14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

PaulBruntonPhilosophicFoundationhomepage>NotebooksofPaulBrunton>Category7:TheIntellect>Chapter3:
TheDevelopmentofIntellect

TheDevelopmentofIntellect
1

Whenintelligenceisappliedsothoroughlyastoyieldawholeviewandnotmerelya
partialviewofexistence,whenitisappliedsopersistentlyastoyieldasteadyinsightinto
thingsratherthanasporadicone,whenitisappliedsodetachedlyastobewithoutregard
topersonalpreconceptions,andwhenitisappliedsocalmlythatfeelingsandpassions
cannotalteritsdirection,thenandonlythen,doesamanbecometrulyreasonableand
capableofintellectuallyascertainingtruth.
2

Wemustthinkbeforewecanunderstandthesoul'sexistencewemustunderstandbefore
wecanrealizeit.
3

Theearliestbeginningsofthought,asapartfrominstinct,whenitwasitselfstillbuta
lurkingtendency,belongfarbackinprimevaltime.Thehumanintellectaswefindit
today,sorichanddevelopedaninstrumentfortheconsciousnessoftheego,didnot
arriveatthisfullnesswithoutaseriesofgraduatedstages.
4

Wehavehadplentyofscientificthinking,businessthinking,andpoliticalthinkinglong
enough,butwehavehadverylittleinspiredthinking.Thatistheworld'sneed.
5

Theintellectiscradledinselfishnessbutrunstheevolutionarytrackintoreasonwhereit
willonedayfinishatthewinningpostofselflessness.
6

Theanimalactsasitsinstinctivedrivesbiditactwhereasinmanthisinstinctivenatureis
madeupwithandconsequentlymodifiedby,theawakeningintellect'sneedtoconsider,
compare,andjudge.
7

Howfewareevenawareoftheirintellectualdishonesty!Throughhisexclusive
possessionofthecapacitiesforindependentchoiceandselfcontrol,aswellashis
privilegeofindividualresponsibility,manissetapartfromtheanimal.
8

ItisthefacultyofreasonwhichdifferentiateshumanbeingsfromallNature'sother
creatures.Itisthiswhichsetsmanbeyondtheanimals.Butreasonuntouchedbythefiner
promptingsoftheheart,andunilluminedbythesublimerintuitionsofthemind,
degenerateseasilyintoselfishcunning,anddegradesinsteadofdignifyingman.
9

Itmaybetheyfindittoohardtomakethecrossingfromtheolderwayofthinkingto
whatisdemandedofthembythenewknowledge:awillingnesstoacceptparadox.For
otherwisetheygetonlyahalftruth.
10

Reasongraduallybecomesparamountasmandevelopsthroughlifeafterlife.
http://paulbrunton.org/notebooks/7/3

1/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

11

Hewhowantstogobacktothesimplemedievallifeiswelcometoit.Hewhowantshis
roomscleanedwitholdfashionedbroomsthatraiseacloudofdustandleaveithanging
intheairuntilitcanfindsafelodgementinthroatsandlungs,iswelcometothedust.
Thereareothers,however,whoreactdifferentlytosuchasituationwhoareresolvedto
takeadvantageoftheskillofhumanbrainsandthefactofhumanadvance.Theyhave
thrownawaytheunhealthybroomandadoptedthevacuumcleanerwhichremovesand
swallowsthedustinsteadoffillingtheairwithit.Wearenotwritingathesisondomestic
hygiene.Wearewritinginthisstrainbecauseitishighlysymbolic.Itshowsquitevividly
thedifferencebetweenthebackwardlookingmentalityandtheforwardlookingone.The
studentofphilosophybelongstothesecondcategory.Heseesthefutilityofpropagating
aswitchbacktomedievalmethodswhenweareinthemidstofthegreatesttechnical
transformationmankindhaseverknown.Heknowsthatmodernconditionsmustbefaced
withmodernattitudes.However,hetakes"modern"tomeanwhateverhasattainedthe
mostfinishedstateasaconsequenceofprogressivedevelopment.Heknowsitdoesnot
meanwhateverismerelyfashionableatthemoment,asmaterialismwasfashionablein
intellectualcirclesandsensualisminyouthfulcirclesuntilverylately.Hisvisionislarger
thanthatofhiscontemporaries,becauseitencompassesmore.Theyaremodernonlyina
chronologicalsense,butbackwardinaspiritualone.
12

Whatthisageneedstoseekisanewintellectualism,anewscience,oneinformedby
deeperspiritualfeelingandprotectedbyhigherspiritualideals.
13

Ahighqualityofthinkingisbeingdonebymenwhoareprobingnowforthebetterlife
oftomorrow.Theyarecomingtotheonlypossibleconclusionaboutthevalidityof
determinismonthebasisofknownfactswhenregardedbythewholemindof
intellectuallymaturemanthemindwhichusesbothitsabstractandmaterialistic
thinkingcapacitiesand,consequently,vergesonthetrulyintuitive.Iamremindedof
Bacon'swellknownremarkabouttheslightuseofreasonleadingtoatheismandthe
adequateuseofitleadingbacktoreligion.
14

Althoughmenarebornwithlatentmentalpowerandpotentialintelligencefewusethese
qualitiestotheirutmostpossibilities.Manarisesoutofthemysteriouswombofthe
Infinite,yetheistobefoundeverywhereasapitifulcreepingcreature,fullofmoral
frailties,finiteindeed.Yettheunseenmentalbeingofmanisthesilentworkmanwho
reallyconstructstheedificeofhishappiness.
15

Spiritualteachingmustbeexpoundedtodayinaformsuitedtothemodernneed.The
doctrinessorevealedshouldbemethodicallyprogressiveandtheexplanationsshouldbe
systematicallydeveloped.
16

AtlastthelivinggrowingentityhasreachedakingdomofNaturewhereitcandevelop
thepowertothinknotonlyaboutmaterialtopicsbutalsoaboutspiritualones.
17

Earlyhumanitypossessedamindthatthoughtintermsofimagesandpicturesratherthan
intermsoflogicalsequence.Butitdevelopedmarvelousmemoryasaconsequenceand
entirevolumesofsacredbookswerehandeddownforcenturiesbyoraltraditionbefore
theywerecommittedtowriting.
18
http://paulbrunton.org/notebooks/7/3

2/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

Themanofthetwentiethcenturymustseektruthinhisownfashion.Thequestionofhow
manyangelscanstandonthepointofapindoesnotinterestthemodernmentality.
19

Thislongingtoknowmoremay,atthestart,bemotivatedbythedesiretoearnmorebut,
intheenditwillbemotivatedbythesearchforTruth.
20

Themedievalperiodwasimpelledbytheologicalsources,andthemodernperiodby
scientificones.
21

Thecourseofevolutionhasmadetheintellectualstrideofmananecessitybutithasnot
madesuchutterimbalanceasprevailstodayanecessity.
22

Theintellectualwondering,seeking,andquestioningwhichmakeamanstudyoraspire,
followorjoin,oftenattainadegreeofsomeardour.Butthisdoesnotpreventthesame
manfromchanginghismoodandmindinlateryears.
23

Wehumansdominatetheearthplanet,notbyourphysicalstrengthbutbyourmental
power.
24

Throughthemanychangesofexperienceinthemanylifetimesonearthandlater
elsewherethemindgrows.Itwantstomoveupwardfrommerecuriositytoactual
knowledge.Itinquiresiftherebeanypurposeinlifetobefulfillediftherebeapurpose.
ItdemandstoknowifthereisaGodyetdoubtsthepossibilityoffindingasureanswer.
25

Butifthisincreasedknowledgeandsharpenedbrainspredominateovermystical
experienceandreligiousintuition,thendisequilibriumiscreated.Truthappearsonlyto
theperfectlybalancedmind,buttothedisequilibratedoneitappearsmaterialized
pervertedorfalsified.
26

Wherewedonotknowthedifferentsidesofacase,wherewehavenotascertainedthe
variousfactsbehindtheanswertoaquestion,itiswisertosuspendjudgement,fairer,if
possible,torefrainfromtakingaction.
27

Thebenefitofuniversityeducationhasreachedamuchhigherpercentageofpeopleand
inamuchlargernumberthanduringanyearliercentury.
28

Hasworldthinkingprogressedenoughconsciously,deliberately,andhonestlytosetup
thesearchfortruth?Theansweristhatindividualworldthinkershavedonesobuttaken
asagrouphumanityhasnotdoneso.
29

Theintellectisinprocessofbeingdevelopedanditslimitationmustbeacceptedassuch.
Thetimespentindeploringthatfactistimewasted.Fortheimportantthingisnotthatit
isnotthehighestfacultyinman,whichisadmitted,butthatitsdevelopmentdoesnot
reallyopposeitselftothehighestspiritualdevelopment,whichisnotoftenadmitted.

http://paulbrunton.org/notebooks/7/3

3/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

Independenceandindividuality
30

Itisnotenoughtobeacollectorofothermen'sideas.Hemustalsobeanoriginal
generatorofhisown.Hemustgointothepuresilencetothinkindependently,toanalyse
problemsandconsiderthemforhimself,andtoprayforenlightenment.
31

Unlessoneispreparedtopartwithawronghabitofthinking,unlessoneiswillingto
eradicatealllimitedconceptionswhichblurclearsightedness,unless,inshort,oneis
willingtoreorientthementaloutlookcompletely,itwillneverbepossibletopenetrate
theworldillusion.
32

Thestudentofphilosophymustenforceinhisownmindthecleardifferencebetween
viewsbasedonwishfulthinking,andviewsbasedonadequateknowledgeand
comprehensiveunderstanding.
33

Beforeitcansearchfortruththemindmustbesetfree:otherwiseitmerelyseekseither
theconfirmationorrejectionofpreviouslyheldideas,systems,opinions,andcreeds.
34

