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17.2 Questioner: Is it possible to help an entity to reach fourth-density level in these last days?

Ra: I am Ra. It is impossible to help another being directly. It is only possible to make catalyst available in whatever form, the most important being the radiation of realization of oneness with the Creator from the self, less important being information such as we share with you.

We, ourselves, do not feel an urgency for this information to be widely disseminated. It is enough that we have made it available to three, four, or five. This is extremely ample reward, for if one of these obtains fourth-density understanding due to this catalyst then we shall have fulfilled the Law of One in the distortion of service.

We encourage a dispassionate attempt to share information without concern for numbers or quick growth among others. That you attempt to make this information available is, in your term, your service. The attempt, if it reaches one, reaches all.

We cannot offer shortcuts to enlightenment. Enlightenment is of the moment, is an opening to intelligent infinity. It can only be accomplished by the self, for the self. Another self cannot teach/learn enlightenment, but only teach/learn information, inspiration, or a sharing of love, of mystery, of the unknown that makes the other-self reach out and begin the seeking process that ends in a moment, but who can know when an entity will open the gate to the present?

15.13 Questioner: [You] previously gave us some information about what we should do in balancing. Is there any information that we can publish now about any particular exercises or methods of balancing [these] centers?

Ra: I am Ra. The exercises given for publication seen in comparison with the material now given are in total a good beginning. It is important to allow each seeker to enlighten itself rather than for any messenger to attempt in language to teach/learn for the entity, thus being teach/learner and learn/teacher. This is not in balance with your third density. We learn from you. We teach to you. Thus, we teach/learn. If we learned for you, this would cause imbalance in the direction of the distortion of free will. There are other items of information allowable. However, you have not yet reached these items in your lines of questioning and it is our belief/feeling complex that the questioner shall shape this material in such a way that your mind/body/spirit complexes shall have entry to it, thus we answer your queries as they arise in your mind complex.

15.11 Questioner: Can you tell me how you balance the ego?

Ra: I am Ra. We cannot work with this concept as it is misapplied and understanding cannot come from it.

70.4 Questioner: Can you tell me what this reason is, please?

Ra: I am Ra. The cause is that with which you are intimately involved, that is, the cause is the intensive seeking for what you may call enlightenment. This seeking upon your parts has not abated, but intensified.

In the general case, pain, as you call this distortion and the various exaggerations of this distortion by psychic attack would, after the depletion of physical complex energy, begin the depletion of vital energy. This instrument guards its vital energy due to previous errors upon its part. Its subconscious will, which is preternaturally strong for this density, has put a ward upon this energy complex. Thus the Orion visitor strives with more and more intensity to disturb this vital energy as this group intensifies its dedication to service through enlightenment.

88.21 Questioner: Then when Ra attempted to teach the Egyptians the concept of the tarot, was the same process used, or a different one?

Ra: I am Ra. The same process was used. However, those which were teach/learners after us first drew these images to the best of their ability within the place of initiation and later began the use of what you call cards bearing these visualizations’ representations.

48.4 Questioner: Knowing what you know now about our planetary condition and methods of communication, etc., if you, yourself as an individual had gone through the process of incarnation here as a Wanderer and now have memory of a sufficient way to have the objective that you just stated, what mechanisms would you seek out for the process of teach/learning in our present state of communication?

Ra: I am Ra. My brother, we perceive you have made certain unspoken connections. We acknowledge these and for this reason cannot infringe upon your confusion.

76.8 Questioner: Were Ra’s teachings focusing on the archetypes for this Logos and the methods of achieving a very close approach to the archetypical configuration? Is this correct?

Ra: I am Ra. This is correct without being true. We of Ra are humble messengers of the Law of One. We seek to teach/learn this single law. During the space/time of the Egyptian teach/learning we worked to bring the mind complex, the body complex, and the spirit complex into an initiated state in which the entity could contact intelligent energy and so become teach/learner itself that healing and the fruits of study could be offered to all. The study of the roots of mind is a portion of the vivification of the mind complex and, as we have noted, the thorough study of the portion of the roots of mind called archetypical is an interesting and necessary portion of the process as a whole.

94.14 Questioner: I can understand, to use a poor term again, the necessity for an archetype for Catalyst or a model for Catalyst of the Mind, but what is the reason for having a blueprint or model for Experience of the Mind other than this simple model of the dual repository for the negative and positive catalyst? It would seem to me that the first distortion of free will would be better served if no model for experience were made. I’m somewhat confused on this. Could you clear it up?

