|rosanista.tripod.com||Simplified Scientific Christianity|
You have completed our Astrology Independent Study Modules 1 through 38, and we now offer you, as an earnest student, Astrology Independent Study Modules 39 through 51, focusing on delineation, progression, transits, etc.
As you pursue your study of the marching orbs, wherein the great and admirable works of the invisible and all-glorious God are so manifestly apparent, cultivate an attitude of adoration of the divine essence in all life and a thankfulness to God for your existence. Be humble and let no natural knowledge, however profound and transcendental it may be, elate your mind, or withdraw you from your duty to God and to the service of humanity.
The more that knowledge is enlarged by the divine science of Astrology, the more will you magnify the power and wisdom of the Almighty God, if you do not prostitute it for material gain, self-aggrandizement, or personal exploitation.
If there are selfish motives behind your interest in Astrology, the moment you practice the Science with such motives, at that moment will your powers be withdrawn, and your ability to read the horoscope taken away from you. From that time on you will only scratch the surface. The inner, hidden meaning will remain undisclosed.
High truths are not suitable for low and profane practices, such as the using of Astrology for monetary gain. Remember, dear student, that when you gaze on a horoscope, you look into the inmost secrets of a soul, so beware, lest you treat it lightly and profane that which God creates.
The holier you are, the nearer you approach God in your religious duties, the purer judgment will you be able to give those who seek your help and assistance.
The divine and sacred Science of Astrology has been sadly degraded into superstition by soothsayers and erectors of horoscopes all during the middle and modern ages up to the present period where the peak has been reached of misconception, misunderstanding and stupidity, by those least qualified to practice it. Only in the ancient times was it practiced and treated as a divine attainment.
Also remember, that at one can not be a true astrologer unless one has a thorough comprehension of the spiritual side of life, gleaned through an understanding of the Bible, as taught by those capable of correctly interpreting it. Study The Rosicrucian Cosmo-Conception, therefore if you wish to become a true astrologer, because it will help you to understand this divine divine Book, besides explaining in a clarified manner the invisible workings of God and Nature.
Nothing is indifferent in Nature. A stone upon a road may break or modify profoundly the destinies of the greatest men or of the greatest empires.
Each star in the celestial spaces has its direct and indirect influence upon each human ego. The stars are bound to one another by the attraction which holds them in equilibrium and causes them to move with uniformity through space. From all spheres unto all spheres there stretch these indestructible networks of light and there is no point upon any planet to which one of them is not attached.
It will often be found that one part of a delineation will be apparently in direct contradiction to a statement made in another part of the me delineation. To the thinking person such contradictions, such paradoxes, are easily recognizable, therefore easily reconcilable.
In every phase of nature are to be found these manifold differences. In some phases near the surface and quickly discernible, and in other phases so deeply embedded as to be almost impossible to discover and uproot.
Some persons are parsimonious in the household and extravagant in business; others, large-handed at home and stingy at the office. Why? Diversity of character and personality so necessary to soul-growth.
All life is paradoxical, contradictory, ever-changing, and manifests under the material guise of untold and innumerable parts and phases.
Good and bad are purely relative terms. In reality, all is good. What is bad is self generated and good in the making. A horoscope is not necessarily good because its portents so imply. Sometimes it is the very reverse, for it is in the struggle of life that we develop strength. So few of us are strong enough to stand prosperity.
In a nativity that promises too much good and happiness there lurk the snares of indolence, laziness, mental and spiritual lethargy, waste, materialism, luxury and ease; so that a person does not exert himself and becomes driftwood upon the ocean of life. Another who has what we term a very afflicted radix, is roused by the adverse conditions and by sheer force of Will conquers himself and becomes master of his destiny.
In most cases, bad horoscopes are greater blessings than good ones. The purpose of suffering, adversity, sickness, anguish, sadness, and unhappiness is not vengeance but education and experience. And when once we realize that, we shall cease to fume, complain and ask, "Why is this happening to me? What have I done to deserve all this?"
Instead we shall know that we do deserve it and the only "out" is to make the best of it, endeavoring all the while to live to a set of ideals which will relegate like suffering in the future to a state of oblivion.
