arcane cosmogony lectures 1 and 1a.pdf (1920s-1930s)

7/29/2019 Arcane Cosmogony Lectures 1 and 1A.pdf (1920s-1930s)

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O F F I C I A L L E C T U R E

GRADE ____________ ■ G'’--. . NO __________

R E G I S T E R ED U . S . P A T E N T O F F I C E

NO TE :— The matter contained herein is officially issued through the Supreme Council of the

A. M. O. R. C. under the above emblem, which was registered in the United States

Patent Office for the purpose of protecting all the “printed, engraved, typewritten

and photographic copies of official, prescribed and copyrighted lectures, dissertations,

scientific postulations, philosophical discourses and academic studies, diagrams,

illustrations and charts,” as used by the Imperator o f A. M. O. R. C. The contents

herein are to be used for the purpose intended, and for no other, and all rights and

privileges are retained by the Imperator.

A. M. O. R. C. is the only Rosicrucian organization authorized to use the above Registered

name and symbols, and the Imperator has the sole right to grant the use of the above

to other allied organizations or movements.

€ x

VLrutt#



In addressing our students at this time and bringing before them thef i r s t and elementary princip le s o f Cosmogony, our students must feel,as'we do, the overwhelming impression of the deepness, the profundity , of the sub ject. Probably there is no other subject , no otherstudy, embodying so many s c i en t i f i c p rinci p le s , fraught wi th so manyscientific proofs and yet so difficult to master completely, as isthis subject. Yet i t i s fundamental; i t i s elementary; i t is basic.Even the subjeot o f God’ s laws, yea, even the study of God, is not ad i f f i c u l t to present as the very world we l iv e in, and, tru ly, wecannot study God of God’ s works without a thorough comprehension of the Universe.

But before we can proper ly take up th is subject— or any other important s c ien t i f i c subject— we must understand how the knowledge we seekmay be conveyed to us. We must analyze and properl y value the v ar i

ous methods of arriving at facts and of substituting theories whenfa ct s are not avai labl e or known. Theories have th ei r place in theconstruction of comprehensible teachings on any subject, but statements made as part of a th eore ti cal explanation should be cl earl y labeled as THEORETICAL and not permit ted to pass as fac ts . This i sthe great error in onr present-day system of education, and the moreprofound,.because arcane, the subject , the more l ik e ly are we tohave theor ies given to us in the garb of facts. When fa cts are NOT known and the true facts cannot be easily found or proven, theoriesare eas ily substituted without fear of contradiction, and for years,even centuries, the theor ies may remain in the teachings as fa ct sand. never appear in th ei r true l ig h t because the li gh t of truth hasnot been cast upon them.

I f a ll this is true of any subject, i t is most cer ta in ly true of oursystem of Cosmogony as taught during the past hundred years or moreand being taught even now in the most advanced universities andcollege classes of the world.

Copernicus was the man, his was the mind, that t r ied to give us asystem whereby we might understand the universe as i t i s — that is ,that part of i t which he considered as being of in te re st to us.Ctain f acts were known to him and to others. The phases of the moonwere seen constantly and were.in accordance with some law regulatingthe changes so accurate ly that future changes could be ea sil y predic ted although the law causing the changes was not known. Sunriseand sunset were other observable facts not understood. Man wishedto know what caused these phenomena, and in his desire f o r an explanat ion various theor ies were conceived, and some adopted. ButCopernicus evolved a complete theoretical explanation of all thephenomena, an explanation which was so satisfying, accounting fornear ly every mysterious Cosmic and earthly occurrence, that mankindse ized upon it , taught i t to his children, and now his great - great-great-grand-chi ldren are s t i l l studying the same explanation andaccept ing i t as LAW and FACT.

You may ask: ’’Have not more advanced scient ists , equipped with te le -

AMORC— Rosi cr uci an Brothe rhood .

