the story of learning (1934).pdf

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?Jhe § toru o fJCearninó7 O

B y C A U D I U S , F. R. C .

Ofic ia l Publicatwn \ o . 1

Issued by the

R O S E ' C R O I X U N I V E R S I T T Rosicrucian Parl{, San José. C a l i f o r n i a

Copyright OctoKr.

By Ros c 'Cro ix U im crs í ty

Pr inn-d in U . S . A .



L ¡ h e M e d i n n i n ó

T IS a common error for us to attribute the beginning of the era of learning to that time when man began to leavedefinite signs of h¡s knowledge. For centunes, however.

preceding the development and formulation of a methodof intelligibly conveying his experiences to the minds of hiscompanions or to posterity, man must have been possessedof thoughts. Thoughts arise from experiences. It has longbeen a philosophical conclusión, and now a psychologicalfact, that man cannot have an idea or concept which isabsolutely free from association with previous experiencespersonally had or related to him. Therefore, when the humannad eventually attained the state when he was capable of analyzing the various sensations which aróse in his conscious-

ness, he had begun to think.Thinking is the first step in the process of learning . One

who does not think often is learning little. Our sensefaculties bring to us, in the course of an average day, nu-merous impressions of things seen, heard, felt, smelled, ortasted. The deg ree to which they excite our interest andcause us to realize them determines whether they will be re-tained in our memory and become elements of our thoughts.Thus, when we have realized an experience, whatever itsnature, we have learned something.

A considerable time must have elapsed, how long we donot know, between the first step of learning, the realizationof experiences, and the ability to convey thoughts in aform which could be comprehended by another mind. Wemay ¡ourney in imagination back to the latter part of thePleistocene age—the age of the great glacial descents.Here we find man struggling with his first attempt to pic-torialize his ideas. Crudely, with the aid of stone hammersand flint chisel, he etched on the side of precipitous cliffsor on the walls of naturally formed caves that constituted

his home, figures and designs representing his thoughts. Wemay, from these rough designs, trace even the developmentof thought. Some of these prehistoric writings, even thoughthey reveal to us animal life prevalent at the time, giveus no indication of what was intended by the writing itself.In other instances, however, we can clearly comprehendwhat the ancient writer or artist intended to tell us by hiscrude work. Unfolded before us, we find, in various places



A philoso phic sc ho ol of

An c ie n t Gre ec e.

throughout the world, ancient picture stories of a hunt forantelope or the chase of buffalo. W e see the flight of anow extinct species of bird or the combat of wild beasts.

Nature unwittingly furthered the advance of learning.Through her great convulsíons, the submerging of continents,upheavals resulting in mountain barriers and the slow en-croachment upon life of the great glaciers, she confinedhuman life to certain áreas. The natural inclinations of thepersons composing this early society were developed andsponsored by the need of the whole. There was a quicken-

ing of appreciation on the part of the members of earlysociety for the aptitude of their fellow- neighbors. This appreciation was the incentive that the arts needed for theirdevelopment. Culture follows security. When man's physicalneeds do not demand his entire attention, his mind is freefor other considerations. The existence of his own beingwas man's first great intriguing mystery. It was far moresimple to track the trail of a stealthy beast in the primevalforest than to find the source of the strange emotionalsensations arising within. The more bold and intellectually

adventurous began to conjecture aloud. In the days of ancient Greece we find the first public assemblies organ-ized for the consideration of major philosophical problemsand the sincere desire to advance knowledge for its own sake.

Ardiíniedes en¡?r<med

in a geometrical prob-

lem imau'arc oj soldiers

who would slay him.



Galileo at the inquisi'

ti on, d e f e n d i n g his

theory of th e un iver se .

tJhe ^World o f ^Ph enomenaFor several centuries the speculation of the schools of phil-

osophy centered upon man's conduct as to what constitutedgood and evil, as to what was the final end of life. These meta-physical abstractions aided tremendously in establishing mora!and ethical codes which outlawed such human acts as weredangerous to the progress of society. Their further contributionto society was the development of the mind and ability toanalyze problems which aróse in the course of human life. Atransition was gradually taking place. The great th'nkers werebecoming cognizant of the faci that man was merely one of the manifestations of the universe, and in many respects lessimportant than others. From this view- point there grew anappreciation of the kinship or unity of man to all that is.The searchlight of inquiry shifted for the momen+ from manalone to the world about him.