Itisnotenoughtoexpressyourwillingnesstolearn.Youmustalsobewillingtounlearn.
35

Itispossible,andmustbecomehisobject,todevelopacompletelyimpartialintellect.
36

Itisonethingtohavecaughtavaguenotioninthemind,andanothertothinkitoutand
makeitintelligible.
37

Thephilosophicalstudent,havingthoroughlyscrutinizedthebasesofhisoutlookand
attitude,revealshiswisdomandhumilitybyconfessingignorancewherehecannotclaim
knowledge.Itisthenalwayspossibleforhimtolearnsomethinghere.Butthe
undevelopedorundisciplinedmindisnotashamedtomakeapretenseofknowledge
whereinfactthereisnone.
38

Thefartherhetravelsfromegocentricexistencetheclearerandstraighterwillbehis
thinking.
39

Itisnotenoughtoacknowledgehismisjudgements.Heoughtalsotoenquireintothe
defectivequalitieswhichledhimintomakingthem.
40

Itistoomuchtoexpectthathismindcanunderstandwhatisquitebeyonditbutwhen
repeated,theefforttendsto"stretch"themind'scapacity.
41

Bewillingtoacceptatruthevenifthemanwhouttersitisonlyhalfliterate,ifhis
statementisungrammatical,hiswordsaremispronounced,andhisvoicestutters
irritatingly.Buttheexperienceismoreenjoyable,theeffectdeeper,ifthetruthis
expressedimpeccablyandenrichedbyafineculture.
http://paulbrunton.org/notebooks/7/3

4/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

42

Themanwhoputsupabarrierofegoisticprejudicesorsuperioritycomplexescannot
hopetopenetrateintothesecretcircleoftruthknowing.Onlyhewhoisready,
tentatively,toshifthisintellectualstandpointforthatofanotherisatalllikelytobe
admittedintothesacredtreasurehouseofwisdom.
43

Wemustnotshelveasinglefundamentalbutawkwardquestion.Thesanctityoftruthis
inviolable.
44

Thinkingmustmoveateverystepwithrigidrationalityifitisnottodegenerateintomere
mentaleffervescence.
45

Wewantpreciseunderstandingandexactdescriptionofeveryscienceanddonot
abandonourdemandevenwhenthemoredelicatematterofamethodofspiritual
illuminationisinquestion.
46

Thehumilitywhichcansay"Idonotknow"isafirststeptotheconfidencewhichcan
say"Thisisafact."
47

Iftheybegintoquestion,reallyanddeeplyquestion,theneventhesimpleststatement
bringsthemintodifficultiesofwhoseexistence,previously,theyhadneversuspected.
48

Menlearnbestbecausetheyconcentratebestinaquietunruffledatmosphere.This
requiresasecludedsite,tallbuildings,andhighenclosingwalls,peacefullawns,andtree
borderedwalks.
49

MostWesternpeopledislikeabstractgeneralities:theypreferconcretefacts.Theybelieve
infirstappearancesratherthaninsecondviews.Againstsuchatendencytruthmust
strugglebravelyforsurvival.IfWesternersweremorebalancedtheywouldrealizethey
couldkeeptheirfactsandtheirfirstviewsnobodyasksthemtodisregardthepractical
andtheapparentbuttheycouldalsohavetheabstractandthelongview,thusachieving
balance,andwithit,truth.
50

Thedepthandwidthofhisresearchmustequalthedepthandwidthofhisreflection.
51

Wherearetheanswerstomen'squestions?Hemustelicitthemforhimselfonebyone.
52

Thereislittleharminputtingintothemindideasaboveitslevel.Attheworst,theymay
boreit,butatthebesttheymightstretchit.
53

Quiteoften,whenatruthorajudgementiscarriedtoextremes,itlosessome,ormuch,or
allofitsvalidity.
54

Ifwehavesoughtfortruthindirectionswhichhaveyieldednegativeresults,itistimeto
http://paulbrunton.org/notebooks/7/3

5/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

takeanewdirection.
55

Amanwhoseculturalrisehasdependeduponselfeducationalonedeservespraiseand
admirationforhiseffort.Neverthelesshewouldhavedonebettertoseekalsoaformal
education.Thiswouldcompleteandelevatewhathehaslearntbyhimselfbyproviding
himwithhigherstandards,competentinstruction,andwelltestedknowledgeorby
affordingpersonalhelpwithquestions,uncertainties,andproblems.
56

Hemustbefrankwithhimselfandknowwhathedoesnotunderstandandwhathedoes
andnotacceptmereopinionforsolidfact.
57

Itmaybehard,aroughstonyobstructedpath,forthecommonmantofindhiswayinto
philosophy,butthetensioniswellworthwhile.Hehastostretchhismind,butthereare
momentsofrelief,ofjoyfuldiscovery,ofencouragingperception.
58

Beforeyoucangetclearexpressionofmeaning,youmustgetaclearmind.Youmust
nurtureatendencytowardsharplydefinedthoughtsandexactitudeofunderstanding.You
mustgivedefiniteshapetotheinchoateideaswhichfloatthroughyourmindlikeclouds,
andthusarriveatcompletepossessionofyoursubject.
59

Hewillnotconsciouslyrefusetoreadjusthisviewswhenevertheyareshowntobeoutof
harmonywiththefactsoflife.
60

Ifsuchquestionshaveneverenteredtheirminds,itishardlylikelythattheanswers
themselveswill.
61

Correctthinkingmayannihilatesuperstitionsanduncoverdeceptions,butunbalanced
thinkingmaycreatenewones.
62

Themindneedsalongtrainingintruthfulthinkingintowhichtheegodoesnotobtrude
itselfbeforethehiddenrealitybeginstorespond.
63

Thisuprootingofoldfamiliarbutfallaciousbeliefsdiscouragessomepersonsbut
encouragesothers.
64

Theordinarymanmakesahastyjudgementofthematter,orfollowshispersonalwishes,
buttruthrequiresadeepwellconsideredexamination.
65

Ifthecapacitytocomprehendphilosophyisnotinborn,thenitcanbeslowlyacquiredby
anyonewhothinksitworththeeffort.
66

Ifsomanyseekersdonotfindtruthpureandunadulterated,butonlyitsimpure
adulteratedvariety,itisbecausetheirwayhasbeenblockedbyselfservingpartisans
interestedonlyintriumphfortheirowngroup,position,orargumenttheirownprejudice,
attraction,orbias.Discoveryoftruthrequiresnotonlyawillingnesstotakeinthefacts
http://paulbrunton.org/notebooks/7/3

6/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

whichserveonesideofacase,butalsotorefrainfromignoringorbelittlingthosewhich
servetheotherside.Itisnotinanatmosphereoffavouritismorhostilitythattruth
appearsbutinadeepcalmbereftofegoisticurges.Thisiswhysomesortofpreparation
foritisnecessary,somekindoftraining.
67

Onlyhewhoiscapableofsustainedintellectualeffortiscapableofunderstandingthis
philosophy.
68

Somepeoplecanunderstandphilosophyandsomemostmonumentalconceptsinan
uncloudedflash,butmostpeoplecanunderstandevenitssimplestonesonlybyslow
degrees.Herefirstacquaintanceisnotenough.Theremustbemanysubsequentmeetings
beforeintimacycanbeestablished.
69

Thinkingmustnotonlyapproachthesestudiesasworshippersapproachatempleshrine,
withthereverencetheydeserve,butmustalsobecomealiveanddynamic.
70

Theintenseintellectualjoyofdiscoveringanewtruthnew,thatis,tooneself,butasold
perhapsasthoughtfulhumanityitselfequateswiththeintenseaestheticjoyofcreatingor
appreciatinganartwork.
71

Inthehumanbodythecerebralnervoussystem,withwhichman'smentalfacultiesare
associated,doesnotdevelopuntillongafteralltheotherchieforganshavedeveloped.
Thisissymbolicofitsevolutionaryimportance.Inthehumanlife,thethinkingpower
doesnotattainfullmaturityuntillongafterallthechiefdecisions,suchasthechoiceof
occupation,marriagepartnership,andreligiousaffiliationhavealreadybeenmade.How
muchhumanerrorandconsequentmiserymustthereforearisefromthelatenessofthis
development.
72

Youngermentalitiesneedtothinkintermsofdefinitesenseimpressions,ofphysicalfeels
sightsandsounds.Moredevelopedmentalitiescanthinkintermsofabstractideas,of
generalmetaphysicalprinciples.Thefirstgroupisthemostnumerous.
73

Wemustfirstgiveintellectualassenttophilosophicalteachingsbeforewecanhopeto
gainpracticaldemonstrationoftheirworth.
74

Itishard,perhapsimpossible,togiveabsoluteproofofanystatementoranyfactbuta
reasonableproofmaybegiven.Lifeistooshorttowaitfortheonesowehaveoftento
accepttheother.
75

Thecontinualanduntiringquestoftruthiswhatdistinguishesthephilosophicattitude
towardlife.Theintellectualdisciplinewhichthisinvolvesisirksometotheordinary
mind.Foritdemandsthescrutinyoffacts,theunveilingofassumptions,theexamination
ofreasoningprocessesleadingtoconclusions,andtheprobingofstandpointstotheir
ultimateground.
76

Patienceisneeded,forthetimefactorisstilltheretheripenessofmindoftheproberis
http://paulbrunton.org/notebooks/7/3

7/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

stillessential,anditmustnotlimititselfbypreconceivedideas.Itisatthethresholdofan
astoundingrealm,wheresomuchthatwascorrectonotherlevelscollapseshereandisno
longercorrect.
77

Oneseestheiranxietytounderstandadoctrinewhichisontooabstractalevelforthem
andpitiesthebewildermentwithwhichtheyend.Yetforsuchthereisaneasierway,
bringingamoresuccessfulresult.Itistotakeupthestudyofmentalismfirst,andonly
afterthatproceedtothestudyofAdvaita.
78