ARCANE COSMOGONY LECTURE NUMBER ONE PAGE Ohm. ■



ARCANE COSMOGONY

AMORC— Rosi cr uci an Br ot herhood*

LECTURE NUMBER ONE PAGE TWO.

scopes and modern dev ices, added to , modif ied or a lt er ed the explaat ion of Copernicus? Bo we not teach our children now what scienhas discovered since the time of Copernicus? We may answer yes, tthe second question, and even yes, with some modification or qualifi ca ti on , to the f i r s t question. But—and here li e s the danger ina l l the present-day schools of science— each and every invest igat ioand test on the part of science and scientists, since the day of Cpernicus, has been primarily for the purpose of PROVING the theoryof Copernicus to be true , and a l l facts and suggest ions seeming tocontradict the theory of Copernicus have been either rejected orheld in doubt.

Therefore p ract ica l ly a l l of the ideas and theories of Copernicusare embodied in our present-day teachings regarding the universe athe earth, except that they have been enlarged, exaggerated andotherwise added to. The great struggle in this subject today, onthe part of those engaged in such research work, is to make thegreat mass of newly discovered fa ct s f i t into the theory f i r s t outli ned . That th is i s true and not an opinion, you w i l l discover before this subject is half-way completed in this course of lectures The mass of ev idence found and revealed by science and scient ists,which they have re je cte d or i gnored because i t does not prove, coicide with, cr substant iate the old worn-out Copernican theory, w ilbe used by us, with much other matter not knownto them, as proof cthe truth regarding the universe and the earth on which we live.

Bear in mind that Copernicus did not intend to give the world ahoax. I t was not ‘his in tent ion to dece ive , but to help us under

stand our universe by giving us an explanation which would satisfyour desi re to work out the unknown problems. Theories, f a lse andtrue alike, often help to solve a problem only to show us later'that the false theory served a mute and ignorant purpose, falsethough i t was. Copernicus warned the readers of his theory by staing in his manuscript that he was submitting only a working hypoths is , and that i f proo fs— actua l, tang ibl e proof s— were demanded of the correctness of his theo ri es , or if in the future science demandedtact s to substantiate his system or explanat ion, there were noproofs , no fa cts ! I t is th is system, questioned and doubted evenoy its originator, given with qualifica.tion and apology by its sposor, that we are s t i l l using, and, what is more p i t i f u l , the ch ilr e n o f our schools, the adults of our Colleges , are not told , when

taking up th is study of the Copernican theory: "Beware, fo r th isis only theory and the man who f i r s t outlined i t died centuri es agand apolog ized for i t then and we have not learned the truth tog ive you." No, the students are taught the subject as LAV/ and TRU

A l l th is explanation is made to you so that you may be prepared fo^22 i ruVh^that is to be to ld to you in these le ct ure s: some day,a:rter taking ha lf of this course, you w i l l not res t without puttinoome pretty hard questions to some of your learned friends who havbeen made believers of the Copernican ideas, and they may put somequestions to you regarding Copernicus, so i t is w ell fo r you to kn



AMORC— Rosi cr uci an Br ot herhood.

a l l that has been said in the above words, and, further, to look inany large encyclopaedia or in the new Eleventh Edition of the En

cyc lopaedia Bri tannica (at home or in any Publ ic L ib rary ) under thheading of COPERNICUS and read of hi s l i f e and hiss ideas. This w iprepare you to argue many points , but, most important, i t w i l l help you to understand how we came to have the Cosmogony now taught andwhy we point to i t as a complete fa i lu re .

Now le t us see what is the es sential dif ference between a THEORY athe FACTS regarding any phenomenon. This w i l l be in terestin g, wef e e l sure. Let us suppose that we, assembled in our Col lege Hal l,have made a gcea.t sc i en t i f i c d iscove ry . Someone has brought intoth is hall a l i t t l e thing which we ca ll a MATCH.