The ancient alchemist

who conceded chemical forínula- s with mystic

sy mbol s to p r e s e r v e

th em.

W ith Aristotle, 384 B. C., began the first serious methodicalinvestigation of natural phenomena. So extensive and profoundwere his researches that today we still retain the ñames he as-signed to different sciences such as psychology, biology, logic,etc. We, of course, realize that all the minds existing in thosedifferent periods were not equally edvanced, or in sympathywith the investigations and disclosures being made. As today,there were those who were bound by false beliefs and traditions.

With misdirected fervor theyopposed the advance of learning, believing it was to theirdisadvantage instead of to theirwelfare.

From the combination of sci-

entific conjectures and soundexamination of facts was bornthe spirit prevalent in the worldof learning today. We can stillread with admiration Democri-tus' atomic theory , Pythagoras'law of proportion, and Aris-totle's psychology.



For centuries, culture and learning, as far as could be out-wardly discerned, were more than lethargic, they seemed dead.

Secretly, they were very much alive. In stone cellars, g rottoes,and attics, working guietly and singly, were those within whomthe desire for light was ever intense. Handicapped thoughthey were, they bridged the gap between the oíd culture andperiod of learning and the new one which was to come. Theypreserved the knowledge which had been acquired and slowly

added to it. They were neither limited by creed ñor sect, ñor by scientific orphilosophicaI dogma of the ancient schools. Freedom in the search was theirkeyword. There shall be, they declared, no limit to knowledge— nothing which ¡tcannot transcend.

Sir Isaac T^ewton ex-

perimenting wi th light.

Political greed and thevanity of powerful eccle-siasts retarded the searchfor knowledge. The wealthof knowledge, accumula-

tion of centuries, the re-sult of mental labor and much sacrifice, was damned, destroyed,and suppressed. Rapldly, civilization lost her hold on the mindsof men and sank into the mire of ignorance, superstition, andfear. Dread and horror filled the hearts of men when theywitnessed the stupendous manifestations of nature. No longerwere these phenomena challenges to man, a daré to learn theircause and profit thereby.

Slowly the cloud of intellectual darkness began to lift. Galileo perfec ted thetelescope; alchemy emerged into chemistry; Bacon revived publicly the love forlearning; Harvey discoveredthe circulation of the blood;Newton experimented withlight. These discoveries elec-trified the world. The feverfor mental advancement be-came contagíous. Thousandssought the new centers of wisdom and learning. Ignor-

ance, the load of centuries,was gradually being removedfrom the minds and heartsof the people.

H arvey demonstrating

to s \ep tics the circula*

ti on of th e bl oo d.



c7he cRpse^ Groix cUniversihjEver in step, from the earliest times, with those who sought

understanding, truth, and wisdom, were the Rosicrucians.

Persecuted, condemned, ridiculed, they had endured withothers who had made their goal enlíghtenment. They num-bered among their brethren a number of the great dis-coverers of each age. They poin+ed with pride to the wiseand learned men who helped lift mankind from the mire,and they called them brothers. It is quite natural therefore,that they should have taken an active part in the establish-ment and perpetuaron of many of our traditional seats of learning. It is easy to understand why they hele sacred theprinc ipie of "F reedom in the search." They organized +heirown institutions, colleges, universities, etc., where such freedom would be assured. Nothing was too inconsequential, nofield of inquiry limited, no boundaries recognized if knowl-edge existed beyond them. This led to discoveries whichwere in many instances far in advance of the times, but notpublicly known for years later. Why? If they had beenpublicly revealed at the time of their discovery, so revolu-tionary were they in their nature that they would haveexcited public condemnation and possible destruction of theknowledge itself which was laboriously acquired.

It is most befitting that today such a university shouldcontinué to exist, perpetuating the early Rosicrucian ideáisand principies. It was made possible on July I I, 1934, whenthe Rose- Croix University of North America was appropri-ately dedicated. It is indeed fortúnate that it is locatedat the very ee of the Supreme Grand Lodge of the An-cient, Mystical O rder Rosae Crucis for the North AmericanJurisdiction in San José, California. There, those who compose the Board of Directors and its faculty will always, be-cause of their surroundings, be conscious of their obligationto the traditional ideáis and purposes of the O rder and



A r t i S t ic atm osp he ri c

se ttm gs are the ga tlu

ering p la c es for dis-

courses.