Theworkofresearchprovesendless.Thetaskofcollectingallthedatahasnofinishtoit,
andifwearetoarriveatanyconclusionatall,thereissomepointatwhichwehaveto
cutshortourinvestigationandreflection.Thus,bytheveryactwithwhichweservethe
causeofpracticaltruth,werenderadisservicetothecauseoftheoreticaltruth.Thevery
meanswherebywemakeadecision,joinaparty,takeaside,orevaluatearightfroma
wrongproducesonlyamakeshiftresult.
79

Wemustthinkourthoughtsouttotheirinevitableconclusionsandnotstophalfwaywhen
theprocessbecomesdecidedlyunpleasant.
80

Memorizedknowledgeisinferiortothoughtoutunderstanding.
81

Itisonethingtobegintosuspectthefallacyoftheseviewsitisanothertobecompletely
certainofit.Alongroadliesbetweenthetwostatesanditpassesthroughuneasiness,
anxiety,wretchedness,andanguish.
82

Thehandofexperiencesowsagoodmanydoubtsinthefieldofhisearlybeliefs.
83

Welearntruthpartlybyexperience,partlybyintuition,andpartlybyinstruction.
84

Therefore,oneofthefirststepsuponthispathistoaccept,tentativelyatleast,the
reasonablepropositionslaiddownhereandtoallowthemindtoworkuponthemina
sympatheticmanner.
85

Memorydependsoninterest,attention,andconcentration.Howeverthepathdoesnot
dependonmemorizingweleavethattotheacademicphilosophersoftheuniversities.It
dependsongettingunderstanding,brainchangingnotbrainpacking.
86

Itisnotonlyamatteroftemperamentastowhichviewhewillaccept,althoughthat
factorisobviouslypresent,butmuchmoreofdevelopment.Howfarhashejourneyedin
theunderstandingoflifeandthemasteryofself?
87

Sofaraseducationconsistsofknowledgeandinformation,itdependsonmemory,which
isafunctionofanegobuiltupbythepastandpresentexperiences.
88

Itisinevitablethat,ashissearchfortruthbecomeskeeneranddeeper,histhoughtwill
http://paulbrunton.org/notebooks/7/3

8/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

becomemoreprecise.
89

Thefirstimpulsetogatherfactsthatis,toknowwasthefirststeptakenbyprimitive
menoutoftheirbackwardnesstowardsscience.Thefirstimpulsetoexplainthosefacts
thatis,toknow,understand,andcompletewasthefirststeptakentowardsmetaphysics.
90

Takewhatyoucanfindthatiscongenialtoyourmind,appealingtoyourheart,and
conformablewithreasonandevidence.
91

Toisolatethegenuinetruthsfromallthepossiblefantasiesishardlyaworkfor
beginners.
92

Whenyourmindcanmovefrompointtopoint,fromideatoideawithalertnimbleness,it
isreadyforphilosophy.

Comparisonandsynthesis
93

Afteramanhasstudiedcomparativereligion,comparativemetaphysics,andcomparative
mysticism,takingtheEastaswellastheWestinhisstride,heisbetterfittedtocometo
rightconclusionsabouttruth,God,reality,thesoul,andlife'spurpose.
94

Weshouldtalkaboutthesematters,notinanyspiritofanimosityofwhichtheworldis
sadlytoofullbutinaspiritofmutualenlightenment,asofbrotherscalmlyconsultingto
assisteachothertowardstheeliminationofmistakes.Wemustdiscussthesequestionsin
thedetachedmannerofthephilosopher,andkeepoutthoseangryemotionsand
acrimoniouswordswhichoftenescapepartisansintheologicaldiscussion.
95

Itisnotatallhardforanyonewithenoughbrainstostateacaseforbeinggoodandthen
tostateacaseofequalstrengthforbeingbad.Logicalargumentalonecannotprovidea
finaltestofthetruthofanycase.Forthiswemustgoalsotoimpersonalfeeling,mystical
intuition,and,notleast,practicallife.
96

Therecognitionthatthesyntheticviewistheonlyrightviewpointwillinitiateanew
epochintheworldofthought.
97

Foreveryargumentthatissetupanddefended,thereisalwaysapossibilitytosetup
anotherargumentwherebyitiscontradictedordestroyed.Theonlyqualificationofthis
seeminglyhopelesspositionisthatweapproachnearertruthasthecontradictionslessen.
98

Adialoguewherebothseektolearn,iswhatoughttotakeplace,notapolemicwhere
eachlistensonlytohimself!
99

Theregionoflogicalintellectoffersnodurableabidingplaceforthequestinghuman
http://paulbrunton.org/notebooks/7/3

9/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

mind.Everyargumentcanbemetbyanotherofequalforce,everyopinioncancelledby
anotherofequalweightnoristhereanyendtotheprocessexceptescapefromthis
regionaltogether.Buttheescapeshouldbeontoahigherregion,tothatofgenuine
intuition,andnottoaloweronelikethatofsuperstitiousbelief.
100

Thefutilityofasolelylogicalattempttosolveproblemsconcerningthehumanbeing,
andhisnature,relations,andactivities,isshownbythemanycaseswheremenofequal
intellectualcapacityandacademicstatusofferconflictinginterpretationsofthesamefact
orarriveatoppositeconclusionsfromthesamepremises.
101

Toooftenastudyismadefromasingleangleonlyandneglectsalltheothers.Theresult
isanarrowed,limitedunderstandingwhichleavesoutfactorsthatmaybemuchmore
important.Eachoneomittedis,byimplication,denied.Aphilosophicalviewtakesas
manyaspectsaspossibleintoaccounttogetnearerthefulltruth.
102

TheTruthisfoundintellectuallynotatoneendofapairofoppositealternatives,notby
makingachoicebetweentwoconceptsonly,butbygrindingandsynthesizingthe
interplayofforcesandexperienceswhichmustbetakenintoaccount.
103

Hisconclusionsarenothastilyandimpulsivelyreached.Theyfollowthegatheringof
sufficientevidence,whichmeanssufficienttogivebothsidesofacase.Hegivescareful
thoughttoitbeforehegivesanopinionaboutit.
104

Hemaygosofarevenastoputhimselfinthereceptivemoodwhichwouldmakeit
possibleforhimtoseeavariantteachinginthelightwithwhichitsfollowersseeit.(One
can,perhaps.)Hemaytrytounderstandandsympathizewithaviewpointthatmayor
maynothavemuchtorecommendit.Butifheshouldpermithimselftorespondthus,he
wouldhavetoreturnfromthisstandpointanyway,forhiscriticalintellectwould,upon
resumingrenewedactivity,askinsistentquestions.
105

Thetimecomeswhentheseekermustsiftoutallthedoctrineshehasreceivedandlet
thosegowhichlackreasonableness,thesoundoftruth,theloftytoneofimpersonality.
Andevenafterhehassievedawaytheideasbornofnarrowness,pettiness,bigotry,
prejudice,andfalsesentimentality,hehasstilltochoosethosewhichhecanusefully
workwith.
106

Hewillcollecthisideasnotfrombooksalone,butalsofromvariousothersources,
orthodoxandunorthodox,conventionalandoffbeat.
107

Thestudentshouldtrainhimselftonote,study,andstateaccuratelyviewswhichhecould
notjoininhimself.Inordertodothishewillhavetokeephisemotionalfeelingsagainst
themoutofhisexaminationofstatements.Hewillhavetosuspendhisintellectual
judgementofthemalso.Howeverfirmlyhemayholdhisownviewsuponanysubject,it
isausefuldisciplinetosubduetheegoandputhimselfintothementalityofthosewho
holddifferentviewsandtotrytounderstandwhyitisthattheyholdsuchviews.Thiswill
beavaluableexerciseinkeepingbiasoutofhisthinkingandtheconceitofalwaysbeing
rightoutofhisopinions.
http://paulbrunton.org/notebooks/7/3

10/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

108

Menwhoarespecialistsinasingleprofessionareusuallymenwhosemindsrunina
singlegroove.Eachcancontributehisownviewpointquitecreditably,buthecannot
understandandsympathizesoreadilywiththeviewpointofanothermanwhose
experienceliesalongtotallydifferentlines.Evenifwegofartherandattempttostep
beyondsuchlimitationsintoasyntheticviewpointandgatherupintoonecoordinate
wholethecontributionsofallourmodernmentors,weshallyetfailtoarriveatthe
deepestunderstandingoftheworld'sproblem.Thisisbecausethesemendealnotwith
rootcausesbutwitheffects,theeffectsofprofoundercauseswhichultimatelytaketheir
riseinsubtler,lessobvioussources.
109

Philosophypointsoutthatwehavetostudyasubjectnotonlyfromtheoutsidebutalso
fromtheinsidethatistosay,notonlycriticallybutalsosympatheticallyifwewould
arriveatajustestimateofit.Thosewhopaintitallblackwithdefectsorallwhitewith
virtues,andomitallintermediateorhalfshades,makeaseriousmistake.
110

Intellectissharpenedbyfrequentdiscussionsandendlessdisputation.
111

Weoughttoputsuchadiscussion,whichdealswiththesublimesttopicsthatconfrontthe
humanmind,uponadignifiedbasis.Ifwearguemerelyforthesakeofscoringan
intellectualvictoryovertheopponent,orgettingtheupperhandoverhim,weargue
wrongly.If,however,wearguewiththesoledesirethattruthmayappearoutofthe
conflictofviewpoints,wearguerightly.
112

Thedifficultyingettingatthetruthaboutcontroversialquestions,whethertheybe
economic,political,religious,ormetaphysical,isthattheadvocateofaparticularside
pushesforwardthegoodpointsofhisownviewsandthebadpointsofhisopponent's
views,whilstatthesametimehesuppressesboththebadpointsofhisownandthegood
onesofhisopponent'sviews.Consequentlytheonlywaytoformafairandjustestimate
ofthequestionistoconstructourownpicture,franklyandimpartiallyincorporatinginit
alltheessentialpointsfrombothsidesandthosewhichtheymayhavemissed,too.
113

Ourapproachtoeverydoctrinemustbetotakeitstruthandleaveitserror.Butwemust
dothisinappreciationratherthenindisparagement.
114