And remember above all, fellow student, that we must study the Western Wisdom Teachings only to develop ourselves in order that we may help those in sorrow and distress; to develop ourselves only that we may serve.
May the Light of true spiritual understanding shine within you.
Yours in fellowship,
Fellow Students of Contemporary Mystic Christianity
We are going to delineate a chart, using the keyword system, the latter being compact and specific. (Ref., Astrology Independent Study Module No. 22.)
After the basic, fundamental principles of a sign, aspect and house have been defined, then it is well to embellish and add thereto all that we can. But first, delineate by keywords.
For references in detailed delineation, see Simplified Scientific Astrology and The Message of the Stars.
We strongly advise the earnest student, the seeker of the great spiritual truths of the Divine Science of Astrology, to study The Rosicrucian Cosmo-Conception, for without a working knowledge of the Rosicrucian Teachings the higher, spiritual truths of the Science and the intuitive faculties of delineating a map will ever remain a closed book to him.
Especially, we wish to refer him or her to chapters on the vehicles and bodies of man. (Ref., Chapter 1, Visible and Invisible Worlds, The Rosicrucian Cosmo-Conception,, (2), (3), and (4).)
In analyzing a chart, we usually adhere to a definite standard of form and arrangement, like the following in sequential order:
The following tables are the longitudes of the planets, the declinations of same and the sign, degree and minute to be placed on the necessary six houses in order to erect the horoscope of a male, born July 4, 1932; 2:15 A.M., Standard Time, Los Angels, California. [optional]
Please insert the planets in the wheel of the enclosed blank [printed version]; work out the aspects, parallels, elements, etc. (Review Astrology Independent Study Module No. 20 for aspects and 22 for keywords. Also review Simplified Scientific Astrology. The ruler of the chart is described in The Message of the Stars.)
A complete index of this chart is required for grading.
Horoscope Data Sheet:
Name: Astrology Independent Study Module No. 39
Place: Los Angeles, CA, USA
Lat.: 34 deg. N
Long.: 118 deg. W.
Birth Date: July 4, 1932
Birth Time: 2:15 A.M.
Std Time: Pacific
Asc.: Gemini 04:29
2nd House: Gemini 29:00
3rd House: Cancer 21:00
10th House: Aquarius 15:00
11th House: Pisces 15:00
12th House: Aries 23:00
Part of Fortune: 22N04
Part of Fortune:
Position of Planets:
Position of Sun: Cancer 12:12
House Location of Sun:
Position of Venus: Cancer 04:03R
House Location of Venus:
Position of Mercury: Leo 03:26
House Location of Mercury:
Position of Moon: Cancer 18:05
House Location of Moon:
Position of Mars: Gemini 08:31
House Location of Mars:
Position of Saturn: Aquarius 02:52R
House Location of Saturn:
Position of Jupiter: Leo 22:15
House Location of Jupiter:
Position of Uranus: Aries 23:09
House Location of Uranus:
Position of Neptune: Virgo 05:50
House Location of Neptune:
Position of Pluto: Cancer 21:35
House Location of Pluto:
Position of Dragon's Head : Pisces 20:28
House Location of Dragon's Head:
Position of Part of Fortune: Gemini 10:22
House Location of Part of Fortune:
[End of Chart]
Ascendant and Ruler
The Ascendant rules the physical body, the constitution, appearance and childhood environment.
The Ascendant is the physical envelope through which man, of necessity, expresses himself in his present life.
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It is the instrument through which the higher principles that make up man manifest naturally.
Everything in the horoscope, good or bad, must manifest in our daily lives through the Ascendant, the Rising Sign. Thus it is a lens through which all influences have to pass, suffering modification in doing so.
The Message of the Stars tells us that the Rising Sign, or Ascendant, is the basic factor in determining the constitution and form of the physical body. Further investigations have shown that the reason for this fact is that at the time of conception, when the seed atom was planted in the ovum, the Moon, which is the Cosmic Agent of Fecundity, projected its fertilizing ray through the sign and degree which later rises at the moment of birth (or its opposite). (Reference, The Message of the Stars. 89, 90, 91.)