¡ts past great schools, colleges, and universities. Its studentbody will never equal in number those of the universitiesof the world, for ¡ts objects are far different. Those whoshare in the privileges of the Rose- Croix University will notbe those who seek knowledge or degrees alone to fortifythemselves in the business or commercial world. The Rose-Croix University will not make direct appeal to those whoseek wisdom for material ends. The Rose- Croix Universityshall make the acquisition of knowledge for ¡ts own sake

and personal satisfactlon in life the first consideration. Thesecond consideration, then, will be its financial or commercialvalué to the student. W ith less numbers, greater attentionto the personal needs of the student can be given by thefaculty. One must- understand that although the prime pur-pose of the university is a furtherance of knowledge for thesake of knowledge, such knowledge will be of a nature whichin many respects will be practícal and therefore of every-day help to the student.

Egypt ia n Queen

7 \e ferti t i . one of

ma ny archeologi-

cal ex ln bi ts avail-

ahle fo r exam-

ination.

O r i e n t a l a nd

E g y p t i a n Mu-seum co nta inin g

historical t r e a s

ures.



Rose ■ Cro ix University

sludents afforded a d í e ti tu re tuto micro*

icoptc uorld.

¿Intímate GlimpsesPermit us to escort you visually through the Rose- Croix

University. On previous pages we have pictonally conveyedto you the friendly, harmonious setting in which the university is located— spacious lawns with sheltered nooks for med-itation; plenty of opportunity for cloistered philosophicaldiscourses with others of like mind between lecture sessions,classroom demonstrations, or laboratory work. The proximity

to nature and the beautiful is inducive to the study of meta-physics and the physical sciences alike.

\ í a 11 f r ' s secre ta ex- posed 111 c h e m i s t r y

laboratory.

In stru ct io n and demnu- st rat io n m the ph vs ics

laboratory.



V i c u ' o f r a d i o

¡aboratory and iransimtter.

V i c U' of s<‘lar-

sea pe und he li o'

fcraph used in

s t u d y o f .solo

spectrum.

Lecture and de-

mnnstratuni hall.

To you, the prospective student, we wish to point out thefacilities which are afforded by the Rose- Croix University.Note the lecture and demonstraron hall. It is of amphi-~heatre style. Each student may easily observe the instructorwithout cbstruction of view at any time, as each row of seats is elevated above those in front,

There is an intriguing fascination about explonng the mysteries of the universe. The laboratories will give the student,under competent direction, opportunity to satisfy this yearn-ing and ga'n an appreciation of the magnificence of naturallaws. Age is no barrier to learning here. Young and oíd maypartake of wisdom.



As an additional benefit to students, visual education wiilbe included in the curriculum. Sound and talking motion

pictures will reveal to the student, in conjuncticn with his

own personal studies and investigations, the accomplishmentsof the great laboratories of the world. Thus each studentwill find it possible to keep abreast cf every oufstanding

discovery, scientific or cultural throuqhout the world, whichhas been reduced to the motion picture film. This will elim

ínate an unnecessary devotion of time to those fields e!-

ready weil explored, or the duplicaron o* research. A rer-erence library is maoe available to all the studen*< etteno-ing the Rose- Croix University.

Re se arch l i b r a r y a nd

Afmiv moni.

Perennal class

ins t ruc t ion,

Sound an d tal\-

ing motion piey t u r e pr nje cto rs fo r vi su al e d w

ca ti ón.



Prospectas and Curriculum

of the

Rose'Croix University of J\orth America

General Remarks

I. E N T R A N C E R E Q U IR E M E N T S .

The mínimum age Is 18, but there is no máximum age. It is necessary thatthe matriculant be an active member (of any degree) in good standing. of the Rosicrucian Order, A MO RC . Either sex is elig ible and there are noreliglous restrictlons. A fter expressing the desire to pursue a definlte courseof the curriculum, the student will receive from the university a short seriesof mimeographed instructions by mail, pertaining in a general manner to thesubjects which he or she wishes to study. A t the conclusión of the brief series they will be examlned on their knowledge of the preliminary instructions.Such an examination will determine whether they have matriculated or areeligible to enroll in the university.

Every student must take +he brief coaching and matriculation examinationwhich constitutes prepararon for class ¡nstruction. A fee of $3.00 must bepaid in advance of the preliminary instructions. If the student matriculates,

it will be applied on the tuition fee. If he or she does not, it will be forfeitedto defray the expense of the orelimlnary instructions and examination.

