Machine-assisted translation. The original Russian publication is linked below.
Different people come to our school. These are mainly people of the 3rd caste, for whom the school, in principle, is oriented. And the main direction is associated with the transition from caste 3 to caste 4 and consolidation in the position of a magician. This is the first stage of training. The second stage is related to gaining something in the position of a magician and moving from level 4.1 to level 4.2. Here we are already talking about the advanced level of students who are developing a magical mental profile.
Our school cannot offer anything special to people of the first castes. Maybe someday we will create some training stages for them. But so far we have nothing for them. This is due to the fact that the school is based on the Western tradition, which initially worked with people of the 3rd caste, within the framework of the so-called “teachings for the elite”. In the West, a model of training developed on the basis of mystical orders, in which only nobles could join - people of the 3rd caste, this is the military class. These are people who have already developed a more or less dense personality. And here a certain approach has developed, connected with the fact that a person is introduced into a certain secret order. An order is an organization. The word itself is translated as order. It is like a certain law by which a person must live. And if he lives according to it, then some movement occurs. This movement is associated with various initiation rituals. It is as if a person is being led along some kind of ladder to the Lord God. This staircase is called St. James's Ladder. It symbolizes the movement of the soul, growth and development.
This tradition is based on the heritage of Egypt, and Egypt is based on the knowledge of Atlantis. And there is a story with Moses, with the Torah and the Abrahamic religions, which are based on the Torah. And the Torah is an artifact that is associated with Egypt. You will remember that Moses was an ordained priest of the temple of Osiris and the nephew of Ramses II. Moreover, he had a position - sacred scribe. That is, he was admitted to all ancient texts. At the same time, he knew exactly where the tablets were when he left Egypt. And the entire Torah was made on the basis of this tradition. And then it became the basis for Western European civilization through the Septuagint (translation of the Torah into Greek). And the Torah, the tradition of Egypt, is connected with Atlantis and Hebrew.
Eastern tradition, it is very mixed. Here, on the one hand, there are ancient centers associated with Atlantis (Tibet), but there is also a lot of influence of the Van tradition (school of yoga), there are very ancient Lemurian cults, there are some non-human cults and traditions. Shamanism is more or less preserved there. There are some new movements, such as Buddhism. As a result, there is such a strong air boiler there, in which all this somehow spins and spins.
The yogic tradition is associated with the Vanis (Sanskrit is the language of the Vanir civilization). The yoga school is quite well developed and has a certain integrity. Within this school, they talk about development starting from the very beginning, from caste 1. In the first caste, a person feels like a body. There's nothing much else there. Consciousness there exists in its infancy. And such a person begins to be persecuted precisely at the level of the body - hatha yoga. Then, when consciousness has mastered the body, there is a movement from caste 1 to caste 2, and there they learn to work with connections between people - this is work with the etheric body. There is karma yoga here, a person is taught to build the right connections. Then bhakti yoga is working with your ideals, values, and feelings. Personality is being formed. And then Raja Yoga, when this person works in meditative practice. In this case, the body is no longer used in any way. And there, within the framework of the yogic tradition, they engage with the entire society as a whole, in contrast to the Western approach with the idea that a select few are needed.
At each stage there is some kind of practice and way of life. If you bother a first-caste person with meditation, he will twist your head off. A person of the second caste needs to complete a large number of interactions with other people. He needs to communicate with them all the time. If such a person comes to a school of magic, then he will talk about magic. Everything will revolve around talking about magic. This will be a way for him to build connections with people through discussions. He will use the tradition itself to hook other people, to build connections. There is nothing like that.
It’s just that if there are few people of the 2nd caste at school, and mostly these are people of the 3rd caste and those who are transferring to the 4th caste (or have already transferred), then he will simply not feel at ease here. Everyone will look askance at him. Sometimes people of the 2nd caste come to us and try to spin something like this, from the series: “Let’s discuss over a cup of tea,” but at my school there are not really people of the 2nd caste, so these activists run into a wall of deaf silence and silent condemnation. And in the end they fall out of the egregor, because no one pours tea for them.
Which, by the way, may be some kind of gap for us. Because if we had more people of caste 2, life would be easier for all of us. And build some connections with society too. These people create social web networks and help promote egregor culture. They, of course, do not practice magic, but they create opportunities specific for the school. These guys are excellent traders, they distribute goods and products and services well. There are such schools of magic, where only conversations are conducted. Everything is built around making connections. I have met such schools, and it all has a lot to do with the level of the teacher and his students. Here it is important to look not at the name, but at what is really happening. Maybe one day we will figure out how to integrate these people into the school egregor. For now, they just can’t catch hold of anything.
People of the 3rd caste, they begin to fight at the level of pictures of the world. And here there is not so much communication on some topic, but a heated argument, debate. Finding out who is right, who sees correctly, and who is wrong according to the principle: “my model of the world is better than yours.” Schools in which teachers are in the 3rd caste will be so militant, they will fight all the time for the truth, for a just cause.