Ra: I am Ra. Your question is certainly interesting and your confusion hopefully productive. We cannot learn/teach for the student. We shall simply note, as we have previously, the attraction of various archetypes to male and to female. We suggest that this line of consideration may prove productive.

4.19 Questioner: Then would this training program involve specific things to do, specific instructions and exercises?

Ra: I am Ra. We are not at this time incarnate among your peoples; thus, we can guide and attempt to specify, but cannot, by example, show. This is an handicap. However, there should indeed be fairly specific exercises of mind, body, and spirit during the teach/learning process we offer. It is to be once again iterated that healing is but one distortion of the Law of One. To reach an undistorted understanding of that law, it is not necessary to heal or, indeed, to show any manifestation but only to exercise the disciplines of understanding.

We would ask that one or two more questions be the ending of this session.

28.16 Questioner: Are you saying then there are an infinite number of octaves of densities one through eight?

Ra: I am Ra. We wish to establish that we are truly humble messengers of the Law of One. We can speak to you of our experiences and our understandings and teach/learn in limited ways. However, we cannot speak in firm knowledge of all the creations. We know only that they are infinite. We assume an infinite number of octaves.

However, it has been impressed upon us by our own teachers that there is a mystery-clad unity of creation in which all consciousness periodically coalesces and again begins. Thus we can only say we assume an infinite progression though we understand it to be cyclical in nature and, as we have said, clad in mystery.

89.22 Questioner: When Ra originally trained or taught the Egyptians about the tarot, did Ra act as teach/learners to a degree that Ra became learn/teachers?

Ra: I am Ra. This distortion we were spared.

43.29 Questioner: I was wondering, then, if the mechanism of teach/learning was the same, relatively, then in fourth density. From what you say, it seems that is necessary for first the call to exist for the teach/learning of fifth density to be given to fourth just as a call must exist here before fourth-density lessons are given to third. Is this correct?

Ra: I am Ra. This query is misguided, for experience in fourth density is emphatically not the same as third-density experience. However, it is correct that the same mechanism of calling predisposes the information received in a way consonant with free will.

You may ask one more full question at this working.

77.23 Questioner: In that case, it seems that a thorough knowledge of the precise nature of these philosophical foundations would be of primary importance to the study of evolution of mind, body, and spirit, and I would like to carefully go through each of the basic twenty-one, starting with the mind, if this is agreeable with Ra.

Ra: I am Ra. This is agreeable with two requests which must be made. Firstly, that an attempt be made to state the student’s grasp of each archetype. We may then comment. We cannot teach/learn to the extent of learn/teaching. Secondly, we request that it be constantly kept before the mind, as the candle before the eye, that each mind/body/spirit complex shall, and should, and indeed must perceive each archetype, if you use this convenient term, in its own way. Therefore, you may see that precision is not the goal; rather quality of general concept complex perception is the goal.

82.14 Questioner: Did this in fact happen on some of the planets or on a large percentage of the planets near the center of this galaxy in this way?

Ra: I am Ra. Our knowledge is limited. We know of the beginning but cannot asseverate to the precise experiences of those things occurring before us. You know the nature of historical teaching. At our level of learn/teaching we may expect little distortion. However, we cannot, with surety, say there is no distortion as we speak of specific occurrences of which we were not consciously a part. It is our understanding that your supposition is correct. Thus we so hypothesize.

69.11 Questioner: Can you tell me of the situation that the Wanderer finds itself in and why the path back cannot be the simple moving back into the same value of positive time/space?

Ra: I am Ra. The path back revolves, firstly, about the higher self’s reluctance to enter negative space/time. This may be a significant part of the length of that path. Secondly, when a positively oriented entity incarnates in a thoroughly negative environment it must needs learn/teach the lessons of the love of self thus becoming one with its other-selves.

When this has been accomplished the entity may then choose to release the potential difference and change polarities.

However, the process of learning the accumulated lessons of love of self may be quite lengthy. Also the entity, in learning these lessons, may lose much positive orientation during the process and the choice of reversing polarities may be delayed until the mid-sixth density. All of this is, in your way of measurement, time-consuming although the end result is well.

43.19 Questioner: Could you expand a little bit on how that aids in the teach/learning of patience?

Ra: I am Ra. To stop the functioning of service to others long enough to ingest foodstuffs is to invoke patience.