II. C O U R S E S .

The university is composed of colleaes. Each college has exclusive juris-dic tion over certain courses and subjects. To ascertain the courses one desiresto pursue it is necessary to refer to the curriculum of each college containedin this booklet. A student cannot enroll for the courses of all colleges at onetime. The student may enroll for the courses of only one college. The entirecurriculum of the college in which the student enrolls must be pursued. In

conjunction with the courses included in the curriculum of the college in whichthe student enrolls, he or she is obliged to include a certain number of semester hours of courses in one of the other colleges. (See outline of coursesof the colleges for further explanation.)

The terms of the colleges are divided in +wo — a BRIEF TERM and aFULL TERM: the brief term is confined to the evening periods only. Thecompleted brief term consists of less semester (study) hours than the fullterm, and accordingly is not as extenslve, although entitllng the student toall facilities. The full term Is for the day period and embraces all of thesubjects of the college, and is as thorough as the current curriculum provides.The student may register for either the brief or full term of any of the

colleges.

III. D IP L O M A S ; D E G R E E S .

Students that have completed the full term of any one of the colleges,completing all of the necessary studies satisfactorlly, according to the university rules and regulations will receive a diploma of graduation. Those who



have completed the brief term of evening sessions in accordance wlth theuniversity requirements will recelve, upon their completion, a certifícate cf completion.

Certain degrees may be attained at the university. To be eligible loattain a degree, the student must have completed the full term of eachcollege and have a diploma of graduation from each of the colleges. Fur-thermore, a student must be an active member in good standing of the

Seventh Degree or beyond, of the Rosicrucian O r d e r . AMORC, and thenbe subject to a special examination. The final requirement is the writing of athesis, the subject and length to be sta+ed by the chancellor of the university.

IV . T I M E R E Q U I R E M E N T S .

A FULL TERM of any of the colleges consists of 144 semester (study) hours.This number of hours is divided into periods in the lecture hall, recitations,demonstrations, and laboratory work. The actual calendar period will beperhaps three weeks of approximately 8 hours a day, with the exception of Sunday.

The BRIEF TERM of any of the colleges consists of 48 semester (study)hours. lt also includes periods in the lecture and demonstraron hall, (abora-tory, and reference library. The calendar period of the brief term is rO URWEEKS of approximately 3 hours an evening for only the evenings of Monday,¡ uesday, Wednesday, and Thursday.

For the completion of either the full term or brief term, the specifiednumber of semester hours must be given to the courses of the college inwhich the student is enrolled.

The da tes o f t he beg inn i ng o f the Fu ll Te rm and the B r ie f Te rm a re g iv en

in the le t te r ac c om pa ny ing th is bo ok le t.

V . FEES.

The Rose- Croix University is chartered under the laws of the State of C alifornia. as a non- profit Corporation. The ;ees charged for tuition are intendedonly to meet current operating expenses, such as salaries, light and janitorService, ana upkeep of laboratories and grounds. In addition, a percentageof the fees is retained in a special fund to permit extensión of the university,such as building of additional units, acquiring of necessary equioment, andenlarging of the research library.

Because of this the fees have been made exceptionally reasonable andtherefore make the courses and facilities of the university avaitable to manyRosicrucians.

The tuition fee for one day- time FULL TERM of 144 semester hours or athree week period is but a total of $35.00. In cther words, for a period of three weeks of six days each week, including all instructions, use of the university facilities, the total tuition cost to the student is but $35.00.

The tuition fee for the BRIEF TERM, consisting of 48 semester hours, or afour week period of four nights a week, is $20.00. This tota! of $20.00 ¡n-cludes complete instruction for the four week evening period, and the use of the university facilities.

V I. T E X T B O O K S ; L A B O R A T O R Y FEE.

The instructors of the different colleges composing the u n i v e r s ' t y willprescribe the text books that the student need purchase. Very f e w textbooks will be required, perhaps not exceeding two. These may be purchasedat the university at practically their actual cost and will become the perma-nent property of the student.



Students that are obliged to take laboratory work will be requested to de-posit $2.50 as a laboratory fee. This fee will be returned upon the comple-tion of the term, unless the student breaks or damages the apparatus, ¡nwhich case the fee is forfeited.

V I I. O T H E R S C IE N C E D E G R E ES.