Whatever phase of the chart is being delineated, see what agreement, assistance, or cooperation: or what disagreement, discord, or variance, it has with the Ascendant. Then qualify its manifestation accordingly.
Ruler of Chart
It is considered that one planet (of the Sun or Moon), in a special sense stands in the horoscope for the native, or person for whom the nativity is erected, while the rest of the nativity represents aspects of his life which are external to him, as, for example, his friends, occupation, wife, children, and so on.
This planet is called the Ruler of Lord of the Horoscope.
It is usually the Ruler of the Ascendant, but not invariably so, for if that planet is very weak, whereas another is much stronger, as by rising near the Ascendant, with strong aspects, or by being on the M.C., it may become ruler. It is then the ruler of the Personal Self, much as the Ascendant and first house generally are, and in a certain sense all the rest of the map may be regarded as subject to this rulership. In other words, the spirit or Ego is limited in expression to the imperfections of the physical or personal self, the instrument through which it must express in one particular life on earth.
But in most cases the ruler of the ascendant is the ruler of the horoscope and in the chart we are delineating Mercury is the ruler.
Ascertained by the Ascendant, planets in the first house, Ruler of the Sagittarius, Sun, Moon, and any group of planets in any one sign. (Reference, The Message of the Stars.)
Ascertained by the Sun, Moon, Ascendant, Mars and Saturn.(Reference, Simplified Scientific Astrology.)
Gemini Rising: Common, Airy, Flexible, and Mental.
Ascendant Square Neptune: Wily and subtle in times of temptation.
Ascendant Trine Saturn: Great persistence, courage and dependability.
Ascendant Parallel Mercury: Frankness, open mind, quick perception.
Ascendant Parallel Saturn: Balance and depth of mind when other factors are favorable.
Part of Fortune in Ascendant and Parallel Ascendant: Furnishes pabulum for soul-growth in the personality and environment through efforts of the Physical Body.
Mercury Parallel Part of Fortune: Furnishes incentive and reason for the accumulation of material wealth and possessions.
[You are welcome to e-mail your answers and/or comments to us. Please be sure to include the course name and self-study module number in your e-mail to us. Or, you are also welcome to use the answer form below. (Java required) You will find the answers to the questions below in the next Astrology Independent Study Module.]
1. Synthesize in one short paragraph the following configurations:
[a] Ascendant square Neptune.
[b] Ascendant trine Saturn.
[c] Ascendant parallel Mercury.
[d] Ascendant parallel Saturn.
[e] Part of Fortune in Ascendant and parallel Ascendant.
2. Describe briefly the Physical Body of this Boy. (Reference, The Message of the Stars, and (click/touch here).)
3. Give briefly, in keywords, the following effects:
[a] Mars conjunction Ascendant.
[b] Mars parallel Ascendant.
[c] Mercury in the third house.
[d] Mercury sextile Ascendant.
[e] Mercury parallel Ascendant.
[f] Mercury sextile Mars.
[g] Mercury parallel Mars.
[h] Mercury parallel Part of Fortune.
Supplemental Student Material:
"Child-hood" simply means "being in a state of involution"—on any octave of experience or unfoldment.
There is not much poetry but there is a great deal of truth in the statement that "the child is father to the man." The man is the result of all of the processes of involution which emanate, in sequence, from the time of conception to fullest incarnated maturity. All involutions are, of course, phases of the one life-direction: evolution. They are timings for organization and focus of faculties; they culminate at the "points" when the faculties can be consciously used and directed. "Conscious directive" is just another way of saying "Maturity."
Before we can undertake a technical approach to analyzing the charts of children, we must get a picture of what our various "childhoods" are; the structure of the Great Mandala will be used for illustration of the involution—and evolution—of human being-ness. The Law of Correspondence will be seen, here, to apply in this way: from Virgin Spirit through incarnations to liberation-from-form corresponds to from Virgin seed through incarnation to transition. From virginity—or innocence—on any Life- octave—we proceed through a succession of emanations, which we call "child- hoods," to cyclic maturities. A concrete example—the process of education: students on the first day of kindergarten, the first grade, the ninth grade, and freshmen in college are "virgin spirits" in relationship to the phase they are entering; the "most virgin" are, of course, the kindergarten students— they have no educational experience in this life at all. All of these are "children" because they are still in the process of becoming educated. The "childhood of being educated" stops when the person first puts to use that which he has learned; on entering this phase, he enters into the "childhood" of his work-experience; as he applies that which he has learned, he "emanates toward" his maturity as a worker.