20.32 Questioner: How would such stone heads influence a people to take the path of service to self?

Ra: I am Ra. Picture, if you will, the entities living in such a way that their mind/body/spirit complexes are at what seems to be the mercy of forces which they cannot control. Given a charged entity such as a statue or a rock formation charged with nothing but power, it is possible for the free will of those viewing this particular structure or formation to ascribe to this power, power over those things which cannot be controlled. This, then, has the potential for the further distortion to power over other-selves.

70.23 Questioner: I was asking these questions primarily to understand or to build a base for an attempt to get a little bit of enlightenment on the way that time/space and space/time is related to the evolution of the mind/body/spirit complex so that I could better understand the techniques, you might say, of that evolution. For instance, you stated that “the potential difference may be released and polarities changed after an entity has learned/taught the lessons of love of self” if the entity is [a] positive entity that has found itself in negative time/space and then had to incarnate in negative space/time. And what I was trying to do was build a base for attempting to understand or at least get a slight understanding of what you meant by this statement that potential difference may be released and polarities changed after the above step. I am very interested in knowing, if placed in a negative time/space, why it is necessary to incarnate in negative space/time and learn/teach love of self and develop, I guess, a sixth-density level of polarity before you can release that potential difference. I was trying to build a little foothold or platform from which to make that more apparent. Could you speak on that subject, please?

Ra: I am Ra. This will be the last full query of this working.

The entity which incarnates into negative space/time will not find it possible to maintain any significant positive polarity as negativity, when pure, is a type of gravity well, shall we say, pulling all into it. Thus the entity, while remembering its learned and preferred polarity, must needs make use of the catalyst given and recapitulate the lessons of service to self in order to build up enough polarity in order to cause the potential to occur for reversal.

There is much in this line of questioning which is somewhat muddled. May we, at this point allow the questioner to rephrase the question or to turn the direction of query more towards that which is the heart of its concern.

57.29 Questioner: How did this learning process take place in— learning or teaching— take place in the pyramid?

Ra: I am Ra. How does teach/learning and learn/teaching ever take place?

3.6 Questioner: At the last session we had two questions we were saving for this session: one having to do with the possible capstone of the Great Pyramid at Giza; the other [inaudible] heavy blocks. I know these questions are of no importance at all with respect to the Law of One, but it was my judgment, which you may correct, that this would provide an easy entry for the reader of the material. We are very grateful for your contact and will certainly take suggestions about how we should proceed with this. This is just one guess.

Ra: I am Ra. I will not suggest the proper series of questions. This is your prerogative as free agent of the Law of One having learn/understood that our social memory complex cannot effectually discern the distortions of the societal mind/body/spirit complex of your peoples. We wish now to fulfill our teach/learning honor/responsibility by answering what is asked. This only will suffice for we cannot plumb the depths of the distortion complexes which infect your peoples.

The first question, therefore, is the capstone. We iterate the unimportance of this type of data.

The so-called Great Pyramid had two capstones. One was of our design and was of smaller and carefully contrived pieces of the material upon your planet which you call “granite.” This was contrived for crystalline properties and for the proper flow of your atmosphere via a type of what you would call “chimney.”

At a time when we as a people had left your density, the original was taken away and a more precious one substituted. It consisted, in part, of a golden material. This did not change the properties of the pyramid, as you call it, at all, and was a distortion due to the desire of a few to mandate the use of the structure as a royal place only.

Do you wish to query further upon this first question?

71.22 Questioner: I see the most important product of this communication being a vehicle of partial enlightenment for those incarnate now who have become aware of their part in their own evolutionary process. Am I correct in this assumption?

Ra: I am Ra. You are correct. We may note that this is the goal of all artifacts and experiences which entities may come into contact with and is not only the property of Ra or this contact.

We find that this instrument has neglected to continue to remind its self of the need for holding some portion of energy back for reserve. This is recommended as a portion of the inner program to be reinstated as it will lengthen the number of workings we may have. This is acceptable to us. The transferred energy grows quite, quite low. We must leave you shortly. Is there a brief query at this time?

14.24 Questioner: You stated that you were called by 352,000 Earth entities. Does this mean that this number is the number who will understand and accept the Law of One? Am I correct?

Ra: I am Ra. We cannot estimate the correctness of your statement for those who call are not in every case able to understand the answer to their calling. Moreover, those who were not calling previously may, with great trauma, discover the answers to the call nearly simultaneously with their late call. There is no time/space in call. Therefore, we cannot estimate the number of your mind/body/spirit complexes which will, in your space/time continuum distortion, hear and understand.