Thereisaneedtodevelopflexibilitybypractisingtheshiftofattitudes,toseewhyothers
holdtheirbeliefs,andtobeabletostretchone'sownthoughtsoastoentersufficiently
intotheirs.Thisproducessympatheticunderstanding,buttheoppositecritical
judgementmustnotbeforsaken.
115

Theremayhoweverbeoneresultofsuchcomparativestudywhichisasunpleasantasit
isundesirable.Ifitisoverdoneandindependentthinkingunderdone,itmaybreed
confusionintheunderstandingandcontradictioninthefeelings.Themorebookswritten
fromdifferentpointsofviewhereads,thelesscertainofhisknowledgehemaybecome.
116

Conceptsorideasareclues,pointers,signpoststotruth,perhapshelpstowardsthesearch,
butoughtnottobereferredtoalevelbeyondthatoftheintellect,whichislimited.
Fixationanddogmatismshouldbeavoided.Words,definitions,evenbiblesarenot
http://paulbrunton.org/notebooks/7/3

11/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

absolute,butrelativetoourpresentmentalstate.
117

Whenamanbeginstolaydowninadvancetheconclusionstowhichhisthinkingisto
leadhim,heisnotreallyseekingtruth.
118

Wemustsocareforfactsthatwewelcomethemevenwhentheyarepersonallyand
profoundlydistasteful.Nothingcanbegainedbyshuttingoureyestothemorby
concealingthemfromourmentalhorizon,orbyexaminingthemwithpartialityand
prejudice.
119

Ifwearetoviewtheproblemoftrutharight,wemustviewitinproperproportions.We
wastemuchmentalenergyinwholeheartedlydenyingthisorcontendingforthattruthis
likeadiamondithasseveralfacets:wecouldbebetteremployedseeingallthefacets
thaninsplittingthemup.Analyseallroundasubject'shead,butdonotsplititshairs.
120

Hewhocannotrejecthispersonalpreferencesatthehigherbiddingoftruthhewhohas
noaptitudeforreflectinguponabstractphilosophicalideasorisunwillingtoovercome
inertiaandlabouratitscreationhewhoimpertinentlymatcheshisindividualopinions
againsttheprovedfactsofscienceorphilosophyasthoughtheywereofequalorsuperior
valuesuchamanisquiteunfitforthisknowledgeandcannevermasterit.
121

Theveryfactwhichmaybeputforthinsupportofonepointofviewmaybe
triumphantlyhailedbysomeoneelseasaproofofadifferentpointofview!
122

Evenfulldebateanddiscussioncannotleadtofulltruthaboutanyissue,spiritualor
secular,whenallthenecessaryinformationisnotthere.Butevenifitisthere,itwilltwist
andperverttruthifthemindsapproachingitareseriouslyflawed.
123

Toomanyargumentshavemereegoisticselfexpressionastheirpurpose,andnotthe
pursuitoftruth.Neitherarguerisreallyinterestedinseeingthefallaciesandweaknesses
ofhisowncase,butonlythoseofhisopponent's.Neitherwillbewillingtoabandonhis
ownstandpointortheorynomatterhowmuchevidenceorfactsdisproveit.
124

Thisbattleofconflictingexplanationsisnotnecessary,sincebothrefertodifferent
aspectsofthesubjectandassucharebothcorrect.
125

Conventionalpeople,fondonlyofcommonplaceideas,mayfeelshockedatsome
philosophicalstatements.Theydonotseethattheirthinkingisfalsifiedbecausethey
haveprejudicedtheirquestoftruthfromthestart,becauseitisdonewithinthecontextof
conventionalattitudes.Howfewcanfreethemselvesfromthethickincrustationsof
prejudicehowmanyareunabletoapproachanideawithcalm,impersonal,detached
openmindedness!Mostpeoplenaturallypickoutfromateachingthoseviewswhich
pleasethemandrejecttheothers.Onlytheseekerwhohasdisciplinedhimselfmorally
andintellectuallywillbeheroicenoughtotakeunpleasingviewsalongwiththepleasing
ones.Philosophy'steachingwillappeal,andcanonlyappeal,tothosewhohavestrivento
escapefromdogmatism,whohaveshakenoffwidespreadprejudicesandoutgrown
crudelymaterialisticideas,andwhosemindsaresufficientlydevelopedtorealizethe
http://paulbrunton.org/notebooks/7/3

12/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

valueoffreeviewsandflexibleattitudes.Wherethathasbeeninsufficientlyachieved,a
specialdisciplineisprescribedtocompletethepreparation.
126

Anymancanfoolhimselfbythetrickoffindingoutjustthosefactsthatfithisfancy.All
suchpickingsareeasy,buttheyarealsoworthless.Anyfuddlemindedpersoncantwist
andturnastateofaffairsintoapainfullysorrycaricatureofitself.Butindoingthatheis
simplytwistinghisownhead,inordertoignoreconvenientlywhathedoesnotwishto
see.
127

Theappreciationofadoctrineoughttobebalancedandreasoned,notexaggeratedor
hysterical.Thewishoughtnottobemadethefathertotheevaluationofit,nortothe
judgementofitsresults.
128

Wemustridourmindsofthiscant.Wemustclearoureyesofthiscataractofprejudice
whichcoversthemanddimsthesightagainstourrealremedy.
129

Whenaman'sthinkingunconsciouslymixesupthecentralissueofaproblemwith
diverseotherissues,anddoesnotkeepthatentirelytoitself,hisconclusionsarelikelyto
beselfdeceptiveones.
130

Whenamanfirststartstothink,hehastopassthroughthediseaseofmentalmeasles,and
getnotafewobnoxiousprejudicesoutofhishead.
131

Peoplewholiveinthesuburbsofthoughthavethesheeplikementalitywhichfears
originality.
132

Asmallmentalitycanonlymanglealargetruth.
133

WhenImeetwithcertainpersonsorcertainbooks,Iamoftenremindedofacertain
sentenceinRomanSeneca'swritings:"Therearemanywhomighthaveattainedto
wisdom,hadtheynotfanciedtheyhadattaineditalready."
134

Suchpeopleareconstitutionallyincapableofperceivinganyothertruthbesidesthenew
onewhichtheyhappentohaveembracedatthemoment,dazzledbyitsblazeastheyare.
135

Peoplecanseeeveryhalftruthandeveryquartertruth,buttheycannotseetheobvious
truth.Thisisbecausetheyaresosatedwithselfinterestandprejudice.Theaspirant,too,
maybecrammedfullofprejudiceandhaveenoughselfinteresttofillabankbuthe
knowsitheistryingtodisentangleit,whereastheygooninblissfulignoranceand
imaginetheyareenvisagingfactswhentheyareonlypamperingtoprejudice.
136

Itisacommonhabittobelittleideasandpracticessimplybecausetheyareunknownor
lessfamiliar,butitisnotawisehabit.
137

Whenhefindsthatthetruthisnotwhathehadalwayssupposedittobe,heiseither
http://paulbrunton.org/notebooks/7/3

13/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

shamedandhumiliatedorsurprisedandexhilarated.
138

Itispossibletoknowsomethingsonlytobelieveotherthings:whiletheresiduemaybe
hopedfornothingmore.
139

Itisnotanuncommonexperiencetoobservehowsomepersonsprojecttheirownfancies
onouterhappenings,meetings,andpersonsinotherwords,bringingtheirownthoughts
andimaginationsintorealeventsandconfusingthetwo.
140

Thelatestknowledgeisnotthelastnorthelatestgovernmentalformthefinalandbest.
141

Theconventionalmentalitythinksandthereforespeaksinclichs.Itscapacityfor
independentactivitydoesnotexist.
142

Itisacommonenoughmistakeamongthethoughtlesstoconfoundtheabstrusewiththe
absurd.
143

Thisissurelysomethingthatshouldappealtoareasonableandreflectiveperson.Thatis
whyfewwillbefoundatfirsttolistentoit,forfewtakethetimetoreflectmostareled
bythenosesincetheyareledbyprejudice.
144

Therearesomanymenwhobelievethattheyknowverywellwheretheystand,butwho
believewrongly.
145

Themassmind,withitsignoranceofhigherlaws,itsconfusedstateresultingfromthis
ignoranceandfromthevariedpressures,suggestions,traditions,orauthoritiesimposed
onitfromoutsideandopposedbyresistancesordesiresfrominside,isatfirstthrown
intogreaterconfusionifchallengedbyamessengeroftruth.

