September 8, 1980, in Arlington, Texas, USA, an innovative experiment
in education was initiated. At that time, the School of Ageless Wisdom
(SAW) established a private school for the children of its membership.
For the preceding ten years the SAW had been a chartered nonprofit school
for adults whose purpose was to study and apply the principles of the
Ageless Wisdom. The Ageless Wisdom is that wisdom which forms the basis
of all human understanding. This wisdom is foundational to the sciences,
arts, philosophies, politics, cultures and religions. It shows itself
in the great discoveries and human creations, in our morality and our
sense of purpose and destiny. Though much is written about it, this Ageless
Wisdom is truly written in the life, the heart and mind. The group chose
two sources of study of the Ageless Wisdom: the twenty four books of esoteric
philosophy by Alice Bailey and Djwhal Khul and the Agni Yoga Series by
As this group of
adults studied and applied the Ageless Wisdom two things happened. For
one, we were blessed with an explosion of children. For another, we became
concerned with the educational needs of our children and children everywhere.
The idea for the school grew out of a desire to provide experiences which
would enable the students to become true planetary citizens through a
global approach to education.
was based upon two main ideas: relationships and communication. Relationships
began with the study of the atom and extended outward to the cosmos. Communication
began with the individual and extended to all kingdoms in nature. These
two ideas were interrelated to include the essential concepts, content
and skills in the various subject areas: social studies, language arts,
math, science, languages and the arts. The qualities and values (individual.
social and spiritual) were developed by a natural unfoldment of understanding
in the linking of the idea of communication and relationship.
The approach to
the instructional process was through the blending of the affective and
cognitive so that the child could maintain a balanced development
of his emotional and intellectual abilities. There was a definite emphasis
to let the child enter fully -giving direction, life and movement to the
learning process. In other words, to use more of what the child brings
with him to the process. There was also a definite effort made to balance
"right brain/left brain" activities in the instructional program.
The total instructional process was focussed toward noncompetitive and self-paced or individualized style of learning. The classroom atmosphere was kept informal and flexible according to the needs of the individual and the group.
The goals set up to guide this learning process were as follows:
(1) Assisting the
child in becoming an integrated individual who can deal with personal
experience while seeing himself as a part of "the greater whole."
In other words, promote growth of the group idea, so that group good,
group understanding, group interrelations and group goodwill replace all
limited, self-centered objectives leading to "group consciousness."
(2) Providing experiences
which give the child new values to meet an ever changing world situation.
(3) To make available to the child the opportunity to become a planetary citizen through study of global issues - all peoples of all nations make our planetary family.
(4) To aid the
child in developing and maintaining a balance between his spiritual, mental,
emotional, physical and academic development.
(5) Providing opportunities
for the child to become a thoughtful, compassionate individual.
(6) To lead the child through the process of becoming a creative thinker.
(7) Guiding the
child in a continual process of building new values.
(8) Providing activities
which help the child to understand and utilize the conditioning forces
which surround him. To resolve the inner conflicts.
(9) Providing opportunities which teach the child to be observant and understanding of his relationship with himself and all living things.
The functioning of the teacher in this process was:
(1) To study the total child with a loving, accepting attitude.
(2) To be sensitive
to each child as a unique individual with assets and liabilities which
can be effectively utilized.
(3) To help the child observe and understand his own inner values.
(4) To provide opportunities and activities which will assist the child in realizing his greatest potential.
In setting up the
classroom, we were striving to provide an atmosphere of unlimited learning
possibilities for the student. The inspiration for this atmosphere sprang
from the following passage in Education in the New Age, by Alice A. Bailey:
of love, wherein fear is cast out and the child realizes he has no cause
for timidity, shyness or caution, and one in which he receives courteous
treatment at the hands of others, and is expected to render courteous
treatment in return.
of patience, wherein the child can become, normally and naturally, a seeker
after the light of knowledge; wherein he is sure of always meeting with
a quick response to inquiry and a careful reply to all questions, and
wherein there is never the sense of speed or hurry.
of ordered activity, wherein the child can learn the first rudiments of
of understanding, wherein a child is always sure that the reasons and
motives for his actions will be recognized, and that those who are his
older associates will always comprehend the nature of his motivating impulses,
even though they may not always approve of what he has done or of his
in the New Age, pp. 7 5-77
has other objectives than rendering life enjoyable and so enabling men
and women to achieve a culture which will permit them to participate with
interest in all that transpires in the three worlds of human affairs.
