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69.12 Questioner: Is it possible to tell me roughly how many Wanderers that have come to this planet within this master cycle have experienced this displacement into a negative time/space? Just wondering if there have been many.
Ra: I am Ra. We can note the number of such occurrences. There has been only one. We cannot, due to the Law of Confusion, discuss the entity.
59.14 Questioner: Then is the coherence and organization multiplied once more at the start of the second spiral? Is there just a doubling effect or an increasing effect?
Ra: I am Ra. This is difficult to discuss in your language. There is no doubling effect but a transformation across boundaries of dimension so that light which was working for those using it in space/time—time/space configuration becomes light working in what you might consider an inter-dimensional time/space—space/time configuration. This causes an apparent diffusion and weakness of the spiraling energy. However, in position two, as you have called it, much work may be done inter-dimensionally.
47.5 Questioner: Then at fourth-density graduation into fifth is there anything like the percentages you gave for third-density graduation into fourth for polarization?
Ra: I am Ra. There are, in your modes of thinking, responses we can make, which we shall make. However, the important point is that the graduations from density to density do occur. The positive/negative polarity is a thing which will, at the sixth level, simply become history. Therefore, we speak in an illusory time continuum when we discuss statistics of positive versus negative harvest into fifth. A large percentage of fourth-density negative entities continue the negative path from fourth- to fifth-density experience, for without wisdom the compassion and desire to aid other-self is not extremely well-informed. Thus though one loses approximately two percent moving from negative to positive during the fourth-density experience we find approximately eight percent of graduations into fifth density those of the negative.
86.6 Questioner: In the last session you had mentioned the properties precipitating from the veiling of the mind; the first being visioning, envisioning, or far-seeing. Would you explain the meaning of that?
Ra: I am Ra. Your language is not overstrewn with non-emotional terms for the functional qualities of what is now termed the unconscious mind. The nature of mind is something which we have requested that you ponder. However, it is, shall we say, clear enough to the casual observer that we may share some thoughts with you without infringing upon your free learn/teaching experiences.
The nature of the unconscious is of the nature of concept rather than word. Consequently, before the veiling the use of the deeper mind was that of the use of unspoken concept. You may consider the emotive and connotative aspects of a melody. One could call out, in some stylized fashion, the terms for the notes of the melody. One could say, “a quarter note A, a quarter note A, a quarter note A, whole note F.” This bears little resemblance to the beginning of the melody of one of your composers’ most influential melodies, that known to you as a symbol of victory.
This is the nature of the deeper mind. There are only stylized methods with which to discuss its functions. Thusly our descriptions of this portion of the mind, as well as the same portions of body and spirit, were given terms such as “far-seeing,” indicating that the nature of penetration of the veiled portion of the mind may be likened unto the journey too rich and exotic to contemplate adequate describing thereof.
88.24 Questioner: Ra must have had a, shall we say, lesson plan or course of training for the twenty-two archetypes to be given either to those of third density of Ra or, later on, to those in Egypt. Would you describe this scenario for the training course?
Ra: I am Ra. This shall be the last full query of this working.
We find it more nearly appropriate to discuss our plans in acquainting initiates upon your own planet with this particular version of the archetypes of the archetypical mind. Our first stage was the presentation of the images, one after the other, in the following order: one, eight, fifteen; two, nine, sixteen; three, ten, seventeen; four, eleven, eighteen; five, twelve, nineteen; six, thirteen, twenty; seven, fourteen, twenty-one; twenty-two. In this way the fundamental relationships between mind, body, and spirit could begin to be discovered, for as one sees, for instance, the Matrix of the Mind in comparison to the Matrices of Body and Spirit one may draw certain tentative conclusions.
When, at length, the student had mastered these visualizations and had considered each of the seven classifications of archetype, looking at the relationships between mind, body, and spirit, we then suggested consideration of archetypes in pairs: one and two; three and four; five; six and seven. You may continue in this form for the body and spirit archetypes. You will note that the consideration of the Significator was left unpaired, for the Significator shall be paired with Archetype Twenty-Two.
At the end of this line of inquiry the student was beginning to grasp more and more deeply the qualities and resonances of each archetype. At this point, using various other aids to spiritual evolution, we encouraged the initiate to learn to become each archetype and, most importantly, to know as best as possible within your illusion when the adoption of the archetype’s persona would be spiritually or metaphysically helpful.
As you can see, much work was done creatively by each initiate. We have no dogma to offer. Each perceives that which is needful and helpful to the self.
May we ask if there are any brief queries before we leave this working?
74.4 Questioner: In a previous session there was a question on the archetypical mind that was not fully answered. I would like to continue with the answer to that question. Could you please continue with that, or would it be necessary for me to read the entire question over again?