Authorityandthepast
146

Hismindacknowledgesnocriterionoftruth,noconventionofgoodness,notastein
beautymerelybecauseconventiontraditionorsocietysupportsit.Hehastoexamineit
firsthehasalsotofindoutwhatothermindsinoldenandmedievalaswellasmodern
times,inwidelydifferingOrientallandsaswellasOccidentalones,thoughtofthese
mattersfinallyhehastoconsulthisownreasonand,aboveall,hisownintuitionand
comparealltheseviewsquiteimpartiallyandwithoutselfishinterest.
147

Wemustapplyhumanreason,notsupernatural"revelation,"toallourproblems,ifthey
aretoyieldpropersolutions.
148

Modernmanisbeingledtospiritualtruthbyanewpath,byreason'sdiscoveriesrather
thanbyrevelation'sdogmas.
http://paulbrunton.org/notebooks/7/3

14/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

149

Exaggeratedrespectforestablishedviewscansoonleadintoservitudetothem.
150

Mendisputeovertruthandfailtoagreeandhavedonesoforthreethousandyearsat
least,accordingtoChineserecords,fourthousandatleastaccordingtoEgyptian
traditions,andlongerstillaccordingtoIndianbeliefs.
151

Theeducationalinstitutionspurveyinformationbutonlygreatsoulscanprovide
inspiration.
152

Weshouldnotdefendsoundtruthsonunsoundgroundsnorshouldwedefendunsound
truthsonsoundgrounds.Ithappensoftenthaterroneousreligiousdoctrinesorfalse
mysticalteachingsaredefendedbydeclaringthattheypertaintoahigherdimensionand
transcendtheintellectualcapacitytounderstandwheninfacttheyalsotransgressagainst
itscapacitytoreasoncorrectly.
153

Itishisinalienableprivilegetoholdwhateveropinionhepleases,asitistoholdwhatever
religiousbeliefsustainshim.Butitmustbesaidthatthereisavastdifferencebetween
whathehasinheritedandacceptedunchangedfromsocietyorfamily,andwhathehas
arrivedatbyhisowndiligent,determined,original,andindependentresearch.
154

Authority,thetwokindsofexperienceordinaryandmysticlogic,reason,intuition:
eachoftheseistoberegardedasavaluablehelpineliminatingerrorordoubtand
ascertainingtruthorfact,butnoneistoberegardedastheonlymeansofdoingso.
155

Thereareveryfewrightthinkingpeopleforthesimplereasonthatthereareveryfew
peoplewhoeverthinkatall.Ohyes,therearemultitudesofpeoplewhoshuffleready
madethoughtsintheirbrains,justastheywouldshufflecardsatatableaftertheyhad
beenhandedthecards!
156

Thisfreedomwhichmustbegiventotheintellectualapproachtoandcommunicationof
truthforbidsanarrowrigidconformitytoanyoneoftheknownsystems,whose
comparativestudyisitselfabeneficialconsequence.Itmustapplytoallofthem,evento
thetermsandimagesusedbythemind.
157

InthiskingdomofTruthIacceptnoauthoritysavethatofReason.
158

Rationalismmustreplacesuperstition.Reasonmustreignsupreme.Allarbitrary
assumptionsmustbediscarded.Themindmustpreserveitshonestintegrity.Thought
mustbesetfreefromauthority.Inquirymustbefearless,full,andunbiased.
159

Wemayacceptthejudgementofauthoritybutonlyafterwehaveexaminedthehistory
andtestedtheworthofsuchauthority,beitbookorman,traditionorinstitution.
160

Heiswaryoffallingintosuperstition,whethersanctifiedbyreligion'sfaithinthe
intangibleorbyscience'sincapacityforit.
http://paulbrunton.org/notebooks/7/3

15/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

161

Hewillstudyseveraldifferentteachings,approvinghere,disapprovingthere,suspending
judgementoften,butcommittinghimselftonone.Hecanaffordtowaitforthemost
satisfactoryoneortoremainpermanentlyfree.
162

Sincethesemahatmasdisagreeoncertainpoints,itisobviouslysafetofollowthemonly
onthosepointswheretheydoagree.
163

Beforewetrytoridourselvesoftraditionsweoughttomakesurethatwehavelearnt
theirbestlessons.
164

Hewhoisdiscontentedwithconventionaldogmasandwhodisagreeswithorthodox
authoritiesmustbewillingtothinkinisolation.
165

Whenheisunreceptivetonewideasunlesstheyhavefirstbeenauthenticatedbyacertain
particularteacher,cult,orbook,heistrappedinaclosedsystem.
166

Judgeeverysource,andtheteachingwhichemanatesfromit,independently.Makeuseof
confirmatoryornegatorycommenttohelpyouinthematterbutdonotfollowanyof
theminutterblindness.Foryoucannotevadeyourpersonalresponsibility.Whetheryou
acceptorrejectateaching,justbecauseyouacceptorrejectaparticularinstitutionor
authority,yourjudgementwillbethereanywayhiddeninyourbelief,onlyitwillbethere
unwittingly.
167

Thereisnoneedtodepartfromreasonbutonlytoillumineorinspireitsworkingby
intuitiverevelation.Butwhereoneisunabletoprovidethishimself,thenheoughttogo
tothegreatmastersforit,orconsulttheirwritingsiftheyareunavailablethrough
distanceorinaccessiblethroughdeath.
168

Sinceallteachingsarerelatedtothestageofdevelopment,thetimeinhistory,andthe
areawheretheyaregivenout,theymustberegardedasrelative.Thismeans,intheend,
thattheyarearguableand,evenmore,thattheyarepersonalopinions,speculationsin
someone'smind.
169

Tostudytheimaginationsandtheoriesoflimitedmindsuponthissubjectistowastetime
andsquanderenergy.
170

Evenifabeliefwereheldthroughouttheworld,itisnottherebyproventrue.Itmaystill
beaworldwideselfdeceptionor,morelikely,traditionallyreceivedsuggestion.
171

Arewetorejecteverymachine,ship,carriage,andalphabetmerelybecauseLaoTzu
recommendsustodoso,andheisanilluminatedsoul?Thisshowsupthechildishnessof
settingupasingleabsoluteauthoritytocoverandgoverneveryfacetoflivingand
thinking.
172
http://paulbrunton.org/notebooks/7/3

16/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

Hewhohasmadethisresearchaseriousmatter,whohastravelledwidelyinitscause,
listened,seenmuchandreadmore,whohasbecomewelleducatedinthesubjectand
quitesophisticatedinitsapplication,isentitledtoholdviewseventhoughtheydonot
coincideatallpointswiththetraditionalones.
173

Nohumanauthoritycanbefinalforallauthoritiesareliabletomakemistakes.Hehasto
settlethesequestionsinascientificmannerbyappealtofactsandreasonor,whereitis
notpossibletogetthefacts,tomakeitquitecleartohimselfthatheisholdingabeliefas
anopinionandnothingmore.Certainly,itcannotbeheldasatruthwhenitisheldonlyas
anopinion.
174

Byrefusingtobetiedtoaparticularschool,oneremainsfreetostudyasmanyofthe
doctrinesofthedifferentschoolsashewishes.Theteachingsofoneorganizationshould
helphimtoseethelimitationsofanother.
175

Insteadofmerelyrepeatingcertainsentenceswhichyouhavereadorbeentaught,think
themoverforyourself.IfyouwerereallytheRealhowcouldyoubecomeIllusion?If
youweretheTrue,howcouldyousucceedindeceivingyourselfsofarastobecomethe
False?Ifignorance,error,andillusioncanhappentotheOneMind,thentheyarejustas
powerfulasIt.
176

Itisnotothermen'sknowledgeandpowerthatwehavetolivebyintheend,butour
own.
177

Thosewhoareabletothinkdeeplyuponsuchmattersandarealsoquitewellinformed,
willfindthatmuchoftheirthinkinghasbeendoneforthemalreadybysageswho
precededus.
178

Suchamandoesnotaskwhetherthisideaisincludedinthebodyofideaswhichhehas
hithertoacceptedbyinheritanceortradition,education,orchoice.Heasksratherwhether
itistrue.
179

Learnfromthepastwithoutbecomingamereimitatorofit.
180

Ideasareimposeduponthemindfromvarioussources,acceptedconsciouslyor
subconsciously,swallowed,andlaterregurgitatedasiftheywereone'sown!Suchisthe
powerofsuggestion!
181

Ifweallowauthorityindoctrinetostepbeyonditsrightfulplace,theninsteadoffulfilling
ausefulfunctionitparalysesourpowersofthinking.
182

Whateverthereasondoestodissolvesuperstitionservestoopenawaytodiscover
anothertruth.
183

Whenastrongermindimposesitsideasonaweakerone,itiscalledteaching.Whenthe
http://paulbrunton.org/notebooks/7/3

17/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

weakermindreceivesthempassively(becauseofitstrustintheguru'sauthority,his
presumedknowledgeofwhathetalksabout)itiscalledlearning.
184

Theindependentthinkercannotconformtotheopinionsofhisagemerelybecausehe
happenstobelivingthenhewillnotcuttheclothofhisthoughtstopatternsbyhis
contemporariesbutalwaystohisown.
185

Whenhebeginstoscrutinizethereligiousandintellectualauthoritybehindwhatheis
taughtorreceives,andespeciallytheirsources,questionscomeup,doubtsfilterin.
186

Aman'shighpositioninonefieldofactivitydoesnotnecessarilyaddgreatweighttohis
pronouncementsinatotallydifferentfield.Hispersonalknowledgeinthesecondone
maybeabsolutelynil.
187

Acceptanceofateachingoughttocomefromadeeperlevelthansurfaceattractiononly.
Thereoughttobeunderstandingalso.
188

Thepowerofmindneededtofindtruthisnotcommonlypossessed.Thosewholackit
canbenefitbythediscoveriesmadebythesages.Buttheyoughttotestthemintheirown
lifeexperiencetoconfirmwhethertheybetrue.
189

Othermenalsohavestrivenforselfmastery,havesoughtfortruthsincecenturiesago.
Heshouldtakeadvantageoftheirdiscoveriesandsecurethebenefitofwhattheyhave
learned.
190

Itisnotbywholesaleswallowingoftraditionallyaccepteddoctrinesthatwearegoingto
expandourintelligence.
191

Thoseearlierstatementsoftruthhavetheirvaluebutitisunwisetoforgetthetimeand
placeoftheirmaking,forwemustrememberourown,too.
192

Whateverislearntfromthisvaluableheritageofthepastmuststillbeappliedinthe
presenttomakeitalivingforceinone'sownexistence.Thisbringsittofullmeaning
insteadofremaininghalflost.
193

Amidsuchdiversityofschools,thebewilderedstudentwoulddowelltopauseandstudy
thehistoryofthoughtbeforechoosingamongthemanyrivalscompetingforhisfavour.
Amidstsuchachaoticwelterofideas,heshouldlookratherforamasterkeywhichwill
reconcilethemallthanforasinglesatisfyingsystem,becauseundoubtedlyeachhasits
specialcontributiontomaketowardsthecauseofTruth.Thekeyexistsandsearchwill
finditout.
194

Theremaybenosenseofrecognition,nofeelingofancientfamiliaritywiththese
teachings,andyettheymayhaveastrongappealandattractionforhim.
195
http://paulbrunton.org/notebooks/7/3