It is all the above, but should also be much more.
has three major objectives, from the angle of human development:
has been grasped by many, it must make a man an intelligent citizen, a
wise parent, and a controlled personality; it must enable him to play
his part in the work of the world and fit him for living peaceably and
helpfully and in harmony with his neighbors.
must enable him to bridge the gap between the various aspects of his own
mental nature. ... (Editors note: The three aspects of the human mental
nature are: 1. The receptive mind or common sense. 2. The individualized
mind or the self 3. The illuminating mind, ~ the higher, abstract or intuitional
Education in the New Age, pp. 4-5
education is consequently the science of linking up the integral parts
of man, and also of linking him up in turn with his immediate environment,
and then with the greater whole in which he has to play his part Each
aspect, regarded as a lower aspect, can ever be simply the expression
of the next higher. In this phrase I have expressed a fundamental truth
which embodies not only the objective, but also indicates the problem
before all interested in education. This problem is to gauge rightly the
canter or the focus of a man's attention and to note where the consciousness
is primarily centered. Then he must be trained in such a way that a shift
of that focus into a higher vehicle becomes possible. We can also express
this idea in an equally true manner by saying that the vehicle which seems
of paramount importance can become and should become of secondary importance
as it becomes simply the instrument of that which is higher than itself.
If the emotional body is the center of the personality life, then the
objective of the educational process imposed upon the subject will be
to make the mind nature the dominating factor, and the astral body then
becomes that which is impressed by, and is sensitive to, environing conditions,
but is under the control of the mind. If the mind is the center of personality
attention, then the soul activity must be brought into fuller expression;
and so on and on the work proceeds, progress being made from point to
point until the top of the ladder has been reached."
Education in the New Age, pp. 6-7
should be of three kinds and all three are necessary to bring humanity
to a needed point of development.
"Education is a process whereby the child is equipped with the information which will enable him to act as a good citizen and perform the functions of a wise parent It should take into consideration his inherent tendencies, his racial and national attributes, and then endeavor to add to these that knowledge which will lead him to work constructively in his particular world setting and prove himself a useful citizen. The general trend of his education will be more psychological than in the past and the information thus gained will be geared to his peculiar situation. All children have certain assets and should be taught how to use them; these they share with the whole of humanity, irrespective of race or nationality. Educators will, therefore, lay emphasis in the future upon:
1. A developing mental control of the emotional nature.
2. Vision or the capacity to see beyond what is, to what might be.
3. Inherited, factual
knowledge upon which it will be possible to superimpose the wisdom of
4. Capacity wisely to handle relationships and recognize and assume responsibility.
5. The power to
use the mind in two ways:
a. As the 'commonsense'
(using this word in its old connotation), analyzing and synthesizing the
information conveyed by the five senses.
b. As a searchlight, penetrating into the world of ideas and of abstract truth.
comes from two directions. It is the result of the intelligent use of
the five senses and it is also developed from the attempt to seize upon
and understand ideas. Both of these are implemented by curiosity and investigation.
should be of three kinds and all three are necessary to bring humanity
to a needed point of development
"It is, first
of all, a process of acquiring facts-past and present-and of then learning
to infer and gather from this mass of information, gradually accumulated,
that which can be of practical use in any given situation. This process
involves the fundamentals of our present educational systems.
"It is, secondly,
a process of learning wisdom as an outgrowth of knowledge and of grasping
understandingly the meaning which lies behind the outer imparted facts.
