1peacelover
Jedi Master
I've been reading this book, Stolen Legacy by George G.M. James and have come to the realization that History is written by the Victors. The great thing is that it is available on-line, but I am glad I bought the book in print.
http://www.sacred-texts.com/afr/stle/index.htm
It delves into the various philosophies as well as the origin that was oral & forbidden from being recorded in writing of The Egyptian Mystery System. There was also a long process of initiation. In growing up we were taught through stories. All the stories has a morale, but there were also deeper meanings to the stories as one's knowledge base grew. What I appreciate about this book are the references and suggested reading matter that allows one to "put the pieces together" as it relates to what we "think" we know today.
"INTRODUCTION
Characteristics of Greek Philosophy
The term Greek philosophy, to begin with is a misnomer, for there is no such philosophy in existence. The ancient Egyptians had developed a very complex religious system, called the Mysteries, which was also the first system of salvation.
As such, it regarded the human body as a prison house of the soul, which could be liberated from its bodily impediments, through the disciplines of the Arts and Sciences, and advanced from the level of a mortal to that of a God. This was the notion of the summum bonum or greatest good, to which all men must aspire, and it also became the basis of all ethical concepts. The Egyptian Mystery System was also a Secret Order, and membership was gained by initiation and a pledge to secrecy. The teaching was graded and delivered orally to the Neophyte; and under these circumstances of secrecy, the Egyptians developed secret systems of writing and teaching, and forbade their Initiates from writing what they had learnt.
After nearly five thousand years of prohibition against the Greeks, they were permitted to enter Egypt for the purpose of their education. First through the Persian invasion and secondly through the invasion of Alexander the Great. From the sixth century B.C. therefore to the death of Aristotle (322 B.C.) the Greeks made the best of their chance to learn all they could about Egyptian culture; most students received instructions directly from the Egyptian Priests, but after the invasion by Alexander the Great, the Royal temples and libraries were plundered and pillaged, and Aristotle's school converted the library at Alexandria into a research centre. There is no wonder then, that the production of the unusually large number of books ascribed to Aristotle has proved a physical impossibility, for any single man within a life time."
"1. The Egyptian Theory of Salvation Became the Purpose of Greek Philosophy.
The earliest theory of salvation is the Egyptian theory. The Egyptian Mystery System had as its most important object, the deification of man, and taught that the soul of man if liberated from its bodily fetters, could enable him to become godlike and see the Gods in this life and attain the beatific vision and hold communion with the Immortals (Ancient Mysteries, C. H. Vail, P. 25).
Plotinus defines this experience as the liberation of the mind from its finite consciousness, when it becomes one and is identified with the Infinite. This liberation was not only freedom of the soul from bodily impediments, but also from the wheel of reincarnation or rebirth. It involved a process of disciplines or purification both for the body and the soul. Since the Mystery System offered the salvation of the soul it also placed great emphasis upon its immortality. The Egyptian Mystery System, like the modern University, was the centre of organized culture, and candidates entered it as the leading source of ancient culture. According to Pietschmann, the Egyptian Mysteries had three grades of students (1) The Mortals i.e., probationary students who were being instructed, but who had not yet experienced the inner vision. (2) The Intelligences, i.e., those who had attained the inner vision, and had received mind or nous and (3) The Creators or Sons of Light, who had become identified with or united with the Light (i.e., true spiritual consciousness). W. Marsham Adams, in the "Book of the Master", has described those grades as the equivalents of Initiation, Illumination and Perfection. For years they underwent disciplinary intellectual exercises, and bodily asceticism with intervals of tests and ordeals to determine their fitness to proceed to the more serious, solemn and awful process of actual Initiation.
Their education consisted not only in the cultivation of the ten virtues, which were made a condition to eternal happiness, but also of the seven Liberal Arts which were intended to liberate the soul. There was also admission to the Greater Mysteries, where an esoteric philosophy was taught to those who had demonstrated their proficiency. (Ancient Mysteries C. H. Vail P. 24–25). Grammar, Rhetoric, and Logic were disciplines of moral nature by means of which the irrational tendencies of a human being were purged away, and he was trained to become a living witness of the Divine Logos. Geometry and Arithmetic were sciences of transcendental space and numeration, the comprehension of which provided the key not only to the problems of one's being; but also to those physical ones, which are so baffling today, owing to our use of the inductive methods. Astronomy dealt with the knowledge and distribution of latent forces in man, and the destiny of individuals, laces and nations. Music (or Harmony) meant the living practice of philosophy i.e., the adjustment of human life into harmony with God, until the personal soul became identified with God, when it would hear and participate in the music of the spheres. It was therapeutic, and was used by the Egyptian Priests in the cure of diseases. Such was the Egyptian theory of salvation, through which the individual was trained to become godlike while on earth, and at the same time qualified for everlasting happiness. This was accomplished through the efforts of the individual, through the cultivation of the Arts and Sciences on the one hand, and a life of virtue on the other. There was no mediator between man and his salvation, as we find in the Christian theory. Reference will again be made to these subjects, as part of the Curriculum of the Egyptian Mystery System."
http://www.sacred-texts.com/afr/stle/index.htm
It delves into the various philosophies as well as the origin that was oral & forbidden from being recorded in writing of The Egyptian Mystery System. There was also a long process of initiation. In growing up we were taught through stories. All the stories has a morale, but there were also deeper meanings to the stories as one's knowledge base grew. What I appreciate about this book are the references and suggested reading matter that allows one to "put the pieces together" as it relates to what we "think" we know today.