But suppose that we did not know i t as a MATCH, did not have any

name for i t , did not know what i t was, and we looked at the l i t t l epie ce of wood with i ts strange, colored, hard end, and began tospeculate. I t was evid ently made for some purpose. We weighed i tand found i t weighed seven grains . We ro l led i t between our handsand nothing seemed to happen. We did many things with i t u nti l oof our " s c i e n t i f i c " members (supposing now we are a group of learnesc ie nt is ts making famous ''disco ve r ie s " for school chi ldren and aduminds to ponder over and marvel a t )— one of these " sc ie n ti s ts ”accidentally rubbed the end of the match against a piece of marbleon the laborato ry t able . My, oh my! There was f i r e at once and aflame ! F ir e I F ire ! Can you net hear that word being repeated byeach one in the assembly? Then someone, who is very learned andvery careful in his wide assertions and opinions, says: "Let us

fi nd another miraculous or strange thing l ike that I" And then theman who brought the match says, "I have some more. Here are sevenAnd then we try another and rub i t very ca re fu lly — " s c ie n ti f ic a ll y

— on the same piece of marble, and lo , again there is a flame andf i r e . In s il ence and AWE we do the same thing with a third and instantl y we have the same result . Then we hast i ly get out our "di sco ve ry ” note books and writ e down that "the resu lt s are uni form".

That is our f i r s t s c ien t i f i c notation. Then another sc ien t is t suggests that we rub the next match on wood. Doubt i s expressed as tothe resul t and we fear to throw away one of the l i t t l e things in aposs ible fa il u re . But we try i t , and lo I we have f i r e and flameagain. Then up speaks one of the "s c ien t is ts ” who says: ”1 am diappointed, gentlemen; I would rather have had i t f a i l that time because I had an idea well es tabl ished in my mind that I had discoverthe SOURCE and ORIGIN of a l l the f i r e in the Universe, and I was pparing my mind to wri te a learned book on how f i r e is producedthrough the coming into ve ry close proximi ty of a ce rtain unknownhardness to the known hardness of marble, whi te in col or , ly in g f l ain the day light w ith the sun shining upon i t at an angle to be determined by the sun’ s rays a fter ca re fu l measurement with instrumeoi precision. But now I f ind that common wood, over here out of thsunlight, and not white in color, also assists in producing fire,and I am at a loss; in fac t , I am dumbfounded— I cannot axlvance mytheory and explanation of f i r e i f th is la st experiment becomes know

ARCANE COSMOGONY LECTURE NUMBER ONE PAGE THRE



AMORC— Rosi cr uci an Br ot herhood.

to the publ ic. May we not ca re fu ll y conceal th is la st test of thel i t t l e thing? I t was not tru ly sc ie n t if ic a ll y done any way. And

there were three demonstrations of the contact with the marble andonly one with the wood, so the preponderance of s c i e n t i f i c evidencefavors the idea I wish to advance that f i r e is caused SOLELY by bringing that unknown mineral element against the 3mooth surface ofthe marble, in the rays o f the sunshine, etc, etc, e tc . "

But some of the other "sc ien ti s ts " ob je ct . They, too , have an ideain mind. They wish to have fame and g lory as discovery announcersand they in sis t that the next l i t t l e piece of wood— the f i f t h piece

— be struck or rubbed against a piece of VERY ROUGH, unpol ishedstone, Lo I again there is f i r e and flame, and the man with the marbidea stands aghast. Science in i ts wild hunt fo r truth is defaminhim and his ideas. Ke w i l l leave our in st it u ti on and seek a more

conservative one . Then someone suggests that the pie ce o f wood berubbed against a pi ece of meta l. Ah, l e t us try common iron , rustand unclean, and over in the darkest room, far away from the sunl ig h t , Lo I again a f i r e and flame, but the lig h t of the f i r e seemebrighter, it even illuminated the beclouded countenances of thegroup. The seeming br ight er l igh t o f the flame (because of thedarkness of the room) was mistaken and another notation was placedin the "discovery" note books; "darkness as we ll as sunlight ass is tin making f i r e . " And now the las t l i t t l e piece of wood is to betr ied , for the e ighth pi ec e must be saved for the great museum of s c ien t i f i c discov er ie s, and never used. I t was suggested that werub th is one on cloth; that would be a wonderful te s t, fo r clo th i ssofter than any o f the other substances used. And, l o 1 again thef i r e came as the match was rubbed on the s le eve of the coat of thedirecting profes sor. Now what was to be said? Ah, we must at onceretire individually to our studies, our sanctums, and devote atleast a month to deep thought. We must f ind the LAW; yes, the Law,the great Law that under li es the almost supernatural phenomenon wehave witnessed— FIRE PRODUCED.