18/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

Itisnotenoughinthesedaystoquotescripture.Therearemanywhodonotholditin
aweandwhoconsequentlyremainunconvinced.Itisnownecessarytoquotefactsalso.
196

Heneednotsharethetimidconcernforconsistency.Heneednotbeimprisonedforever
inviewswhichheheldlongago.Heneednotbeintimidatedbyhisownpastrecord,ifat
differentperiodsofhislifehehasslowlychangedorabruptlyalteredhisworldview.
Hadhenotbeenaseeker,quiteprobablythiswouldnothavehappened,andhewould
haveremainedsunkintheignoblecomplacencyofthoughtlessorthodoxy.
197

TheBuddha:"Donotbelievemerelybecausethewrittenstatementofsomeoldsageis
produced."
198

Whynotacceptthebestofthepast?Itisattheleastasvaluableasthebestofthepresent,
whilehavingtheaddedadvantageofhavingbeentestedbytime.
199

Thesewritingshaverousedsomesleepingminds,andgalvanizedsomesleepingsouls.
Withthattheirworkwasdone:teachingmustbesoughtelsewhere.
200

Itisnoteasytostruggleagainstancientandstrongrootederrors.Forsomeofthe
seemingescapesturnouttobemerelyanotherkindoferror.
201

IopentheOldTestamentandencounterthesentence:"Thereisnothingnewunderthe
sun."Thisjudgement,madethousandsofyearsago,isechoedinmemorybythemore
recentoneofJeandelaBruyere:"Everythinghasbeensaid."Yetbookskeeponpouring,
likeaflood,fromthepresses.So,oldthoughtscirculateinnewminds.
202

MostpeoplelooktotheEastforlivingrepresentativesofthisknowledgeandtoancient
ormedievalliteratureforwrittenrecordsofit.Theyfallintothefaiththatthedistantis
better,andthedeadarewiser.
203

Ishetoremaintheprisonerofhisownpastthinkingorishetofreehimselffromit?Ishe
toremainfaithfultoeverythingheoncebelievedevenafterhehasfoundittobeno
longertrueoronlypartlytrue?Haslonghabitsocommittedhimtocertainideasthathe
cannolongerescapeintobetterandlargerones?
204

Thesepeoplepulleddowntheblindsovertheirmindssoonafterreachingmaturity,
becausetheydidnotdesiretoseeanyhorizonwiderthanthemustydogmaswhichthey
possessed.
205

Theindependentmindedseekerwillwelcometruthfromanyquarter,anyera,willbe
avidforwhateverfragmentsofithecanfind,andwhereverhemayfindit.
206

Whyhideviewswhichawideexperienceandwiderstudyhaveforcedintosupremacy?I
respectwhatthepasthasbequeathedusbutthismustnotbeallowedtoenchainusto
themalone.
http://paulbrunton.org/notebooks/7/3

19/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

207

Heshouldtaketheseoldtextsandrendertheirideasmoreintelligibletohisown
generation.
208

Thesearchforthespiritualtruthandthespiritualselfcannotbeeconomicallydone,in
termsofenergyandtime,iftheworkanddiscoveriesofothersareignored.Sothe
recordsleftbypastmenandtheexperiencesofpresentonesareworthourstudy.They
giveitaspiralpatternitmovesaroundthroughthem,turns,andclimbshigher.

Books
209

Theunderstandingofsuchdeeplymetaphysicalwritingscallsforaneffortonthereader's
parttousehisownmentalenergyasactivelyastheauthorhadtousehisownduringtheir
creation.Thereader'staskis,ofcourse,immeasurablyeasierthantheauthor'sforhehas
hadthepioneerworkoftracklayingperformedforhimbutevensoitishardenough.
210

Thereflectivestudyofthesehighgradewritingsforcesthementalgrowthofthestudent.
Theabsorptionoftheirspiritelevateshimforawhiletothespiritualplaneoftheauthor.
211

ArebooksnothingmorethanpiecesofpaperasafamousHindusaintoncesaidtome?
Havetheybroughtnopositivehelptosufferingmen,noguidancetobewilderedones,no
lighttogropingminds,nopeacetoagitatedhearts,notruthtodeludedseekers,no
warningtomisguidedmasses?Iftheyhave,thisalonewouldbetheirjustification.They
havetheirplaceeveninthemostunspiritualandinmanyspirituallives.Theconfusions
ariseonlywhenthelimitationsofthisplaceareignored,ornotperceived.Mysticswho
condemnintellect,andthereforebookswhichspeakfor,orfrom,theintellect,should
keeptheircondemnationwithinitsownproperlimits,too.Withthisplainlysaidasa
safeguard,wemaymoveovertotherestrictedstandpointoftheHindusaint.Theneedof
silencingtheintellectisparamount.Ifitisignoredinfavourofthereadingofendless
books,orthewritingofnumerousnotesextractedfromthem,themankeepshisintellect
constantlyactiveandthuspreventshismindbecomingstill!Whatistheuseof
accumulatingnotesandbooks,whichareoutsidehim,whenthemindwhichmustbe
conqueredisinsidehim?Eachbookthatisreadrepresentsastirringupofthoughts
whereaswhatisrequiredofhimisasilencingofthem.Thereisnolimittothenumberof
booksthatcanbereadornotesmade.Evenworkingtwentyfourhoursaday,hecouldgo
onactivatingintellectuntilhedied,therebyavoidinghisdutyinmeditation.Readingis
usefulinthepreliminarystagestoconvincehim,toclearhisdoubts,andfinallytotell
himwhattodo,thatis,topractisemindstilling.Butifhedoesnotdoit,hisknowledgeis
wasted.
212

Inthismatterofreadingbooks,weshouldbetrulygratefulfortheirplentitude,their
helpfulness,andtheirvariety.AndforthoseinterestedintheOrientalmodesofthought,
theymakereadilyavailableteachings,ideas,andtraditionswhichnotsolongagowere
availableonlytothefewwhowerewealthyenoughorbraveenoughtomakethelong
journeystostrangeremotelands.
213

Therearemysticswhoshowintheirsayingsacontemptforbooksaboutmysticism.They
http://paulbrunton.org/notebooks/7/3

20/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

wouldbebetteradvisedtopointoutthatitisonlywhenacertaindevelopmentisreached
thatthequestershouldturnasidefromhisbooksinordertopractisewhathelearnedfrom
them,shouldstopreadingandstartmeditating.Certainlyreadingisnotenoughandthe
workshouldnotstopwithitthereisneedtogoinwardsbywayofmeditationandthus
turntheoryintopractice.Butthisisfarawayfromthetotalrejectionofreligious,
mystical,andphilosophicliteraturethoseantiintellectualfanaticsurgeupontheir
followers.Theveryfactthattextswerecomposedthousandsofyearsagoandthatthey
havebeenwrittencontinuouslyeversinceshowsthatthereisarealneedforthem.They
cananddohelpseekers.
214

Itisunfairofthosewhoperceivethelimitationsoftheintellecttodecrybooks.Onlyif
theyfindthemselvessufferingfromtheDarkNightoftheSoulforatimearebookslikely
tobeoflittleserviceormakelittleappeal.Atallothertimesinspiredworkcangivesome
reassuranceorrestoresomecalm,justasperceptiveworkcangiveneededintellectual
food.Butif,duringthepressofpersonalpreoccupations,theydonothingmorethan
remindusoflargerissues,theystillrenderaservice.
215

Wearehelpedindeedeverytimethatwediscoverinsomebodyelse'swritingsanidea
whichhasbeentryingtoformulateitselfinourownmindbutwhichcouldnotpiercethe
cloudsofobscurity,vagueness,anduncertaintywhichsurroundedit.
216

Eventhoughitisindirectandnotpersonal,thehelpwhichisgiventhousandsofpeople
throughtheprintedsheetpossessesaworthwhichonlythosewhobenefitbyitcan
properlyestimate.
217

Whenhefindshisowninnerexperiencesdescribedinthepagesofabook,hefeelsmore
assuredabouttheirreality.
218

Metaphysicalbooksarebeststudiedwhenalone.Theconcentrationtheyneedandthe
abstractiontheyleadto,areonlyhinderedorevendestroyedbythepresenceofothers.
219

Thosewhocomplainthatthisphilosophyisunintelligible,therebyexposetheirown
insufficiencyofintelligenceandtheirownlackofmentalcapacitywherewithtograspits
positionandconclusion.Fortheremustbeanaffinitybetweenthecreativenessofthe
writerandthecomprehensionofthereaderwithoutitbothwillbepeeringateachother
throughanopaquefrostedglasswindow.
220

Manypersonshaveneverevenhadtheaccesstobooksonthesesubjects,northechance
togettuitionpersonally.Butnowallthatischanged.Forallwhocanreadcanuncover
todaytheoncehiddenwisdomoftheEast.Andtodaytheproportionofthosewhocan
readisnotonlyimmenselylargerbutisrapidlyenlarging.
221

Itistruethatreadingsheetsofprintedpapercannottaketheplaceofpersonalinner
experience.Butthisdoesnotstampthemasuseless.Theyprovidebridgestosupportthe
aspirantandthushelphimfindhiswayfromhispresentfamiliarstatetothefartherone
heseekstoreach.
222
http://paulbrunton.org/notebooks/7/3

21/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

Noteacherandnobook,howeverinspired,cantransformadiscipleintosomethingnew.
Whattheycanandusuallydoistokindlethedisciple'slatentcapacities,tobringouthis
innateviews,andtoclarifyhisvaguetendencies.
223

Bookscanbeusedtostimulatethoughtortoescapefromit:itdependsonthereader
whethertheyareusedtohelpfulfilthedutyofthinkingforoneselfortoevadeit.
224

Throughbookswemayborrowtheexperienceofothersandsaveourselvescostly
experiments.Suchlivingbyproxyispainless.
225

Whereateachingissaidtobebasedonanancienttraditionyetneverquotesatraceable
source,anoriginaldocument,onemayneedtousesomecautioninquotingit.
226