It is the power to apply knowledge in such a manner that sane living and
an understanding point of view, plus an intelligent technique of conduct,
are the natural results. This also involves training for specialized activities,
based upon innate tendencies, talents or genius.
"It is, finally,
a process whereby unity or a sense of synthesis is cultivated. Young people
in the future will be taught to think of themselves in relation to the
group, to the family unit and to the nation in which their destiny has
put them. They will also be taught to think in terms of world relationship
and of their nation in relation to other nations. This covers training
for citizenship, for parenthood, and for world understanding; it is basically
psychological and should convey an understanding of humanity. When this
type of training is given, we shall develop men and women who are both
civilized and cultured and who will also possess the capacity to move
forward (as life unfolds) into that world of meaning which underlies the
world of outer phenomena and who will begin to view human happenings in
terms of the deeper spiritual and universal values.
should be the process whereby youth is taught to reason from cause to
effect, to know the reason why certain actions are bound inevitably to
produce certain results and why (given a certain emotional and mental
equipment, plus an ascertained psychological rating) definite life trends
can be determined and certain professions and life careers provide the
right setting for development and a useful and profitable field of experience.
Some attempts along this line have been undertaken by certain colleges
and schools in an effort to ascertain the psychological aptitudes of a
boy or a girl for certain vocations but the whole effort is still amateurish
in nature. When made more scientific it opens the door for training in
the sciences; it gives significance and meaning to history, biography
and learning and thus avoids the bare impartation of facts and the crude
process of memory training which has been distinctive of past methods."
Education in the New Age, pp. 81-83
be a spiritual future indicated. It is that which is required now. The
word "spiritual" does not refer to religious matters, so-called.
All activity which drives the human being forward towards some form of
development-physical, emotional, mental, intuitional, social-if it is
in advance of his present state is essentially spiritual in nature and
is indicative of the livingness of the inner divine entity. The spirit
of man is undying; it forever endures, progressing from point to point
and stage to stage upon the Path of Evolution, unfolding steadily and
sequentially the divine attributes and aspects."
Education in the New Age, p. 1
"What is the
process of the unfoldment of the intellect in man? How does the higher
mind manifest, if at all, in the growing years?
A sequence of growth might most inadequately and briefly be tabulated as follows, based upon the process of unfoldment in a human:
1. Response to impact, the infant's sense awakened. He begins to hear and see.
2. Response to possession and to acquisitiveness. The child begins to appropriate, becomes self-conscious and grasps for the personal self.
3. Response to the instinct governing the animal and desire nature, and to human tendencies.
4. Response to the group. The child becomes aware of his environment and that he is an integral part of a whole.
5. Response to knowledge. This begins with the impartation of informative facts, and so to the registration, through the memory, of these facts; thus are developed interest, correlation, synthesis and application to the exigencies of the life.
6. Response to the innate need to search. This leads to experiment on the physical plane, to introspection on the emotional plane, and to intellectual study and a love of reading or of listening, thus bringing the mind into some condition of activity.
7. Response to economic and sex pressure or to the law of survival. This forces him to use his equipment and knowledge and so take his place as a factor in the group life, and to promote group welfare by some aspect of active work and by the perpetuation of the species.
8. Response to pure intellectual awareness. This leads to a conscious free use of the mind, to individual thinking, to the creation of thought-forms, and eventually to the steady orientation of the mind to a wider and wider field of realization and awareness. These expansions of consciousness finally bring a new factor into the field of experience.
9. Response to
the Thinker or the soul. With the registration of this response, the man
enters into his kingdom. The above and the below become as one. The objective
and the subjective worlds are unified.