Fire^produced where there was no f i r e . Not by f l i n t and st ee l, notby the methods known then, but by some unknown method. But we cannot announce our discovery to the 'vor ld without being prepared witha very learned explanation of the law. Yes, yes, l e t us have a law(They might just as well say "any law").

ARCANE COSMOGONY LECTURE NUMBER ONE PAGE FOUR

End of Lesson Number One.

Concluded in Lesson Number One-A.



O F F I C I A L L E C T U R E

C.RADF. , A _______________ NO

REGISTERED U. S . PATEN T OFFI CE

MOTE:— The matter contained herein is officially issued through the Supreme Council of the

A. M. 0. R. C. under the above emblem, which was registered in the United States

Patent Office for the purpose of protecting all the “ printed, engraved, typewritten

and photographic copies of official, prescribed and copyrighted lectures, dissertations,

scientific postulations, philosophical discourses and academic studies, diagrams,

illustrations ami charts,” as used by the Impera tor o f A. M. O. R. 0. The contents

herein are to be used for the purpose intended, and fo r no other, and all rights and

privileges are retained by the Imperator.

A. M. O. R. C. is the only Rosicrucian organization authorized to use the above Registered

name and symbols, and the Imperator has the sole right to grant the use of the above

to other allied organizations or movements.

* ( E r u tm



ARCANE COSMOGONY AMORC— Rosi cr uci an Br ot herhood. PAGE ONE.

Continuation of Lesson Number One.

LESSON NUMBER ONE-A.

Months la ter we read in the most advanced s c i en t i f i c papers thefollowing startling announcement:

The Physio-genesis of Spontaneous F i r e .

Professors Sulphur-Head and Birds-Eye, Dean and Chief Instructor, resp ec tiv el y, of the Theore tical Un ive rsit y of Fabricated Science, announce at last the startling discovery which has occupied the daily attention of the entire class in neo-chemistry and pseudo physics atLuna Park during the last session of the Convention of Profiteering Text-Book Writers. I t appears from the learned explanations o f fe redvery guardedly by those who can be induced to speak regarding this

revolu tionary , or revo lu tio ni zin g, discovery, that one of th eir number has been at work fox eighty-nine years on the problem of spontaneous generation of combustible minerals hypothetically approximatedin their proximity to conditions energizing the latent causticity,the acrimony and eb ull it io n and ef fe rvescence of which is made tosplutter and forthwith manifest a most excitable condition of ambitio n a ft er i t s lethargy in the close confines of a mineral combination which adheres to the far-away end of a slender piece of wood of the species rahrahwahkobis.

The necessary manifestation is caused by what may be termed agitati on ; however, i t more cl os el y resembles persuasion in it s app lication; for the hybrid end of the piece of wood was firmly, though

quit e s c ie n t if ic a ll y , stimulated or awakened, as i t were, to use language which the unlearned lay mind may quite comprehend, by rubbingi t on a fo re ign substance unassociated with i t in any pe rcept ibl echemical manner. As mediums fo r such st imulation the fo ll owin g ar t i cles were used: Lohogystro, known commonly as marble, rahrahwaftomeor another specie of wood, hard-water, known as glass, pig-metalis,known as common iron, and cementutus, known as stone, and las t ly ,fashion-stuff-us, known as cloth.

The unanimous finding of the learned sc ien tists who participated inthe experiments and processes is that a l l the f i r e in the world iscaused by " f r ic t i o n ” . This includes the sunlight, a l l heat and

flames and a ll l i g h t, including the lig h t of the mysterious f i r e f l y ,whose secret process science i s now about to st eal and use in otherways than amusing children at night. The name "f r i c t i o n ” is g iven tothe gentle process of rubbing the aforesaid unknown mineral elementon the various specif ie d elements. The word is deriv ed from thename of Pro fessor F rick , who was the fi r s t sci en ti st to discoverwhat agitation really is by announcing to the world, a3 he did sometime ago, that there was no man in the moon and that lovers mustlook to Venus for their star-gazing invocations.