Students that have obtained elsewhere a scholastic degree in science, con-ferred by a recognized institution of learning, will not be obliged to pursuethe science studies of the Rose- Croix University. The Board of Directors of the Rose- Croix University reserve the right to determine the standing of theinstitution that conferred the science degree upon the student.

V I II . IN S T R U C T I O N .

The subjects of the courses of the colieges of the university are enumer-ated, as said heretofore, under the respective title of each college. The in-structions are prepared under the capable direction of those duly qualified.For example, in the coilege of science the professors are those who not only

have accredited scholastic degrees in their respective fields. but have had.besides, years of actual teaching experience in leading institutions of learning. The faculty, in addition, are thoroughly acquainted with the ideáis andprincipies of the university and are thoroughly versed in Rosicrucianism.

The presentaron of the subjects takes into consideraron the student'sprevious educational backqround and thus a previous extensive education isnot at all necessary. Chemistry, physics, photographic, radio and lightlaboratories fully equipped with the necessary apparatus to meet the re-quirements of the curriculum, are available to students for research and towitness the demonstrations of laws explained in the lecture hall.

Periods for research will be granted the student, offering the opportunityfor self- expression and exercise of individual ability. Every student is obligedto take certain necessary examinations. A diploma of graduation in the ¡n-stance of a fuII term or the certifícate of completion for the brief term areissued only when the required semester hours have been qiven to the courseand all examinations completed to the satisfaction of the faculty. The mem-bers of the faculty will be available for personal consultaron at certain timesthroughout the term.

The Board of Directors of the university reserve the riqht to discipline astudent for ¡nattention to the studies or a refraction of the university rulesand to augment or modify the curriculum at any time when they believe it

is to the advantage of the student body.IX . E N R O L L M E N T P R O C E D U R E ( Read C a r ef ully ) .

FIRST: Refer to the courses listed under the titles of the colieges. Selectthe college in which you wish to enroll. Decide whether you wish the fullterm (day- time) or b rief term (evening sessions).

SECOND: Answer carefully the questionnaire which accompanies thisbooklet. If no questionnaire is enclosed, write to the Rose- Croix University,Rosicrucian Park, San José, California, and ask for a matricularon blank.

THIRD : Attach to the siqned questionnaire a check or money order pay-able to the Rose- Croix University, for the amount of $3.00, which is for theexpense of the preliminary matriculation instructions and examination. Thisamount is to be applied on your tuition fee if you pass satisfactorily thepreliminary examination.

FOURTH: Endose the questionnaire and remittance in an envelope ad-dressed to Rose- Croix University, Rosicrucian Park, San José, California.



c7he c7hree Golletes

The Rose- Croix University is composed of THREE distinct colleges. Thecurriculum of each college is entirely d ifferent. It was most appropriate

that "The Law of the Triangle," so familiar to Rosicrucians, be applied to theorg anizaron of the Rose- Croix University. The unity of these three collegescontributes to the "perfec tion" of the ideal of the college. As time goes

on and the university expands, numerous other courses will be added, yet

they will be always assigned to either of these three all- embracing colleges.

The three spheres of learning of these colleges correspond to the threefundamental spheres of human endeavor and thought.

Listed under the title of each college is a general outline of the coursesof its curriculum. You will find the description sufficient to a id you in ascer-taining the college in which you wish to enroll. The facilitíes of the university

are available to students of any of the colleges.

C O L L E G E O F

THE FINE AND MYSTIC ARTS

/ r \

C O L L E G E O F

MUNDANE AND

ARCANE SCIENCE

C O L L E G E O F

HUMANITIES



College

of the

Fine and M ystic A r t s

{__y'ne courses of this college are progressive. The student begins with a

Study of the inspiring MYST ICAL LITERATURE OF ALL AGES. Phrases and

essays which have contributed to the spiritual unfoldment of mankind are

fgscinatingly presented. The student advances thence to an analysis of

THE MYSTICISM OF FRANCIS BACON AND SHAKESPEARE. The sublime

allegories of these great personages are revealed in their enlightening

spiendor. The mystery of the relationship of the two, Shakespeare and

Francis Bacon, is explained. In the división of painting the student progress-es through the subjects of THE MYSTIC ART ISTS OF THE WO RLD and THEMYSTICAL INTERPRETARON OF GREAT PAINTINGS. Entering the sphere

of music, the student becomes engaged first with the subject of THE

MYSTICAL INTERPRETARON OF THE GREAT MUSICAL COMPOSI-TIONS. This subject is most elucidating on the manner in which a composer

can transpose the feelings of the emotions to musical notes. The fundamental relationship between the human emotions and vibrations of music are

dealt with quite thoroughly.