People of the 4th caste try to do something within the framework of the magical picture of the world, they learn to act with their consciousness. This is called meditation practice. And they begin to see that the picture of the world is just a thought form that is used to fixate in a position. And they begin to influence people’s picture of the world with their consciousness. Schools where teachers of the 4th caste will be engaged in research of the world and various influences on the world with consciousness.
Let's say I give everyone a recommendation related to silence. This is one of the basic things when learning. There are several layers to this recommendation. The very first one is purely protective. If you tell everyone in society that you are a magician, and about ancient civilizations and past lives, then people will start looking at you askance. For them you will become a kind of stranger, associated with a different picture of the world. Incomprehensible and dangerous. Not accepted in society. And this can lead to serious problems in society.
All these cries about “Fuck this society,” at the student level can lead you into dead ends from which it will take you a long time to get out. You need to somehow live in the world and pay your bills. Accordingly, you must do something for society. To offer them something as a magician, you need to become a magician. There are people who read a book about fortune-telling and decided that from tomorrow they will be professional fortune-tellers. All this can be done, but in parallel and from a different position. If, at the stage of developing qualities, you immediately assume that this is the main position in life that should provide for you, then you will have problems. The quality has not yet been developed normally; therefore, the value of your work is low. Imagine a surgeon and a medical student. Who would go under the knife to a student? Well, some will go, but in very small numbers. Until you actually learn something, years will pass. This is a serious path associated with the development of consciousness. And until this moment you need to somehow live in the world. If you create conditions for yourself in which it will be difficult to live, then this will affect your development and your capabilities.
Second, silence gives structure growth. When they teach you something at school, they lay down a certain energy potential, as if compressing a spring. In reality, this is a certain portion of energy that you begin to comprehend and develop into a structure. It gives you a high-frequency state, and you get excited about it. You want to share it with someone. And you run and start campaigning, telling people about this structure. As a result, it begins to dissipate during the conversation. At this moment, yes, you get some pleasure, because the interaction goes from top to bottom between you and the person. You feel elevated. But then this structure does not exist, because you spent it on these emotions, and you again returned to the beginning.
When you are silent, this structure grows in you. You observe it, observe the information embedded in you. She starts to push you apart. But you don’t show it. You continue to think about it, do some exercises, practices, and eventually a structure is formed there. Once it has formed, you can already talk about it. Only, however, the need will disappear, but you can talk. There the energy will be locked in the structure. It will no longer dissipate.
And so people who move to the 4th caste need to be silent, and people who work in the 2nd caste need to speak up. And it turns out to be a contradiction. But we have group training. That is, I give recommendations not to Vasya and Masha, but to the group. And I proceed from the fact that the group moves to the 4th caste. We have the majority of these people, those who move from the 3rd caste to the 4th. Then there is a small group of close disciples who have developed a structure at the 4th caste level and are fixed there and somehow build a way of life from this position. And I tell these people to do different things, and they do different things at school. These are like senior students at school. Accordingly, I have different requirements for them. They have more restrictions.
The topic of limitations in learning is also important. Restrictions allow you to accumulate energy for transition, for development. And they allow you to integrate into certain positions, at certain points in the contract. To work with limitations, you need will. That is, a person must have at least 3 castes. Otherwise, no matter how much you shake him, he will not restrain himself. You tell him: “You can’t,” and he looks at you with innocent eyes and says, like in the cartoon about the kitten Woof: “Well, how can you not, if you really want to?”
There is a saying: “What is good for a Russian is death for a German.” Each person is at some stage, and the nature of the passage at different stages is different. And there are different approaches to learning, different models. Our model is such that at first we don’t worry too much about who came to us. It’s just the energy of the school itself, which, as a rule, attracts people who have somehow approached the idea of conscious development. Then we proceed from the fact that these people move into the 4th caste, and we immediately release a flow of energy for this stage.
Then natural mechanisms come into play. Someone understands that he does not understand anything at all what is happening here. Someone simply does not resonate with us according to some parameters, and I am not suitable for him as a Teacher. Some people are simply not ready to learn yet, but only think they are. Learning requires certain efforts, the results of which initially seem dubious and extremely abstract. A person must exhaust all other motivations and incentives, and then he will have no choice. And this can take many lives. And I don’t bother with this topic.
There is always some kind of flow at school. And gradually a natural elimination occurs. But in the end, out of the entire stream of people, some people come out who understand what we are doing, join this position and begin to develop their qualities. And they gained something, and their lives began to change. And the whole school, in fact, was made for them. Perhaps you can do all this differently somehow. Create a school for a larger number of castes, create some classes, stages in a larger spectrum. None of this is easy and requires serious thought.