I t is intended by the Un ive rs ity to demonstrate that a l l f i r e mustbe generated through the use of this device plus the assistance of



fr ic ti o n . ’’Without such fr ic ti o n this strange mineral w il l not produce f i r e and we have tes ted every other method of causing the minal to explode into fame without r e s u l t , ” said Pro fessor Shorts ighed, in an interv iew la st night. "F ri ct ion on just the few elementwe mention is the only method of producing a flame or f i r e at theend of the piece of wood. This is the great LAW we sought for andnow that we have found i t our la test text books on f i r e and heat wcontain this law and i t w i l l mean a great commerical boost for thesale of pieces of marble, pieces of dark wood, pieces of iron withrust, pieces of rough stone, and certain kinds of coat sleeves in der that every housewife and every fa ct or y and inst i tu ti on may havf i r e from these things plus the mineral and the ag itat ion ca lledf r i c t i o n . "

AMORC— Rosi cr uci an Br ot her hood.

ARCANE COSMOGONY LESSON NUMBER ONE- A. RAGE TWO.

Here, f ri ends and students, we have an exc ell ent example of howtheories are made, manufactured and sold— sold in te xt books as LAfor you and me and others to study. Someday someone w i l l hold onechose mysterious matches near a hot stove and the l i t t l e mineral eof the match w i l l explode and produce flame without any f r ic t io n ,without marble or wood or stone or iron or c lo th— without contactwith any thing and then, all i then the pro fessors w i l l invent a newtheory and publish the "very la te s t text book on the production off i r e ” or, i f that i s not PROFITABLE, they w i l l keep in darkness thfact that their theory is wrong and we shall have to go on withoutknowing the truth.

But we have made the point cl ea r. Theories are invented to explaiwhat is not known. Theor ies cover a multitude of s in ful omissionsin the study of fa cts . A theory is usually the most plausibl e explanation of a condition or manifestation which requir es some sortof explanation. A good theory saves much time in hunting fo r truth

Now we w i l l apply a l l th is to our study of the theo ries and lawsand principles of COSMOGONY. We w i l l be able to see the theor iesnow that we know them by their method of manufacture.

Now let us be very serious for a few minutes and look with true reerence upon the subject to which we are to give our entire thoughtfo r a while.

During the var ious lectures on th is subject we w i l l use a process impressing our minds and memories with the thoughts which should main uppermost. This process w i l l have as i ts basis the psycholoic a l phenomenon known as " v isua l i z in g” . Therefore , whenever in thlecture you are told to "visualize” what has been described or is ing described, you are to stop reading for a few minutes at thatpoint in the lec tu re , clo se your eyes and mental ly picture the sceidea or conception given to you in the words. This w i l l permit thpi ctu re , and with it the thought, to pass into your deeper conscioness for future use.



AMORC— Rosi cr uci an Br ot her hood.

Now i f it were possible f or us to l i f t ourselves into space, f araway from and above the surface of this earth, and view this earthas though we were mid-way between the earth and the moon—what do you suppose we should see? As once we think of the ideas given to by our school books and by the pictures therein. Let us review whwe have been to ld : The pic tu re we would see would be that of around body, a huge b a l l , f lo a t in g in space, covered by land andwater, i t would appear to be revol vi ng and at the same time slowlymoving through the space a l l around us. Off in the distance we wosee a greate r b a ll of f i r e which we ca ll the sun, and in dif fe re ntplaces in the space we would also see smaller spheres, or balls,while back of us is the white sphere we ca l l the moon. But in evedirection we would see in the space hundreds of smaller spheres, orbodies, with more or less brightness, and these we are told a.reother planets and sta rs, etc . And as we look around us and peer in

the distance we notice that as far as we can see there is space annothing but the l i t t l e dots or points of i l lumination representingdistant planets or s ta rs . There seems to be no end to the space, end to the universe, no end to the planets in i t , and THE LITTLEEARTH ON WHICH WE LIVE AND WHICH WE LOOK AT, FLOATING IN SPACE, isonly one of the many planets and i t is not even the la rge st of themany. Now close your eyes and v isual iz e that pic ture f or a moment