So, let us remember that "childhood" is the process between relative points of maturity on any—or all—octaves of Life- expression, as—let this be added—unfoldment of potentials is the process between relative points of happiness.
The start of your incarnation was the timing that determined the end of your necessary experience on the inner planes. From that point, qualified entirely by your karmic requirements, things began to happen that served the purpose of removing your consciousness from subjectivity to objectivity. The seed, nucleus of your vehicle-to-be, was matured within the maternal body; again, at the exact required timing, that seed received the effect of the paternal impregnation and the subjective phase of your incarnation was finished—the objective phase was begun. New childhood.
Now begins the involution, into the composite vehicle, called the pre-natal period. This is the first of your "objective childhoods." For illustration draw a large circle, add the horizontal and vertical diameters; place the symbols of the cardinal signs, as they are in the Great Mandala: 4th—Cancer, 7th—Libra, 10th—Capricorn, 1st—Aries. From a point on the Cancer-line, near the center, draw, through comparable points, a line up through Libra and Capricorn, then down to Aries—three-quarters of a circle. This is the "line of the gestation period"—nine months of time symbolized by nine astrological house-signs—three quadrants. This is the gathering and focalizing of generic consciousness into the etheric matrix and its physical condensation. The ending of this gestation (prenatal) line at Aries brings this particular "childhood" to an end by its "maturity" at birth. Now the composite vehicle is objectified as an individualized expression of the archetypal idea—"humanity." It is not a "new human being" but "a human being reappearing newly."
From the point on the Aries-line where the "gestation- line" ended, move your pencil-point outward—away from the center—a little. From that point draw a quarter-circle down to the comparable point on the Cancer-line. New octave—new dimension. This quadrant is the involution into conscious use of the physical vehicle—the individualized physical childhood. Astrologically, this period is represented by the "parallel voyages" of the progressed Moon and transiting Saturn (the form-builders) from their natal positions to the first square. The last time that transiting Saturn, in direct motion, squares its natal position terminates this quadrant. More of this later.
Move your pencil-point down the Cancer-line a little and draw a quarter-circle to the comparable point on the Libra-line. This quadrant is the childhood of mental exercise—the training represents the schooling that is obtained by the child in the grades of grammar school. He takes his first steps in learning to understand the symbols we call letters and numbers which is for the (basic) purpose of coordinating and organizing his mental faculties. Then, a new and most vital "child-hood." This point on the Libra-line symbolizes the dawn of adolescence, the emanation of sex- consciousness and the awareness of polarity. On the gestation-line, this point represents the timing in the pre-natal period when the sex-characteristics of the incarnation to-be were objectified and those of the opposite sex were subjectified. At adolescence the physical body manifests the chemicalization of sex-consciousness; the subjective sex-consciousness is manifested by the vibratory response of the person to persons, for the most part, of opposite physical sex. (More of this in the following article.) This subconscious "emanation" of polarity-consciousness represents the "childhood of mate-love." The basic astrological pattern is: Progressed Moon opposition its natal position and Saturn transiting to the opposition of its natal position. Now move the pencil-point out a little on the Libra-line and draw a quarter-circle to the Capricorn line; three quadrants of the wheel and the second square of progressed Moon and transiting Saturn to their natal positions.
At this point—the second on the Capricorn-line—the first maturity after birth is reached. The person has evolved the use of his physical body, his conscious mentality and his erogenous, generative powers.
