Queen of the Sun: What Are the Bees Telling Us?

MILLIONS of years ago, the ancient sages taught, man and all the kingdoms of nature existed as prototypes.

 They gradually developed in the womb of Gaia, Mother Earth, gestating in their formative stage before birth onto this plane of existence.

The living spiritual prototypes were held in an invisible astral matrix, a semi-physical energy field, The Secret Doctrine explains.

This field is the astral projection of the eternal akasic field, the storehouse of all pre-evolutionary blueprints of former worlds.

As they develop the prototypical forms are likened to a living fetus suspended in the ocean of its mother’s womb. There was no ‘solid matter’ as we know it in those developing astral times, more than 300,000,000 years ago it is taught.

Guiding the process is an intelligent hierarchy of spiritual parent-beings, a “hive-mind” at work behind-the-scenes, says The Secret Doctrine, a Mind busily retrofitting the numerous forms of nature and man—preparing them to be reborn on the to-be new Earth, guided by immutable cyclic laws. (Differentiation of Species-Missing Links.)

Blastocyst

Just as Earth mother nourished and birthed innumerable beings in the faraway past, the same grand evolutionary scheme is mirrored today in the differentiation of the human fetus— stages that traverse single-celled zygote, which becomes a mass of cells known as a blastocyst.

Science rejects everything except “mechanical laws,” Blavatsky wrote (SD 2:660), “and admits of no principle outside matter.” Occult Science on the other hand, “allows the human physical frame to have passed through every form, from the lowest to the very highest, its present one.” 

Scientists of Blavatsky’s era recognized this, notably E. H. Haeckel, (mentioned by Blavatsky) who formulated a biogenetic law proposing a recapitulation theory.

The theory states that the embryological development of the individual repeats the stages in the evolutionary development of the species, i.e. “ontonlogy recaptitulates phylogony.”

Ironically the process supports both the intelligently guided evolution of occultism, and the random materialistic Darwinian model. Take your choice.

The Rise and Fall of the Dirty Snowball

THE major theosophical agitators of modern scientific consensus theories are the subjects of evolution, physics, space, matter and consciousness.

Light says occultism is a substance, space is not a vacuum, matter is conscious, gravity is a minor law, we didn’t evolve from animals, and the atom is infinitely divisible, (& etc).

The infinitely divisibility of the atom argued by H. P. Blavatsky in The Secret Doctrine (1:519), was finally accepted into the turn of the 20th Century. Heaping puzzlement on criticism she adds, however, that the atom “belongs wholly to the domain of metaphysics:”

“It is an entified abstraction — at any rate for physical Science — and has nought to do with physics, strictly speaking.” (The Masks of Science)

But perhaps the most provocative idea of all, and the one most vigorously promoted by Theosophy, is the electrical underpinning of the universe.  Cosmologists will still not relinquish their death grip on gravity — hopefully this is changing, thanks to the EU.

The theory of gravity remains the predominant cosmological hypothesis today. Electricity is sometimes considered but its effects are usually minimized electrical universe (EU) proponents point out.

Plasma field or hot gas?

The dispute is explored in the article Electric Charge vs. Hot Gas posted this month by The Thunderbolts Project, the website of the new Electrical Universe science. Einstein’s moving masses and heat are still the only factors allowed to operate in the universe.

Electric charge is sometimes considered, but it is usually negligible in its effect, if it has any effect at all, say the EU scientists.

In previous Picture of the Day articles, it was noted that charged particles streaming from stars like the Sun are still called a “wind” instead of calling them electric and magnetic currents, all in support of the gravity-only theory. Real substance is what Mme. Blavatsky referred to as “phlogiston“(called plasma today), or “radiant matter” — the “fourth state” of matter, so called.

Our Earth’s Secret Sun

OCCULT philosophy denies that the Sun is a globe in combustion, and defines it simply as a world, a glowing sphere.

The real Sun is hidden behind, it says, and the visible one is only its reflection, its shell. 

The Nasmyth willow leaves (sunspots), mistaken by Sir J. Herschel for ‘Solar inhabitants,’ are really the reservoirs of solar vital energy — the vital electricity that feeds the whole system.

The ancients understood the real Sun is the storehouse of our little island in space, ever self-generating its vital electric fluid, and ever receiving as much as it gives out.

There is a regular circulation of the vital fluid throughout our planetary system, of which the Sun is the heart —the same as the circulation of the blood in the human body sustains our life. And the Sun contracts as rhythmically at every ebb and flow of fluid as the human heart does.

“The visible Sun is only a window cut into the real Solar palace and presence, which reflects, however, faithfully the interior work.”

Instead of the rhythmic pulse taking second or so, “it takes the solar blood ten of its years, and a whole year to pass through its auricles and ventricles, before it washes the lungs and passes thence to the great veins and arteries of whole the solar system,” according to this ancient wisdom. “As Above so Below” is a key concept in the old Hermetic teachings with which Theosophy agrees.

Photo of a Sunspot

“This, Science will not deny, since Astronomy knows of the fixed cycle of eleven years when the number of solar spots increases,” H. P. Blavatsky asserts, “which is due to the contraction of the Solar HEART. The universe (our world in this case)

“…breathes, just as man and every living creature, plant, and even mineral does upon the earth; and as our globe itself breathes every twenty-four hours.”

