met with in Eastern TEACHINGs which have preserved traces of ancient knowledge, and, as we know, the subject appears under various forms in many of the parables in the Gospels. Fragments: Three

“The idea of the unity of the three forces in the Absolute forms the basis of many ancient TEACHINGs — consubstantial and indivisible Trinity, Trimurti — Brahma, Vishnu, and Siva, and so on. Fragments: Four

Someone asked him on one occasion during a talk whether there was anything real and leading to some end in the TEACHINGs and rites of existing religions. Fragments: Five

“Yes and no,” said G. “Imagine that we are sitting here talking of religions and that the maid Masha hears our conversation. She, of course, understands it in her own way and she repeats what she has understood to the porter Ivan. The porter Ivan again understands it in his own way and he repeats what he has understood to the coachman Peter next door. The coachman Peter goes to the country and recounts in the village what the gentry talk about in town. Do you think that what he recounts will at all resemble what we said? This is precisely the relation between existing religions and that which was their basis. You get TEACHINGs, traditions, prayers, rites, not at fifth but at twenty-fifth hand, and, of course, almost everything has been distorted beyond recognition and everything essential forgotten long ago. Fragments: Five

“This is why in all ancient TEACHINGs the first demand at the beginning of the way to liberation was: ‘Know thyself.’ “We shall speak of these words now.” Fragments: Six

“The effort which creates this ‘shock’ must consist in work on the emotions, in the transformation and transmutation of the emotions. This transmutation of the emotions will then help the transmutation of si 12 in the human organism. No serious growth, that is, no growth of higher bodies within the organism, is possible without this transmutation. The idea of this transmutation was known to many ancient TEACHINGs as well as to some comparatively recent ones, such as the alchemy of the Middle Ages. But the alchemists spoke of this transmutation in the allegorical forms of the transformation of base metals into precious ones. In reality, however, they meant the transformation of coarse ‘hydrogens’ into finer ones in the human organism, chiefly of the transformation of mi 12. If this transformation is attained, a man can be said to have ‘achieved what he was striving for, and it can also be said that, until this transformation is attained, all results attained by a man can be lost because they are not fixed in him in any way; moreover, they are attained only in the spheres of thought and emotion. Real, objective results can be obtained only after the transmutation of mi 12 has begun. Fragments: Nine

“The first kind are influences created in life itself or by life itself. Influences of race, nation, country, climate, family, education, society, profession, manners and customs, wealth, poverty, current ideas, and so on. The second kind are influences created outside this life, influences of the inner circle, or esoteric influences — influences, that is, created under different laws, although also on the earth. These influences differ from the former, first of all in being conscious in their origin. This means that they have been created consciously by conscious men for a definite purpose. Influences of this kind are usually embodied in the form of religious systems and TEACHINGs, philosophical doctrines, works of art, and so on. Fragments: Ten

“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

“In order to understand the interrelation of these TEACHINGs it must always be remembered that the ways which lead to the cognition of unity approach it like the radii of a circle moving towards the center; the closer they come to the center, the closer they approach one another. Fragments: Fourteen

“People of the objective way simply live in life. They are those whom we call good people. Particular systems and methods are not necessary for them; making use of ordinary religious or intellectual TEACHINGs and ordinary morality, they live at the same time according to conscience. They do not of necessity do much good, but they do no evil. Sometimes they happen to be quite uneducated, simple people but they understand life very well, they have a right valuation of things and a right outlook. And they are of course perfecting themselves and evolving. Only their way can be very long with many unnecessary repetitions.” Fragments: Seventeen