Education in the New Age, p. 11-12
We might find those responses typical of great minds from whom humanity has gained its greatest inspiration. As part of the World Core Curriculum, students could be encouraged to study the history and research the lives of spiritual, cultural, and artistic world leaders down the ages to learn patterns of leadership and motive.
should surely present the hypothesis of the soul in man as the interior
factor which produces the good, the true and the beautiful. Creative expression
and humanitarian effort will, therefore, receive a logical basis. This
will not be done through ... presenting a problem for investigation and
as an effort to answer the question: What is man; what is his intrinsic
purpose in the scheme of things? The livingness of the influence and the
proclaimed purpose behind the constant appearance of spiritual, cultural
and artistic world leaders down the ages will be studied and their lives
subjected to research, both historical and psychological. This will open
up before the youth of the world the entire problem of leadership and
of motive. Education will, therefore, be given in the form of human interest,
human achievement and human possibility. This will be done in such a manner
that the content of the student's mind will not only be enriched with
historical and literary facts but his imagination will be fired, and his
ambition and aspiration evoked along true and right lines; the world of
past human effort will be presented to him in a truer perspective and
the future thrown open to him also in an appeal for his individual effort
and personal contribution."
Education in the New Age; p. 86
is a life process unfolding through patterns of human development From
conception, each individual is affected or conditioned by many factors
that blend into their physiology and psychology. The Alice Bailey books
point out some factors that must be addressed in working effectively with
"The new education
will consider a child with due reference to his heredity, his social position,
his national conditioning, his environment and his individual mental and
emotional equipment and will seek to throw the entire world of effort
open to him, pointing out that apparent barriers to progress are only
spurs to renewed endeavor and thus seeking to 'lead him out' (the true
meaning of the word 'education') from any limiting condition and train
him to think in terms of constructive world citizenship. Growth and still
more growth will be emphasized."
definite types of activities, changing with the growing years and based
on the phases of the growth process in the individual, that make for his
best all-around development?'
somewhat concerning the periods indicated by such occult teachers as Steiner,
for though the seven year Cycles have their place, the division is apt
to be over-applied. I would also suggest ten year cycles of development,
divided into two parts: seven of learning and three of application.
"In the first
ten years of a child's life he is taught to deal intelligently with information
coming to him via the five senses to the brain. Observation, rapid response,
and physical coordination as the result of intention, must be emphasized.
The child must be taught to hear and see, to make contacts and to use
judgment; and his fingers must then respond to creative impulses to make
and produce what he sees and hears. Thus are laid the elements of the
arts and crafts, of drawing and of music.
"In the next
ten years the mind is definitely trained to become dominant.
"By the time
students are seventeen the training given should have enabled them to
strike their note dearly, and should have indicated the pattern into which
their life impulses will most probably run."
Education in the New Age, pp. 8-10
in the New Age, p. 9
"In the field
of education united action is essential. Surely a basic unity of objectives
should govern the educational systems of the nations, even though uniformity
of method and of techniques may not be possible. Differences of language,
of background and of culture will and should always exist; they constitute
the beautiful tapestry of human living down the ages. But much that has
hitherto militated against right human relations must and should be eliminated."
Education in the New Age, p. 45
Secondary Education-----------Culture-----------------------Ages 14-21
Higher Education----------------Unification------------------Ages 21-28
be accomplished when the educators of the world grasp the purpose of the
(educational) process as a whole planned unfoldment, and will then give
their attention to the instinctual, intellectual, and intuitive training
of their students in such a manner that the whole twenty-eight years of
training will be seen as an ordered, directed process, and the goal will
be clearly visioned."
Education in the New Age, p. 49-51
Primary Education: Ages One to Fourteen
is the focus during this cycle. Bailey defines civilization as: "the
reaction of humanity's masses to the purpose of any particular world period.
In each age, some idea must be expressed in the current idealism of the
human race at that time."
Education in the New Age, pp. 3 9,43
They must fit the
child for citizenship,
each child their place as a social unit, and emphasize an individual's
each child for intelligent living and evoking the memory of the human
race through the courses given, in order to lay the foundation for human
Reading, writing, and arithmetic, elementary history (with the emphasis
upon world history), geography, and poetry will be taught
must be taught certain basic and important facts of living, foundational
truths, coordination and control."
Education in the New Age, p. 48
Culture is the
emphasis of this cycle. "As a significant outgrowth
Education in the New Age, p.43
emphasize the larger values of history and literature, and give some understanding
begin to train the boy or girl for that future profession or mode of life
which it is obvious will condition them.