Mystical music is most inducive to the attainment of that state of ecstasy

kknown as Cosmic Consciousness. The student, therefore, begins a study of

the INNER LIFE OF THE MYSTIC MUSICIANS, revealing the manner in

which music aided them to reach the elevated plañe. The student then begins an intensive study of H A RMO NY IN NATURE, gaining an appreciation

of what constitutes the beautiful whether it be in sculpture, music, literature

or painting. The courses conclude with PERSONAL DEVELOPMENT, an

application to the individual of the principies learned from the foregoing

subjects.

N O T E : The to ta l semes te r ( s tudy ) hours f o r t he f u ll t e rm o f th is c o l leg e

are 144 ( thre e weeks) . O f th is to tal 36 sem ester hours must be g iven to

cou rses o f t he C o lleg e o f H um an i ties , t he l a t te r cou rses to be assigned by

the i ns t ruc tor .

Th e b r ie f te rm is 48 semester (study ) hours ( fou r weeks o f shor t eve n ing

sessions) . T w e l ve o f the hours o f the b r i e f te rm must be g i ven to spe c ia l ly

ass igned sub jec ts o f the C o lleg e o f H um an i ties .



College

of M undane and

A xcane Science

he courses of this college not only appeal to the intellectually adventurous,but the one who desires to have a thorough comprehension of the vast natur

al laws by which the world of reality is made known to us. This college af-

fords the student the means of progressing from result (natural manifesta-tions) back to the point of cause or the actual natural laws involved. Gen-

erally. it includes such sciences as cosmogony, physics, chemistry, biology,physiology and psychology. Laboratories amply equipped to meet the needs

of the curriculum are available to the student under competent 'nstructor-ship. The student begins with the subject of SYSTEMIC C O SMO G O NY ,

a study of our universe as a whole and its probable original development.Thence to the intriguing field of THE STRUCTURE OF MATTER, includingsuch topics as atoms, electrons, ether radiations and rays, with all necessarydemonstrations. An advance is then made in the process of evolution and

the student enters the realm of CREATION AND EVOLUTION OF CON-SC IOUS MATTER. What is this mystery of life? What constitutes con-

sciousness? These are the topics next engaging the attention of the stucent

and they consist of the study of the theories and facts of the creation andevolution of "life form," "evolution of plant and animal kingdom," "anthropo-

genesis," "effec t of thought upon cell life etc." Continuing his advance-

ment, the student progresses through the subjects of the COSM1C EVOLUTION OF MAN, PSYCHOLOGY, ONTOLOGY or the science of being.

The student concludes with the subject of METAPHYSICAL SCIENCE

A ND THERAPEUTICS. This latter subject includes a resume of the systemsof MENT AL HEALING and treatment, their errors and their sound principies

of application. W ith the previous subjects as a background, the concludingsubject can be more ably comprehended by the student and is of greater

valué to him or her.

N O T E : The to ta l semes te r ( study ) hou rs f o r the f u ll t e rm o f th is co l leg e

are 144 ( three w eeks) . O f th is to tal , 30 seme ster hours must be g iven to

cou rses o f t he C o lleg e o f H um an i ties , the la t te r cou rses to be ass igned by

the i ns t ruc tor .

Th e b r i e f te rm is 48 seme ster (s tudy ) hours ( four weeks o f shor t ev en ing sessions) . T w e l ve o f the hours o f the b r ie f te rm must be g i ven to e spe c ia l ly

ass igned sub jec ts o f t he C o lleg e o f H um an i ties .



Collcge

of

Humanit ies

r / V nowledge of the hisfory of human thought is necessary if we are to ad-vanee and avoid duptication of ideas and concepts had by the eminent think-

ers of the past. It is quite possible for the thoughts of an individual today

to parallel the conceptions of persons of centuries ago and yet the modern

thinker may believe his views original, if he is not fairly well- versed in whattranspired in the sphere of learning and wisdom of the past ages. It is said

we learn by experience. It is therefore profitable to us to know how far the

minds of men have advanced in the past so we do not make the same mis-takes, so we may climb from their highest attainment onward. Philosophy,as we know, is the love and desire for wisdom. Such a love still burns within

the hearts of most men. Unfortunately, the subject has been made to ap-pear in many instances as uninteresting and unmoving. The fault lies notwith the subject, but with the manner of its presentaron. Philosophy treatswith the lives, hopes, ambitions and ideáis of great men—great because theyadded, in no small manner, to past civil iza tions, the foundation of our own

civilizaron, and also added to means whereby man may obtain greater hap-

piness and satisfaction in I i fe. This college presents the subjeets in ¡ust thismanner.

