Esoteric Psychology

Alice A. Bailey (1880-1949) came from a conservative British background. Her life led her in many directions, but always toward a synthesis of outlook and understanding. Through personal experience, she acquired an absolute conviction that one divine life pervades and animates humanity, and that the Plan for humanity requires the cooperation and service of trained and dedicated human beings, intelligently informed about world affairs, in collaboration with the spiritual Hierarchy, the inner government of the planet.

Her life work became an integral part of this synthesis and realization. Her soul took up its commitment to her Master, and her personality provided full cooperation in the field of her accepted service. Her work developed as a duality: her discipleship service, which included the establishment of an esoteric school, and her agreement to work with the Tibetan, Djwhal Khul, in writing a series of books presenting the next phase in the continuity of the Ageless Wisdom teaching for the present and the immediate future.

In 1934, the Tibetan teacher wrote that the intent of these teachings was that they be sent out with no claim for their acceptance. Whether they are correct, true and useful is for the reader to ascertain through right practice and the exercise of intuition. Neither the author nor Alice Bailey are interested in having them acclaimed as inspired writing, or in having anyone speak of them as the work of one of the masters. If they present truth sequentially to existing world teachings, if the information raises aspiration and the will-to-serve from the plane of the emotions to that of the mind (the plane whereon the Masters can be found), then they will have served their purpose. If the teaching conveys a response from the illumined mind of the worker in the world, and brings a flashing forth of the intuition, then let that teaching be accepted, but not otherwise. If the statements meet with eventual corroboration, or are deemed true under the test of the Law of Correspondences, then that is well and good. But should this not be so, let not the student accept what is said.

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