Citizenship will be taught in larger terms and the world of true values
be pointed out and idealism consciously and definitely cultivated.
application of ideals will be emphasized.
of the world should be taught in such a manner that each student will
begin to fuse the world of appearances and the world of values and of
meaning in their consciousness. Students should begin to relate the worlds
of objective outer living and inner subjective existence."
Education in the New Age, p.48
(or spiritual synthesis) is this cycle's main emphasis.
Education in the New Age, pp. 49,82
in the New Age, p.49
"To all We
shall say, 'It is necessary, necessary, necessary, to find new
"102. It is
necessary to guide the education of a people from the initial instruction
of children, from as early an age as possible. The earlier, the better.
You may be sure that overfatigue of the brain occurs only from awkwardness.
The mother approaching the cradle of her child utters the first formula
of instruction: 'You can do everything.' Prohibitions are not needed;
even the harmful should not be prohibited. It is better instead to turn
the attention simply to the more useful and the more attractive. That
tutorage will be best which can enhance the attractiveness of the good.
Besides, it is not necessary to mutilate beautiful Images for the sake
of an imagined childish non-understanding; do not humiliate the children.
Firmly remember that true science is always appealing, brief, precise
and beautiful. It is necessary that families possess at least an embryo
of understanding of education. After the age of seven years much has been
already lost. Usually after the age of three years the organism is full
of receptivity. During the first step the hand of the guide must already
turn the attention to, and indicate, the far-off worlds.
"It is also
necessary that the word express the precise thought One must expel falsehood,
coarseness and mockery. Treason, even in embryo, is inadmissible. Work
'as grown-ups" is to be encouraged.' After its third year the consciousness
easily grasps the idea of the community. What a mistake to think that
one must give a child its own things! A child can easily understand that
things may be held in common.
family is indicated in all Teachings as the pillar of the entire future.
Verily, in addition to all other meanings the family is the nursery of
karmic ties. Thus, the Teaching would not be complete without affirming
the significance of the family. The family should be regarded as the hearth
of conscious understanding and cooperation.Humanity can meet upon cooperation,
and this quality will bring one to the realization of Hierarchy. One should
not ignore karmic laws. Though to the cross-eyed these often may not be
apparent, yet to the honest observer it is proved daily how the bonds
of karma act But in reality these bonds should be wings. The law has forevisioned
joy and progress, but not chains. Thus must one understand the law of
life's foundation. But what, if not the heart, will remind us of the dates
of karma? It is precisely the heart which will contract and quiver and
open when it senses the wing of the law. Therefore, once again let us
revere the heart."
collapse of home and family will be, not in words and actions, but in
thoughts. Silently are the foundations undermined. Without noticing it,
people themselves foment dissolution. There are not many hearths around
which mutual labor is performed in full understanding. But each such home
is a step toward Brotherhood."
early childhood the freedom of discipline of spirit should be emphasized.
One may arouse all dignity and honor. Without honor a man cannot be honest
It should not be thought that slavery can be approved by Hierarchy. On
the contrary, the Fiery World seeks not slaves but coworkers. Consider
the refinement of the heart as the measure of honor. Thus let us not forget
that in the most everyday life are laid the foundations of the world's
using the name of God for intimidation is a great blasphemy. Forbiddance
to pray in one's own words is in itself an intrusion into the young consciousness.
Perhaps the child remembers something very important and extends his thought
upward. Who, then, can intrude to smother such a luminous impulse? The
first instruction about prayer will be a directive upon the whole path
excuses to thee that want and children impede the way.
are flowers of the earth and poverty is the gift of purification."
about children's education are right, but also in this case the question
of the heart is neglected, whereas the manifestation of the heartbeat
is very close to the attention of children. It is actually easy to tell
children about the treasure of the heart. I consider that this story will
remain as the first ascent, for one's entire life."
