Let us continue and further examine the relationship between a master and their pupil, especially in the work they do together. The use of a pupil’s envelope by a Master is entirely different from what is usually understood as mediumship. The mechanism and rationale of mediumship have already been explained in series on The Etheric Envelope and The Emotional Envelope, along with the objections to it. Of course, there can be no objections to the use by a Master of a pupil’s envelope.
The influence of a master is incredibly powerful and can be sensed by a sensitive person to the point of seeing the master’s features or hearing their voice instead of those of the pupil. Physical changes are unlikely, although they do occur in mediumship.
The relationship between the Master and the pupil is not one of coercion, nor does it involve the suppression of the pupil’s individuality by the Master’s power. Instead, the Master’s influence is a deeply felt, inexpressibly wonderful illumination from within, in perfect harmony with the pupil’s highest aspirations, and as a revelation of the pupil’s own spiritual nature. As the Master is a channel of the Divine life, the influence that flows from Him activates the seed of Divinity within the pupil. This process is somewhat analogous to electrical induction. The Master’s influence stimulates the noblest and highest qualities in the pupil due to the identity of nature in the two. The Master’s love for a disciple is comparable to sunshine opening a lotus bud to the morning air, and it can be said that one smile from the Master can evoke an outburst of affection from the pupil that would otherwise take months of contemplation on the virtue of love.
Any disturbance in the lower bodies of the pupil will also affect those of the Master. If such a disturbance occurs, the Master will drop a veil that separates the pupil from Himself to prevent interference with His own work. This situation typically lasts no longer than forty-eight hours, but in very extreme and rare cases, it may endure for years or even for the remainder of that incarnation.
Most ordinary people tend to focus inward on themselves, becoming absorbed in their own self-centred thoughts and feelings. In order to become a true learner, one must learn to redirect one’s focus outward, concentrating one’s attention and energy on others and offering positive thoughts and good wishes to one’s fellow human beings.
Thus, the disciple, and even the aspirant for discipleship, is taught to use all powers exclusively for the service of the world. The lower consciousness shares the knowledge of the higher, mainly based on the needs of the work being done.
It is important for the disciple to have full access to their inner abilities on higher planes. However, conveying knowledge of this inner work to the physical body is often not necessary. The physical body is not directly involved in this work. When the higher consciousness causes the physical body to respond, it can put a significant strain on the body, especially at our current stage of evolution. Without very favourable external circumstances, this strain can lead to nervous disturbances and hypersensitivity, with their associated problems. As a result, most individuals with developed higher abilities and who perform their most important work outside the physical body, choose to stay away from busy and noisy places. where They avoid these gatherings in order to protect their sensitive physical bodies from the rough treatment and commotion of everyday life. Furthermore, as soon as a student displays any signs of psychic ability, they are always given full instructions regarding the limitations placed on its use.
Remember the following restrictions regarding the use of these faculties: they should not be used (1) out of mere curiosity, (2) for selfish purposes, or (3) to display phenomena. Just as a person of good moral character would act with consideration on the physical plane, the same principles should apply to actions on the emotional and mental planes. Under no circumstances should the student use their additional powers to further their own worldly interests or for personal gain. Additionally, they should never provide indisputable physical proof of abnormal powers, such as what is referred to as a “test” in spiritualistic circles.
The influence of the Master is always gently flowing through the student, even if the student is not aware of it. Sometimes, the student may feel a stronger flow of energy without knowing its direction. With careful attention, the student can learn the direction and eventually trace it to the people affected by it. However, the student cannot control this energy but acts as a channel for it. As the student becomes more skilled, they may be asked by the Master to deliver some of this energy to specific people. This helps to reduce the burden on the Master. In some cases, the student may even be given a specific message to deliver to someone.
There is an alternate method for maintaining contact with the Master. Just as a person’s images of people in devachan are imbued with life by the souls of the individuals, the Master fills the thought form created by His student with His actual presence. Through this form, genuine inspiration and sometimes instruction can be imparted. As reported by Arthur Powell, an example of this was seen in a Hindu yogi from the Madras in India, who claimed to be a student of the Master Morya. Even after their physical meeting, the yogi asserted that he did not lose contact with his Master, as the Master continued to appear to him and provide guidance through a centre within himself. However, it should be noted that a disciple is usually admonished not to talk about their master in any way, shape or form. So what quite was going on here, I do not know.
There is a third stage of even more intimate union when a pupil becomes the “Son” of the Master. The bond between them is so strong that not only the lower mind but also the soul within the pupil’s causal envelope becomes enveloped within that of the Master. At this point, the Master can no longer create a barrier to separate the consciousness of the pupil, even for a moment.
An accepted disciple has the right and the duty to bless in the name of the Master. A splendid outpouring of the Master’s power will assuredly follow their effort to do so. The “Son” of the Master can give the very touch of the Master’s intimate presence. The person who is a “Son” of the Master either is or soon will be a member of the great White Brotherhood. This, of course, confers the power of blessing in the name of the Brotherhood.
In the Greater Mysteries, which were mainly celebrated at Eleusis, the initiates were called epoptai, meaning “those whose eyes were opened”. Their symbol was the golden fleece of Jason, which represented the mind’s potential. The initiates were shown the impact in the spiritual realm of a specific path of life, learning, and aspiration on earth. They were also taught the entire history of the world and humanity’s evolution from a deeper perspective.
The student not only learned about the mental plane but also received instruction on developing the mental envelope as a vehicle. Freemasons might find it interesting that at Eleusis, an ear of corn was used as a symbol for the supreme mystery, possibly connected to the fact that a sheaf of corn is often carved on the chair of the Senior Warden (S.W.) in a Masonic Lodge.
When a person is initiated, the influence to which they have attuned themselves on higher planes flows through every part of their being. Although there is little effect on the physical plane, there is significant radiation from the etheric envelope and from their emotional and mental bodies. This radiation is felt both by the natural world and by individuals who are receptive to it.
A significant expansion and development of the mental capacity occurs during the Second Initiation (i2), but it typically takes some years before the effects become apparent in the physical brain. This process undoubtedly places a great strain on the brain, as it cannot be instantly adjusted to the required level.
After reaching the Second Initiation, the period that follows is often considered the most perilous phase along the Path. The danger primarily arises from pride. When an individual catches a glimpse of their future intellectual potential, they must make sure to eliminate any hint of pride, selfishness, and prejudice.
The challenging phase in the life of an Initiate is illustrated in the Gospel story through the temptation in the wilderness, which occurred after Christ’s baptism by John. The forty days in the wilderness represent the time during which the expansion of the mental capacity is being integrated into the physical brain. For the average individual, this process might take around forty years to complete.
The “I-making” faculty, known as Ahamkara or mana, is generally described as pride since pride is the subtlest manifestation of the “I” as distinct from others. It is the last fetter of separateness that the Arhat casts off before taking the Fifth Initiation (i5) and becoming a Master, an Asekha (45-self). Ahamkara is born with the soul; it is the essence of individuality and persists until all that is valuable in it is integrated into the Monad. Finally, it is dropped on the threshold of liberation.
In the next presentation, we will start by looking at how the practices in Freemasonry adhered to many of the practices of the ancient mysteries. We will then go on to conclude the whole series on the Mental Envelope. Hooray.