"INTRODUCTION
Characteristics of Greek Philosophy
The term Greek philosophy, to begin with is a misnomer, for there is no such philosophy in existence. The ancient Egyptians had developed a very complex religious system, called the Mysteries, which was also the first system of salvation.
As such, it regarded the human body as a prison house of the soul, which could be liberated from its bodily impediments, through the disciplines of the Arts and Sciences, and advanced from the level of a mortal to that of a God. This was the notion of the summum bonum or greatest good, to which all men must aspire, and it also became the basis of all ethical concepts. The Egyptian Mystery System was also a Secret Order, and membership was gained by initiation and a pledge to secrecy. The teaching was graded and delivered orally to the Neophyte; and under these circumstances of secrecy, the Egyptians developed secret systems of writing and teaching, and forbade their Initiates from writing what they had learnt.
After nearly five thousand years of prohibition against the Greeks, they were permitted to enter Egypt for the purpose of their education. First through the Persian invasion and secondly through the invasion of Alexander the Great. From the sixth century B.C. therefore to the death of Aristotle (322 B.C.) the Greeks made the best of their chance to learn all they could about Egyptian culture; most students received instructions directly from the Egyptian Priests, but after the invasion by Alexander the Great, the Royal temples and libraries were plundered and pillaged, and Aristotle's school converted the library at Alexandria into a research centre. There is no wonder then, that the production of the unusually large number of books ascribed to Aristotle has proved a physical impossibility, for any single man within a life time."
"1. The Egyptian Theory of Salvation Became the Purpose of Greek Philosophy.
The earliest theory of salvation is the Egyptian theory. The Egyptian Mystery System had as its most important object, the deification of man, and taught that the soul of man if liberated from its bodily fetters, could enable him to become godlike and see the Gods in this life and attain the beatific vision and hold communion with the Immortals (Ancient Mysteries, C. H. Vail, P. 25).
Plotinus defines this experience as the liberation of the mind from its finite consciousness, when it becomes one and is identified with the Infinite. This liberation was not only freedom of the soul from bodily impediments, but also from the wheel of reincarnation or rebirth. It involved a process of disciplines or purification both for the body and the soul. Since the Mystery System offered the salvation of the soul it also placed great emphasis upon its immortality. The Egyptian Mystery System, like the modern University, was the centre of organized culture, and candidates entered it as the leading source of ancient culture. According to Pietschmann, the Egyptian Mysteries had three grades of students (1) The Mortals i.e., probationary students who were being instructed, but who had not yet experienced the inner vision. (2) The Intelligences, i.e., those who had attained the inner vision, and had received mind or nous and (3) The Creators or Sons of Light, who had become identified with or united with the Light (i.e., true spiritual consciousness). W. Marsham Adams, in the "Book of the Master", has described those grades as the equivalents of Initiation, Illumination and Perfection. For years they underwent disciplinary intellectual exercises, and bodily asceticism with intervals of tests and ordeals to determine their fitness to proceed to the more serious, solemn and awful process of actual Initiation.
Their education consisted not only in the cultivation of the ten virtues, which were made a condition to eternal happiness, but also of the seven Liberal Arts which were intended to liberate the soul. There was also admission to the Greater Mysteries, where an esoteric philosophy was taught to those who had demonstrated their proficiency. (Ancient Mysteries C. H. Vail P. 24–25). Grammar, Rhetoric, and Logic were disciplines of moral nature by means of which the irrational tendencies of a human being were purged away, and he was trained to become a living witness of the Divine Logos. Geometry and Arithmetic were sciences of transcendental space and numeration, the comprehension of which provided the key not only to the problems of one's being; but also to those physical ones, which are so baffling today, owing to our use of the inductive methods. Astronomy dealt with the knowledge and distribution of latent forces in man, and the destiny of individuals, laces and nations. Music (or Harmony) meant the living practice of philosophy i.e., the adjustment of human life into harmony with God, until the personal soul became identified with God, when it would hear and participate in the music of the spheres. It was therapeutic, and was used by the Egyptian Priests in the cure of diseases. Such was the Egyptian theory of salvation, through which the individual was trained to become godlike while on earth, and at the same time qualified for everlasting happiness. This was accomplished through the efforts of the individual, through the cultivation of the Arts and Sciences on the one hand, and a life of virtue on the other. There was no mediator between man and his salvation, as we find in the Christian theory. Reference will again be made to these subjects, as part of the Curriculum of the Egyptian Mystery System."