Schools and Teachers
may gaze only into the future. And so it is necessary to turn only to
the children. Only in them is the lawful beginning of the work Revealing
the new path, only in children will you find the power of confidence."
"Allow children opportunity to think!"
tell the builders of life to find new words, forged by new necessity.
Realization of the newness of each hour will provide the impulse.
"47. In schools
respect must be taught for the pronouncement of a concept Of course parrots
can senselessly project into space concepts often of great significance.
But people must understand that the word is the pedal of thought-that
each word is a thunder-bearing arrow.
"Loss of the
true significance of concepts has contributed much to contemporary savagery.
People strew pearls about like sand. Verily, it is time to replace many
You may instruct them in resourcefulness. In every circumstance are contained
different possibilities, but the mind must be directed toward the light."
is the chronicle of a people; the dictionary is the history of culture."
is a very complex quality. It comprises courage, patience, and compassion.
But courage must not become anger, compassion should not border on hysteria,
and patience must not be hypocrisy. Thus, self-control is complicated,
but it is imperatively needed upon entering the Higher Worlds. One should
develop this synthesized quality with the utmost care. In schools the
students should be confronted with the most unexpected circumstances.
The teacher should observe the degree to which impressions are consciously
assimilated. This is not the austere Spartan schooling of physical endurance
and resourcefulness, it is drawing upon the heart energy in order to apprehend
things with dignity. ..."
must study more carefully its thinking. it is necessary to
"166. I consider
it possible to direct children from their earliest years to a realization
of the Higher World. This is not compulsion, for it will help children
to retain easily in mind much that otherwise might be quickly forgotten.
Besides, such a manifestation will awaken incomparably beautiful forms.
People strive for beauty and solemnity, on such basis it is possible to
tell about the supernal Magnitude. One should not tear away countries
from their best accumulations-each nation has its own expression.
"One can develop
within oneself a continual learning, which is important not as a cataloguing
of facts but as an expansion of consciousness.
17. Upon assembling
the pupils, consider what to begin with. The usual mistake is to begin
with the alphabet, disregarding the nature of the student. It is Our rule
to give, along with the primary proposition, fragments of the highest
is sustained by the subtle energies of the organism. People get accustomed
with difficulty to the realization of the subtle energies and to the activity
of all the imperceptible forces. Hence a great disunion with Cosmos occurs,
and the physical body is greatly limited by the basic properties of matter
instead of developing the subtlety of receptivity. People sense so little
the vibrations of cosmic forces, and they display little discrimination
as to where is contained subtle cognizance! A spirit striving to the highest
spheres knows that a magnetic bond exists between the subtle energies
and manifests concordance with all spatial pressures. Thus, the new generation
must be brought up on the understanding of the subtle energies, for the
vibrations of space are nearing Earth, and the affinnation of the New
Epoch will bring the shifting of many manifestations. Thus the subtle
bodies will assimilate all the energies that are sent"
school studies of history and of comparative religion, let there not be
forgotten the various contradictory decisions and enactments of conventions,
councils and legislative bodies. Not for confusion of minds is it necessary
to know the Truth, but for the reinforcement of the future path. Perfectment
rests upon a basis of knowledge.
should not deny the statements of children about their past lives. Essentially
they know what has taken place around them. Especially nowadays there
often will be rapid reincarnations. Many d~~ellers of the Subtle World
are hastening to return, and herein is expressed the growth and acceleration
of evolution. And in such quickening may be seen a rapprochement between
farmer prepares and improves the field, sows it in good time, and patiently
awaits the sprouting and the harvest. He puts a fence around the field,
so that animals may not trample down the young growth. Every farmer knows
causes and effects. But it is not thus in human interrelations; people
wish to know neither causes nor effects. They are not concerned about
sprouts, and they want everything to be accomplished in their own arbitrarily
prescribed way. Notwithstanding all the examples, people do doubt the
cosmic law. They quite readily sow the causes, but they will not reflect
that weeds may be the sole harvest.
into the future, by-passing the soot of the present."