The student begins with ANC IEN T A ND O RIENTAL PH ILOSOPHY. The

glory of ancient Egyptian, Hindú, and Grecian thought is revealed in all of its splendor. Onward the student advances through the period of the birthof metaphysics, into the era of EUROPEAN AND MEDIEVAL PHILOSOPHYthence to SCIENCE AND C HRIST IAN PH ILOSOPHY. Following this, an

interesting comparison of EARLY RELIG IOUS and MODERN WO RLD RE-

LIG IO NS is made which broadens the visión of the student. Special at-tention is given to the subjeets of PERSO NAL PH ILOSOPHIES and MO D

ERN AND APPLIED METAPHYSICS. This engrossing curriculum concludes

with the enthralling speculation and abstraction upon what shaII constitutethe ULTIMATE HUMAN IDEAL.

N O T E : The to ta l semes te r ( s tudy ) hou rs f o r t he f u ll t e rm o f th is c o l lc g e

are 144 ( thre e weeks) . O f th is tota l , 40 sem ester hours must b e g iven to

cou rses o f t he C o lleg e o f Mund ane and A rc an e Sc ience , the l a t te r cou rses

to b e assigned by the instruc tor . Th e b r ief term is 48 sem ester (study ) hours ( four weeks o f shor t even ing sessions) . Tw e l ve hours o f the b r ie f te rm must be

g iv en to es pec i a lly a ss ig ned s ub jee ts o f the C o lle g e o f M u nd ane and A r c an e

Sc ience.



R O S E ' C R O I X U N I V E R S I T Y

Rosicrucian Par\ , San Josc. California

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BOARD OF DIRECTORS:

Chancellor

Vice Chancellor....

Secreta ry- Treasurer

Registrar..............

Director.

FACULTY:

Dept. of Physical Sciences....................... A. C. BAILEY, M. A.. M. Se.

Dept. of Philosophy andComparative Religions C. L. ANDERSO N, B. A., B. Se.

Dept. Ontologyand Metaphysics .................... CLEMENT LE BRUN, B. Se., D. C., D. P. T.

Special Lec turer on Cosmology H. SPENCER LEWIS, Ph. D.

Dept. of Music .............. VIOLET COWGER

DR. H. SPENCER LEWIS

DR. CLEMENT LE BRUN

.............. R. M. LEWIS

ALFRED A. WILLIAMS

CARL ANDERSON

IM P O R T A N T :

The dates of the beginning of either the FULL TERM or the BRIEF TERM

of any of the colleges should be in a letter accompanying this booklet. If

no such letter or explanation accompanies this booklet, write to the addressbelow and ask for this information. There should also be enclosed with this

booklet, a MA TRIC ULAT IO N BLANK which is referred to in this booklet

under the caption "Enrollment Procedure." If no such blank is enclosed,

merely address a letter to the following address and request one or more.

All correspondence pertaining to the university should be addressed as

follows:

Rose- Croix University

Rosicrucian ParkSan José, California

Living accommodations may be obtained reasonably in the ci+y of SanJosé, through the efforts of the administrative staff of the Rose- Croix Uni

versity. No dormitories are maintained.



F o r p l e a s a n t c h a t s —

t he fount a i n .

Where minds meet in common thought, the bond is ever-

¡asting. There is nothing quite as unifying as the mutualenjoyment of the pursuit oí knowledge. The friendships

acquired at the Rose- Croix University in its congenial sur-

roundings, becomes a íortifying factor in life, bringing

peace, happiness and security in a world of turbulence. Inknowledge is pcwer. but in the proper idealism lies the

secret to the ccnstructive and correct application of thatocwer.

C a t e i ra y t o u n d e r -

s t a n d m g — en tran ce to Science Bmldmg.

The Sphinx. in memory

of past ages through

which man progressed.

the story of learning (1934).pdf

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