Hewilllearntoknowsometruthbetterthroughexperiencethanthroughbooksbutmore
truththroughbothtogether.
227

Themysticsmaydecryintellectanddisparagetheworthofliterature.Buthowmanymen
haveturnedinhardperiodstotheclassicsamongbooksandgotpoweragainst
depression,gotwisdom,guidance,orconsolationsfromthem!
228

InthemasterworksoftheEasternancients,intheprofounderclassicsoftheEuropean
heritage,andeveninthefeweroutstandingAmericanpieces,thereisenoughmaterialfor
study.
229

Wecanusuallyfindrefugefromtheworldofactionbytakingtotheworldofbooks.
Then,stressandturmoilleftbehind,andrestfullyensconcedinchairorbed,pictured
scenesmaybeenjoyed,orideasreceived,whichactlikeaholiday.
230

Liveintheatmospherewhichgreatbooksbring,theirtruerandwiderideas,theirfiner
exaltedideals.
231

Mostmenarenotyetbuilttowaitinthesilenceforthevisitationofthespiritoftruth.It
needsmustbedescribedinwordsforthem,bytheintellectfortheirintellect.
232

Solongasmenhavethinkingminds,solongwilltheyneedteachings,instructions,
explanations,andclarifications.ItisinvainthatKrishnamurtiandPakSabukclaimto
havenoteaching:theygiveonethroughtheirtalksandwritings,whatevernamebe
affixedtosuchcommunication.
233

Erasmuswentsofarastocallthebookswrittenbysaints"whereinissomuchofthem,in
whichtheyliveandbreatheforus...theholiestandmostefficaciousofsacredrelics."
234

Someofuscannotaffordtowaituntilthehairturnsgreyaroundourtemplesbefore
acquiringamodicumofwisdom.Weneeditbeforethen.Forusthereforethereare
books,therecordedwisdomofothermen,theinscribedexperienceboughtbytheirpain
http://paulbrunton.org/notebooks/7/3

22/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

andtheirstruggle.
235

Outofthesilenceofthedeadpastthereareathousandinspiredvoicestospeaktothe
livingpresent.Iftheaspirantwilllistentothem,thesevoicesofnobleandilluminedmen
mayinstructandguidehimthroughdifferentstagesofthequest.Theyaretobeheardin
booksbothwellknownandlittleknown.
236

Arescripturalrevelationstheonlyonesworthheeding?Havenothightruths,evengreat
teachings,appearedintheworld'sthought,poetry,andintuitionoutsidereligion,outside
officialdom,outsidetheacademichalls,outsidetheinstitutionsandorganizations?
237

Wemustadmireandpraisetheexact,accurateandscrupulousmethodsofacademic
scholarship.
238

Atenetwhichfailstobeinterestingorhelpfulbecauseitmystifiesone'smindshouldbe
putforwardasecondtimeinplainerlanguage.
239

Whenweputtheseabstruseideasintopopularlanguage,wemustbecarefulnottodoso
atthecostofsacrificingtheirsignificance.
240

Afounderofacultorareligionhastoclaiminspiredpropheticauthority,butanauthor
cangivehisideasonamerelyintellectualbasis.
241

Ifamanwhopurportstospeakorwriteonbehalfofanyteachingletshisownpersonal
ideasgetmixedintothosehereceived,theresultingproductwillbeadulteratedandcould
evenbedistorted.
242

Mostofthetextsofthehiddenteaching,liketheUpanishads,donotdisclosethelogical
stepsbywhichtheirconclusionsareattained,butonlyaffirmtheconclusionsthemselves.
Thiswasdonebecauseitwaslefttotheteachertoexpoundvocallyandsupplypersonally
whathadbeenleftout.Butthisisunfortunateformodernstudents,forteacherswho
knowtheOverselfarealmostnonexistent.
243

Condensedinthought,summarizedinstatement,theHinduUpanishadsandsimilar
worksneededateachertoexpoundandexplainthem.Butthisisnottosaythatintuition
andintelligencecannot,ifsharpenedproperly,cutthroughaloneintotheirmeaning.
244

Theacademicwritersandauthoritiesmustbehonouredfortheirpainstakingstudy,their
diligentdocumentationofstatementsmadeandevidenceoffered,theirsearchafter,and
laterassemblyof,recordsneededtounderstandaparticulartopicorsubject.
245

Itisahelpfirst,toclearhisthoughtsandsecond,tocommunicatethemtoothermen.
246

Eventhosewhotakephilosophyasamerelyacademicpursuitarenotwastingtheirtime.
Learningwhattheworld'sthinkershaveputforwardastheirbestwisdomorsharpest
http://paulbrunton.org/notebooks/7/3

23/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

observationhasitsplaceandvalueintheintellectuallife,justascomparativestudyof
religionshasitsvalueinthereligiouslife.
247

Toreadwhatothershavewrittenistoreadwhatothershavethoughtorfancied.
248

Thesegreatveritieswillalwaysbearrestating.Theyaretooimportanttobesaidonceand
forall.
249

Ifeveryknowerofthedivineweretoliveasifhewerestruckdumborasifhiswriting
handwereparalysed,noneofthegreatworldrevelations,truthstatements,orgospels
wouldhavecomedowntous.Onlytheenlightenedsageisentitledtosaythatsilenceis
thebestteacherforhealonehasthepowertouseitadequately.Butsuchgeniusesare
extremelyrareandforanyoneelsetoutterthephraseismerelytobabblewords,to
misleadandtoconfuse.Inwhatwaydoesitservethehearerorthereader?
250

ThehighlycompressedsentencesofaLaoTzuteachusmorethatmattersthantheprolix
extendedpagesofamerelybooktaughtbutdrymind.
251

Sometimesaman'swordsarewiserthanheknows.Sometimeshespeaksatruthabove
hisordinaryknowledge.Butthesetimesarerare.
252

Itisnoteasytogivealistofphilosophicalbookstobestudied.Firstofall,philosophy
hasahigherdefinitionthanthecurrentone,forwhatusuallypassesunderthatnameis
onlymetaphysics.Therecannotbeanyphilosophywithouttheadvancedformsof
meditationpracticewhichhavebeencalledultramysticforwantofabetterterm.
Metaphysicsisguidedbythelightofreasonalone,andadmirably,sofarasitgoes,but
thatisnotfarenough.Thisisbecauseallthethinkingintheworldwillintheendonly
yieldaconclusion,whichisanotherthought.TheOverselfisnotathought,butBeing.
However,thereissuchathingasthe"MetaphysicsofTruth"whichisreasoning
disciplined,chastened,andcheckedbythehighestpossiblemysticexperience.Thereare
nobooksonthissubjectavailableinEnglishyet,butthereareafew,hundredsor
thousandsofyearsold,availableintheEast.Unfortunately,theyarewritteneitherin
Sanskrit,Pali,Tibetan,orChinese.Ofthese,afewonly,abouthalfadozen,havebeen
translatedintoEnglish.Butthesetranslationsweremadebyphilologistswithoutthe
experienceofadvancedyogatoguidethem,hencetheyareunintelligible.Itwouldbean
utterwasteoftimetotrytounderstandthem.Fortunately,someofthesedocumentshave
beenreviewedwiththeassistanceofqualifiedguidance.Someday,probablyina
philosophicmagazine,hundredsofpagesofnotesandtranslatedexcerptsfromthese
littleknowntextswillbepublishedforthebenefitofstudents.Meanwhile,onewhois
inclinedtodosomaystudytheworksofsomeofourWesternmetaphysicians,butonly
inpart.Fortheyhavegoneastrayandlostthemselveseitheringrosserrors,inhalferrors,
orinfancifulspeculations.Keepingsuchreservationsinmind,thestudentmayread
Berkeley,Schopenhauer,Kant,Russell,Bergson,Spencer,Fichte,Joad,Radhakrishnan,
Hamilton,Malebranche,Locke,Hegel,andMonsieurCousin.Thesemaybesaidtocome
nearest,inparticularpointsonly,tothehiddenteaching.However,itisnotwisetoplunge
intosuchacoursealoneandunguided,forhewillemergewithmorebewildermentand
confusionthanbefore.
253

Abeginnermaycertainlyaidhissearchforknowledgethroughwidereadingand,
http://paulbrunton.org/notebooks/7/3

24/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

possibly,throughattendanceatsuitablelectures.Someveryfineworkshavebeenwritten
bythephilosophersandmysticsofallages.Thesewritingsmaybringintohislifealittle
emotionalinspiration,intellectualguidance,andpowerofwilltohelphisstruggle
throughtheyearsoflongandunavoidableendeavour,andtheycantothatextentactthe
partofateacherandguide.
254

Isthenourwritingnothingmorethanblackinkonwhitepaper?Havewenothingto
communicatethatissublimeenoughtosurviveitsreading?
255

Thebookcanbeoneofhismentorsatatimewhenheistooyoungtohaveacorrectset
ofvalues,andithelpstosupplythedeficiency.
256

Erudition,education,evenscholarshipifputundertheproperrestrictinglimitsoffer
usefulcontribution.
257

Atlasthecanmeetwithanexpressionoftruththathasarecognizableface.
258

Eachtimewereadsuchtruthitcomeswithliberatingfreshnessandbecomesastimulant
toaspirations.Thedegreeofitspowertohelpusisconditionedonlybyitswriter'sability
tocatchitsheartandconveyhisperception.
259

Itisbettertolooktwiceatsomeassertions.Sometimesitiswisertolookbeneaththe
wordsthemselvesandscrutinizethecharacterofthewriterhimself.
260

Thefinalrealizationoftruthisnotfoundinanydocumentshoweversacredandhowever
worthyofmen'shighestregardtheyareheldtobe.Buttheymayconfirmtherealization,
mayalsogiveareferencepointwhenattemptingtocommunicateittoothermen.
261