Ra: I am Ra. As a general practice it is well to vibrate the query at the same space/time as the answer is desired. However, in this case it is acceptable to us that a note be inserted at this point in your recording of these sound vibratory complexes referring to the location of the query in previous workings.*
The query, though thoughtful, is in some degree falling short of the realization of the nature of the archetypical mind. We may not teach/learn for any other to the extent that we become learn/teachers. Therefore, we shall make some general notations upon this interesting subject and allow the questioner to consider and further refine any queries.
The archetypical mind may be defined as that mind which is peculiar to the Logos of this planetary sphere. Thusly unlike the great cosmic all-mind, it contains the material which it pleased the Logos to offer as refinements to the great cosmic beingness. The archetypical mind, then, is that which contains all facets which may affect mind or experience.
The Magician was named as a significant archetype. However, it was not recognized that this portion of the archetypical mind represents not a portion of the deep subconscious but the conscious mind and more especially the will. The archetype called by some the High Priestess, then, is the corresponding intuitive or subconscious faculty.
Let us observe the entity as it is in relationship to the archetypical mind. You may consider the possibilities of utilizing the correspondences between the mind/body/spirit in microcosm and the archetypical mind/body/spirit closely approaching the Creator. For instance, in your ritual performed to purify this place you use the term “Ve Geburah*.” It is a correct assumption that this is a portion or aspect of the One Infinite Creator. However, there are various correspondences with the archetypical mind which may be more and more refined by the adept. “Ve Geburah” is the correspondence of Michael, of Mars, of the positive, of maleness. “Ve Gedulah*” has correspondences to Jupiter, to femaleness, to the negative, to that portion of the Tree of Life concerned with Auriel*.
We could go forward with more and more refinements of these two entries into the archetypical mind. We could discuss color correspondences, relationships with other archetypes, and so forth. This is the work of the adept, not the teach/learner. We may only suggest that there are systems of study which may address themselves to the aspects of the archetypical mind and it is well to choose one and study carefully. It is more nearly well if the adept go beyond whatever has been written and make such correspondences that the archetype can be called upon at will.
* See 67.28.
35.1 Questioner: [I would] like to say that we consider this a great privilege to be doing this work and hope that we are going to question [in a] direction that will be of value to the readers of this material. This session, I thought that possibly inspecting the effect on the rays of different well-known figures in our history might be help in understanding how the catalyst of the illusion creates spiritual growth. I was making a list here and the first I thought we might possibly hit the high points on as to the effect of catalyst of the individual’s working life would be the one we know as Franklin D. Roosevelt. Could you say something about that entity?
Ra: I am Ra. It is to be noted that in discussing those who are well-known among your peoples there is the possibility that information may be seen to be specific to one entity whereas in actuality the great design of experience is much the same for each entity. It is with this in mind that we would discuss the experiential forces which offered catalyst to an individual.
It is further to be noted that in the case of those entities lately incarnate upon your plane much distortion may have taken place in regard to misinformation and misinterpretation of an entity’s thoughts or behaviors.
We shall now proceed to, shall we say, speak of the basic parameters of the one known as Franklin. When any entity comes into third-density incarnation, each of its energy centers is potentiated but must be activated by the self using experience.
The one known as Franklin developed very quickly up through red, orange, yellow, and green and began to work in the blue-ray energy center at a tender age, as you would say. This rapid growth was due, firstly, to previous achievements in the activation of these rays; secondly, to the relative comfort and leisure of its early existence; thirdly, due to the strong desire upon the part of the entity to progress. This entity mated with an entity whose blue-ray vibrations were of a strength more than equal to its own thus acquiring catalyst for further growth in that area that was to persist throughout the incarnation.
This entity had some difficulty with continued green-ray activity due to the excessive energy which was put into the activities regarding other-selves in the distortion towards acquiring power. This was to have its toll upon the physical vehicle, as you may call it. The limitation of the non-movement of a portion of the physical vehicle opened once again, for this entity, the opportunity for concentration upon the more, shall we say, universal or idealistic aspects of power; that is, the non-abusive use of power. Thus at the outset of a bellicose action this entity had lost some positive polarity due to excessive use of the orange- and yellow-ray energies at the expense of green- and blue-ray energies, then had regained the polarity due to the catalytic effects of a painful limitation upon the physical complex.
This entity was not of a bellicose nature but rather during the conflict continued to vibrate in green ray working with the blue-ray energies. The entity who was the one known as Franklin’s teacher also functioned greatly during this period as blue-ray activator, not only for its mate but also in a more universal expression. This entity polarized continuously in a positive fashion in the universal sense while, in a less universal sense, developing a pattern of what may be called karma; this karma having to do with inharmonious relationship distortions with the mate/teacher.
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