42.20 Questioner: Thank you. Using the teach/learning relationship of parent to its child, what type of actions would demonstrate the activation of each energy center in sequence from red through violet?

Ra: I am Ra. This shall be the last full query of this working.

The entity, child or adult, as you call it, is not an instrument to be played. The appropriate teach/learning device of parent to child is the open-hearted beingness of the parent and the total acceptance of the beingness of the child. This will encompass whatever material the child entity has brought into the life experience in this plane.

There are two things especially important in this relationship other than the basic acceptance of the child by the parent. Firstly, the experience of whatever means the parent uses to worship and give thanksgiving to the One Infinite Creator, should if possible be shared with the child entity upon a daily basis, as you would say. Secondly, the compassion of parent to child may well be tempered by the understanding that the child entity shall learn the biases of service to others or service to self from the parental other-self. This is the reason that some discipline is appropriate in the teach/learning. This does not apply to the activation of any one energy center for each entity is unique and each relationship with self and other-self doubly unique. The guidelines given are only general for this reason.

Is there a brief query before we leave this instrument?

59.1 Questioner: Could you first tell me the instrument’s condition and why she feels so tired?

Ra: I am Ra. This instrument’s condition is as previously stated. We cannot infringe upon your free will by discussing the latter query.

57.26 Questioner: What is the difference?

Ra: I am Ra. The difference is the presence of other-selves manifesting in space/time and after some study, in time/space, for the purpose of teach/learning. In the system created by us, schools were apart from the pyramid, the experiences being solitary.

16.46 Questioner: Are these thought-forms able to attack only cattle or can they also attack human beings?

Ra: I am Ra. These thought-forms cannot attack third-density beings.

93.23 Questioner: Is there any other aspect of this third card that Ra could comment on at this time?

Ra: I am Ra. There may be said to be many aspects which another student might note and ponder in this image. However, it is the nature of teach/learning to avoid trespass into the realms of learn/teaching for the student. We are quite agreed to comment upon all observations that the student may make. We cannot speak further than this for any student.

We would add that it is expected that each student shall naturally have an unique experience of perception dealing with each image. Therefore, it is not expected that the questioner ask comprehensively for all students. It is, rather, expected and accepted that the questioner will ask a moiety of questions which build up a series of concepts concerning each archetype which then offer to each succeeding student the opportunity for more informed study of the archetypical mind.

May we ask for one more query at this time. We are pleased to report that this instrument has remembered to request the reserving of some transferred energy to make more comfortable the transition back to the waking state. Therefore, we find that there is sufficient energy for one more query.

95.6 Questioner: I assume you mean that we should put the salt on the outer doors only and not the inner doors of the house. Is that correct?

Ra: I am Ra. This is correct. We cannot express the nature of salt and water and garlic with clarity enough to inform you as to the efficacy with which salt absorbs vibrations which have been requested to move into salt when salt has been given water. We cannot express the full magical nature of your water, nor can we express the likeness and attractiveness of the garlic cut to lower astral forms. The attractiveness is negative and no service-to-self astral form will accept coexistence with the cut garlic.

Therefore, we offer these suggestions. We also request, carefully, that the broom be clean and that the garlic be burned. The virginity of the broom is most efficacious.

102.14 Questioner: Why cannot Ra do that?

Ra: I am Ra. There are no foods which this instrument can take with total confidence that no spasm shall occur. The spasming portions of the vehicle have become sensitized through great distortions towards that which you call pain.

9.3 Questioner: The healing exercises that you gave to us are [of] such a nature that it is best to concentrate on [a] particular exercise at a time. I would like to ask at this time what exercise I should concentrate on… possibly a little exercise change… should concentrate on [inaudible], say tonight?

Ra: I am Ra. Again, to direct your judgment is an intrusion upon your space/time continuum distortion called future. To speak of past or present within our distortion/judgment limits is acceptable. To guide rather than teach/learn is not acceptable to our distortion in regards to teach/learning. We, instead, can suggest a process whereby each chooses the first of the exercises given in the order in which we gave them, which you, in your discernment, feel is not fully appreciated by your mind/body/spirit complex.

This is the proper choice, building from the foundation, making sure the ground is good for the building. We have assessed for you the intensity of this effort in terms of energy expended. You will take this in mind and be patient for we have not given a short or easy program of consciousness learn/teaching.

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