“In the same manner as a man approaches a mirror placed upon a stand, beholds in it his own image, so the energy or reflection of Vishnu (the Sun) is never disjoined, but remains in the Sun as in a mirror that is there stationed” [Vishnu Purana, Ch. XI]

“The dark region of sun spots is not due “to the absorption exerted by the vapours issuing from the bosom of the sun and interposed between the observer and the photosphere,” as Father Secchi would have it (“Le Soleil“ II., 184), nor are the spots formed “by the matter (heated gaseous matter) which the irruption projects upon the solar disc” (ibid), Blavatsky says.

Kids, Cows and Hens: a Common Core

WHAT is the real object of modern education, Mme. Blavatsky asked: “to cultivate and develop the mind in the right direction.

“To teach the disinherited and hapless to carry with fortitude the burdens of life?

“To strengthen their will — to inculcate in them the love of one’s neighbour and the feeling of mutual interdependence and brotherhood —  and thus to train and form the character for practical life? Not a bit of it.”

“And yet, these are undeniably the objects of all true education,” she insisted. “No one denies it — all your educationalists admit it, and talk very big indeed on the subject. But what is the practical result of their action? Every young man and boy, nay, every one of the younger generation of schoolmasters will answer:

“‘The object of modern education is to pass examinations’ … and thus train them for a life of ferocious selfishness and struggle for honours and emoluments instead of kindly feeling.

“And what are these examinations — the terror of modern youth? They are simply a method of classification by which the results of your school teaching are tabulated. In other words, they form the practical application of the modern science method to the genus homo, qua intellection.

“Now ‘science’ teaches that intellect is a result of the mechanical interaction of the brain-stuff — therefore it is only logical that modern education should be almost entirely mechanical — a sort of automatic machine for the fabrication of intellect by the ton.

“Very little experience of examinations is enough to show that the education they produce is simply a training of the physical memory, and, sooner or later,” Blavatsky warned, “all your schools will sink to this level. As to any real, sound cultivation of the thinking and reasoning power, it is simply impossible while everything has to be judged by the results as tested by competitive examinations.”

When Education Goes Wrong

Full Title: “When Education Goes Wrong: Taking Creativity and Play Out of Learning.” Dr. Nancy Carlsson-Paige, professor emerita of Lesley University, writes frequently about the impact of media and other social influences on children’s lives and development.

Education Gone Right

She is also co-founder of Defending the Early Years, a nonprofit project whose purpose is to encourage educators to speak out about current policies that are affecting the education of young children.

In this talk, Nancy speaks about how educational institutions, in their attempts to meet the bureaucratic limitations of “Race to the Top” and “No Child Left Behind” policies, have eliminated creative play from early childhood education — resulting in the loss of problem-solving and critical-thinking skills in later years.

Child’s Play?

“Again, school training is of the very greatest importance in forming character, especially in its moral bearing. Now, from first to last, your modern system is based on the so-called scientific revelations:

‘The struggle for existence’ and the ‘survival of the fittest.’ All through his early life, everyone has these driven into them by practical example and experience, as well as by direct teaching, till it is impossible to eradicate from his mind the idea that “self,” the lower, personal self, is the end-all, and be-all, of life.

“Here you get the great source of all the after-misery, crime, and heartless selfishness … which as said over and over again, is the curse of humanity, and the prolific parent of all the evils and crimes in this life; and it is your schools which are the hot-beds of such selfishness.

“The energies generated by the brain molecules of its adherents are all concentrated on one point, and are, therefore, to some extent, an organized army of educated and speculative intellects of the minority of men, trained against the … masses doomed to be vampirised, lived and sat upon by their intellectually stronger brethren.

“Result: The direct outcome of this branch of education is an overflooding of the market with money-making machines, with heartless selfish men — animals — who have been most carefully trained to prey on their fellows and take advantage of the ignorance of their weaker brethren!”

The Story of an Egg | PBS Online Film Festival 2013

“Eggs, as well as the chickens they come from, are both healthful sources of protein but ONLY if raised the way nature intended… Unfortunately, as illustrated in the video below, today’s agricultural model of factory farming has complicated what used to be a simple affair.” (Mercola.com)

Caging Kids

“All this is owing to the perniciousness of a system which turns out goods to order, irrespective of the natural proclivities and talents of the youth. The poor little candidate for this progressive paradise of learning, comes almost straight from the nursery to the treadmill…

“Here he is immediately seized upon by the workmen of the materio-intellectual factory … so that if he have any natural genius it is rapidly squeezed out of him… He will attain only sufficient knowledge of his own particular nation to fit him with a steel armour of prejudice against all other peoples [….]

“A proper and sane system of education should produce the most vigorous and liberal mind, strictly trained in logical and accurate thought, and not in blind faith.”

Happy Cowz

 

Inner Sensibility

“Children should above all be taught self-reliance, love for all men, altruism, mutual charity, and more than anything else, to think and reason for themselves. We would reduce the purely mechanical work of the memory to an absolute minimum, and devote the time to the development and training of the inner senses, faculties and latent capacities.

“We would endeavour to deal with each child as a unit, and to educate it so as to produce the most harmonious and equal unfoldment of its powers, in order that its special aptitudes should find their full natural development.

“We should aim at creating free men and women, free intellectually, free morally, unprejudiced in all respects, and above all things, unselfish. And we believe that much if not all of this could be obtained by proper and truly theosophical education.

– H. P. Blavatsky
Edited excerpts from:
The Key to Theosophy, Section 13

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