JustasthemanwhostandsonthesummitofaHimalayanmountaindoesnotneedthe
testimonyofanaltitudemetertotellhimthathereallyhasascendedtoaloftierlevelthan
thatoftheplains,sothemanwhoentersintohisspiritualbeingdoesnotneedreason's
proof,someoneelse'ssayso,orscripture'stesttotellhimso.
262

Therearemanywhoreadthroughsuchwritingsonlytofastenonthoseparagraphswhich
agreewiththeirownbeliefs.
263

Everykindofmaterialappearsnowadaysupontheprintedpage,fromutternonsenseto
loftywisdom.Aneditormayplaceimpartiallyonthesamepageofhisnewspaperor
magazinetheinspiredutteranceofanewprophetalongsideofthereporteddescriptionof
anephemeraltriviality.Indeed,thetrivialitymaybegiventhegreatestprominence,
whereastheinspiredtruthmaybetuckedawayatthebottomofacolumn!
264

YoumaywritehistoricallyaboutacountryoramanbutnotaboutTHAT.Itisoutof
time,beyondallevents,happeningsandchanges.Thereisnodifference,noteventhehint
ofahint,betweenwhatitwasandwhatitis.Thereisinthissense,nothingatalltowrite
http://paulbrunton.org/notebooks/7/3

25/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

concerningtheReal.
265

Theworstbooksaremererepetitionsandthebestaremereexercisesinintellection.
266

Mostsuchbooksarelimitedbythefactthattheauthor'ssourcesofknowledgearemainly
intellectualandonlysomewhatintuitional.Hehasreceivedhisknowledgechieflyfrom
largescalereading.
267

Nosinglebookshouldbemadeintoaninfalliblebible,evenifitbeworshippedbya
millionmen.
268

Theintellectuals,caughtinatrapofeverlengtheningdiscursiveknowledgeandanalytic
thought,listeningtoendlessdiscoursesandreadingtheeverappearingbooks,livebehind
awallofnonunderstanding.
269

Theexperienceofilluminationisworthalibraryofbooks.
270

Itisnotveryinspiringtoreadthesespiritualcommentaries,howeverrarefiedtheir
metaphysicsmaybe.Fortheylackverve.Thereader'sfeelingsarenotstirred,henever
getsevenasinglefitfulglimpseofthekingdomofheaven.
271

Thewordsofthebookcancarryyoutoacertainpointinconsciousness.Whenthisis
reachedyoucangofartherandhigheronlybyclosingthebook!Ithasservedyouwell
butyoumustturnnowtoanewsource.Letthoughtscomeintoquietudeintuitionwill
taketheirplace:aholypresencewillbefelt:surrendertoit.
272

ConstantattentiontoGodwillawakeninone'sownawarenesssomeoftheknowledgehe
isseekinginbooksandspiritualstudy.
273

Abookwhichisunintelligibletothereadermaybesowiseastobeabovehishead,but
ontheotherhanditmaybesolostinturgid,enigmaticmystificationthatitisbelowhis
head.Theannalsofbothreligionandoccultismbearwitnesstothisfact.
274

Thegreatestliesandthegreatesttruthsappearonpaper.
275

Thesameprintedpagecausesdifferentreactionsindifferentreaders.
276

Peopledonotgiveenoughweighttothefactthatevenifclaimorcriticismisprinted
frominkedlinotypeonwhitepaper,itscorrectnessisnotawhitmoreguaranteedthanif
itwerenot.
277

Heprojectshisownthoughtintowhathereads,imposeshisownconceptiononthe
author'sandthenbelieveshehasunderstoodhimcorrectly!
http://paulbrunton.org/notebooks/7/3

26/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

278

Thereligiousoreventhemysticalwriterisnotconcernedwiththeaccuracyofhis
statements,themeaningofhiswords,ortheregardforfactsasisthephilosophicwriter.
Onthecontrary,hewriteswithabandon,revelsinemotionandseekstoinciteit.
279

Wetellthestudenttostudybutwedonottellhimtobelieveeverythingthatheseesin
print.Heistostudyinordertofindasingletrueideaamongseveralfalseones,heisto
readforthefewtrueideasamongmanyhalftrueones.Thatis,heistoread
discriminatingly.
280

Ifyouknowtheprecisesourcesofaman'sinspiration,youwillbeabletomeasuremore
correctlythetruthofhisproclamations.Butyoucannotdiscoverthemfromhisown
statement,forhemaybemistakenorunaware.Togetatthem,youmustaddcritical
analysistosympatheticselfidentificationwithhim.
281

Ifyoumentallycorrectafalsestatementwhichyouhearorafalseteachingwhichyou
read,youdefendyourselfagainstit.
282

Aspirituallyinspiredbookshouldbereadslowlyandfollowedreverently.
283

WhenyouapproachavolumecontainingthetrueLIGHTitwerebetterthatyouputaside
theoldandestablishedcanonsofcriticismwhichelsewhereserveyousowell,buthere
areaboutasusefulasacandleonastormynight.
284

Innomattersshortofultramysticexperienceneedhediscardreasonandrejectscientific
knowledgeatthebiddingofanybook,howeversounditsotherinstructionmaybe.He
mayremainequallyunenthusiasticovertheologicalfancieswhichonceprovidedserious
occupationtoboredindividualswho,havingdesertedtheworld,hadsomehowtofilltheir
time.Heneedwastenotimeovermetaphysicalsophistriesandlogicalhairsplittings
whichagitateddreamerswho,havinglosttheirfirmfootingonatoilingandsuffering
earth,becameaviatorsbeforeairplaneswereinvented.
285

Acontinualroundofreadingmayyieldpseudoprogress,thefeelingofmakingcontinual
growth,butafterallitwillonlyaddmorethoughtstothosehealreadypossesses.Onlyby
thinkingoutforhimselfwhatheisreadingandforthishewillneedabstentionfromit
willhebeabletoaddunderstandingtoit.
286

Takethemeasily,donotworryaboutanypartsyoudonotunderstandjustnow.Youwill
findthatafterayearortwo,ifyoucomebacktoreadthosepartsagain,theyare
becomingclearer.
287

Itisbettertogototheprimarytextsthemselves,eventhoughittakeslongertodelve
sufficientlyintotheirmeaning,thantowadethroughthesecondhandcommentariesof
others.Thereis,however,anexceptiontothisrule,andthatiswhenawriterwith
penetrativeinsightandcreativepowertakesholdofatextandputsitsmeaningsand
relationsbeforeuswithalltheskillthathepossessessothatthewordsbringaboutan
intenseemotionalandmentalreactioninthereader.Weneednotlooktodryacademic
http://paulbrunton.org/notebooks/7/3

27/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

punditsforsuchworks.Onlywhenthemysticallevelofstudyandunderstandinghas
becomeinsufficientwillhebereadyforanewandhigherlevelofphilosophicstudy.
288

Astatementwhichputsintoportableformthewisdomlearntthroughmanyyears,even
manyreincarnations,isworthalittleanalyticthought.
289

Thegreattextsareworthyofdeeprepeatedstudy.
290

Ifanychapterinanybookhassomenutrimentforyou,acceptit,butifnotthenskipthat
chapter.Nooneisboundtoaccepteverythoughtofanywriter,norislikelyto,human
mentalitiesbeingaswidelyvariantastheyare.Noauthorisfitandqualifiedtomeetand
removeallthedoubtsofthesamehumanbeing,letaloneofallhumanbeings.
291

Everyreaderisaguestofeveryauthorwhosepagesheopens.Butwhetherheisan
understandingguestorabewilderedonedependsontwothingsatleast:onhowclearly
theworkisphrasedandonthedevelopmentwhichthereader'smindhasreached.
292

Ifwhathereadsbecomeshisownthought,communicationiscomplete.Thewriter
triumphs.
293

Withoutdenyinghisservicesorreducinghisrole,bothofwhichareobviouslylargeand
important,itisstillnecessaryjustlytocriticizeandcalmlytorejecttheflawsinhis
teaching.Toacceptthemmerelybecausetheybearhisnamewouldbenotonlytosupport
themythofoneman'sinfallibilitybutalsotobedisloyaltothesearchfortruth.
294

Ifamanisunabletothinkforhimselfonsuchabstrusematters,heoughttorefertothe
worksofthosewhoareabletodosobutheshouldlookforsuchworksasarestamped
withoriginalityandindividuality,sothathecangethisthoughtsatfirsthandandnotat
secondorthirdhand.
295

Fewhavethetimetogothrougheverywordintheancienttexts.Soletuspickoutthose
sentenceswhichhaveapeculiarimportance,andalsothosewhicharemostoften
misinterpretedandmisunderstood.
296

Thereadingofmetaphysicalbooksrequiresacontinualexerciseofreason,aconstant
efforttoconcentratethought,andakeenprobingintotheprecisemeaningofitswords.
297

Whatisthepurposeofyourreading?Isitmerelytokilltime?Butifyouareouttolearn,
ifyouwanttofeelthatyouhaveprogressedasaresultofyourreading,thenyoumust
realizethatthereisawrongwayandarightwaytoread.Rememberyouhavenot
masteredanystudyuntilyoucanrestateitinyourownwords.Thebestwaytomasterthe
essenceofabookorlectureistoselectonlythemeaningofit,stateitinyourownwords,
andapplythemeaningtoexamplesdrawnfromyourownexperience,andnotfromthe
lecturer'sorauthor's.
Thewrongwaymerelywastestimefortheseriousstudent.Itscattersyourthoughtsand
http://paulbrunton.org/notebooks/7/3

28/29

14/5/2015

The Development of Intellect - Notebooks of Paul Brunton

diffusesyourmentalpowers.Itweakensyourmentalenergy.Andwhenyoutryto
rememberwhatyouhavereadthenetresultisnothing!Moreoverthewrongwayhasno
effectuponyouractivelifethewayyouworkandlive.Thatremainsunbenefitedby
yourstudy.
Nowthereisabetterwaytoread.
TheNotebooksarecopyright19841989,ThePaulBruntonPhilosophicFoundation.

http://paulbrunton.org/notebooks/7/3

29/29