ARCANE COSMOGONY LESSON NUMBER ONE- A PAGE THR

Such is the picture we have been told to keep of our universe and tre la ti on of our earth to the other elements of the unive rse. Thining,^ then, of ourselv es, of each of us indiv id uall y, as a simgle hu

man be ing on one of the many planets in that great endless space, begin to wonder i f , a ft e r a l l , the ind ividual dest iny of a human l ican be of any considerable concern to the scheme of the universe an

TO GOD WHO RULES IT ALL. Pondering over this thought of the indivual r e la ti on o f man to the whole universe causes us to slowly fe e land rea l is e that man is an in s ig n if ic ant element, a mere grain of sand, a hardly necessary element or part so far as one individualis concerned. And th is idea b e l i t t l e s our place in the world andmakes us f e e l that we cannot t ru ly have any sp ecif ic attunernent, adeep or ponderous connection with God and the universe and that,th er ef ore , Gods and nature ’ s concern in and fo r us is very, very sm J-f at a l l .

This i s , essentia l ly , the greatest error, the greatest sin, thegreatest obstacle against our advancement, our comprehension of Godand our ^rela ti on to God and to other humans on th is earth. I t isth is mistaken idea that must be removed from our in t e l le c t befo re may proceed with a proper understanding of even the f i r s t elementsof Cosmology and Cosmogony.

In^the f i r s t pla ce, l e t us consider or name the conception of the^l7reTSe as i1: was just pictured to you, as the COPERNICAN CONCSP- TiOi:, for reasons which w i l l be apparent very soon. Whenever, infu ture le ct ure s, we re fe r to the Copernican Conception, you w i l l kn



that we mean the pic ture of the universe with i t s li m it le ss space

mi lli ons of planets just ref er re d to. Now this conception of endlcreation, endless space, continous nothingness, beginning nowhere,ending nowhwere, formless, conforming to nothing, following no rulas to form (for endless space cannot have form or be according toany scheme or p lan)— a l l th is, mind you, is the ONLY SIMILAR COND

TION TO BE FOUND IN THE WHOLE OF GOD'S SCHEME OF THINGS, and is thONLY EXCEPTION to Nature’ s plans and methods in the whole world ofcreation.

Perhaps you have heard of the terms MACROCOSM and MICROCOSM? Perhaps you have heard of the phrase: As above so below? Perhaps youhave heard of the term: The In fra World? Each of these terms andphrases w i l l mean much to you very s ho rt ly , but i f you tr y to f i t

them with the pic ture of the Copernican Conception you w i l l f a i lu t te r ly to see any sense in them. And so, preparatory to our nextlecture and during the time that e lapses, i f you can fi nd i t convenient to look up these terms and words in the dictionary or any •encyclopaedia, i t w i l l repay you. In cide nt al ly we w i l l introducehere our f i r s t symbol to be used in our study of creation : the sycol of the tri an gl e— a tria ng le with three equal sides, with it spoin t upward, so to speak. This is one of the most ancient of symbols and i t has always represented creation and i t w i l l help us tounderstand one of the fundamental laws of God and a l l nature: thalaw is:

"The progression of creation moves in a cycle of evolution

and devolution, the apex of evolution being the beginningof devolution and the last point of devolution being thef i r s t point of evolution again# And midway between thepoint of the beginning and the apex of evolut ion, and midway between the point of the beginning of devolution andthe last point of devolution there are lines which separatethe great world of manifestation from the lesser world of mani festa tion. The In fra World is the lesser world of manifestat ion. n

Speculate upon this . See what you can fi nd in th is regard in any book and keep these thoughts in your mind every hour un t i l our nexlec tur e. This ends the f i r s t le ctu re of this Term.

AMORC— Rosi cr uci an Br ot her hood#

ARCANE COSMOGONY LESSON NUMBER ONE- A PAGE FOU

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arcane cosmogony lectures 1 and 1a.pdf (1920s-1930s)

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