Only he who understands life will be able to take his lessons from life itself. He will draw up no capricious schemes, for he knows that no other fundamental laws of life will prevail in the future than such as prevail in the present. Theosophy will therefore of necessity have respect for the existing state of things. Even, should it still find in what is existent, very much that might be improved, yet it will not fail to perceive in the present the germs of the future. But it knows, too, that for all things nascent there is a growth and a development. Therefore the germs for a transformation and for a future growth will appear to Theosophy in the existing state of things. It invents no schemes; it only calls them forth from what already exists. But that which is so called forth becomes in a certain sense itself a scheme, for it contains within itself the nature of evolution.
For this very reason the theosophical way of delving into the nature of man must yield the most fruitful and practical means for the solution of the vitally important questions of the present time.
It is my purpose to apply this to one such question, namely that of education. We do not intend to advance any claims or pronounce a learned dissertation, but to portray simply the child nature. From a study of the nature of the growing man, the educational standpoint here suggested will develop quite naturally. But to proceed rightly with such a study it is necessary to contemplate the hidden nature of man in general.