He is now qualified, as far as equipment is concerned, to leave the status of life-taker and emerge into the status of life-giver. In other words, he can now become a parent. He not only can provide body-substance for another's incarnation but he should be qualified to assume and fulfill the responsibilities attendant on that expression. Anyone with physical equipment, desire-power, and a partner can become a parent, but being a parent involves the exercise of love-power and wisdom-power, as well as desire-power. Therefore, in the fourth quadrant after birth, the person enters the childhood of culminating maturity. This "childhood" is pictured by moving the pencil-point upward a little on the Capricorn-line and drawing the remaining quarter-circle downward to the Aries-line, completing one circle from birth. This period is the psychological-spiritual "childhood"—fusion of all of the personality-elements—physical, generic, and mental. On the wheel it encloses the tenth, eleventh, and twelfth houses. Since the twelfth house abstractly symbolizes unfulfilled ideality, it symbolizes here the testing- time of the 28th, 29th, and 30th years. This period marks the end of the first cycle: progressed Moon and transiting Saturn (direct) conjunct their natal positions. During this "super-birth" time the essentials of the entire horoscope are brought into intense focus. On its octave, it is analogous to the struggle of the infant to emerge from the maternal body. Only this is emergence of consciousness from the gravitational pull of psychological (psychic-emotional-mental negatives, rather than the struggle of one physical body against another. The aspects made by the first solar-eclipse after the progressed Moon's conjunction of its own place are very important to indicate the focus of testing until Saturn has completed its cycle.
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It is true that, from a standpoint of karmic conditionings, the gestation-period of a child's body may be attended by very difficult vibratory conditions due to the distresses, negative emotions, and tensions of the parents, particularly of the mother. However, since incarnation is made by vibratory attraction to specific parents and to specific environment, these conditions are outpicturings of vibratory patterns. The conditions are not "causes"—they are, in fact, specific effects of causes which the "child" himself has built from the way that he exercises his consciousness in the past. When we recognize that parentage and environment are effects, not causes, we recognize that we can redeem the quality of our relationship with our parents and the quality of our memory-pictures of our early environment by decrystallizing tension-thoughts and tension-feelings in substituting thought-patterns and feeling-patterns based on Love-Wisdom. Is this not, in essence, one of the principal meanings of the phrase "the Art of living"?
At the end of the period marked by the conjunction of the progressed Moon and transiting Saturn to their natal positions—which is coincidental to the trine, by direct transit, of Uranus to its natal position- -the man emerges from the "emanations" of his six "childhoods"—one subjective and five objective. To sum up: (subjective): preparation, on the inner planes, for incarnation; (objective): (1) The prenatal period, involution into physical and etheric vehicles, culminating at birth; (2) birth to seven years; involution into use of physical vehicle; (3) seven to fourteen years: involution of use of mental faculties; (4) fourteen to twenty-one years: involution of polarity-consciousness, sex-awareness and emergence of the erogenous nature; (5) twenty-one to twenty-eight years: completion of the first cycle of the progressed Moon, culminated by the transit—in last direct motion—of Saturn to the conjunction of its natal position and the trine of Uranus to its own natal position; the latter two take place in the twenty- ninth and thirtieth years. This period is "summing up" of total childhood of the incarnation, the testings which serve to solidify the consciousness for mature years, the inner struggles by which we prove how much has been learned of Life-Principles so far, and then the action of Uranus provides a measure of liberation for progressive emanation.
Since recapitulation is a principle in evolutionary emanations, the next period, ending with the third square of the progressed Moon and transiting Saturn to their natal positions (first square of the second cycle) in about the thirty-sixth year, is a recapitulative period in which life gives us the opportunity to learn from the results of the testing- time of the 28th to 30th years, and to redeem, at least in part, whatever needs to be redeemed. Life does not want us to go from one octave to another all slogged down by burdens of accumulated congestions—the vibration of Uranus is Nature's provision to insure some degree of inner freedom—and that freedom is a direct derivative from whatever we have learned by our testing. After all, the congestion we call "ignorance" is decrystallized only by wisdom "and the truth shall make ye free." This is the period to "fix what needs to be fixed" from the first thirty years and then we emerge, after the thirty- sixth year—having learned things we needed to learn—into the next phase (comparable to the erogenous-sexual period of adolescence), which is the period of greatest creativity so far. Our polarity-powers—higher octave of sexual powers—now dawn for a blaze of expression through the maturities of physical, mental, emotional, and spiritual equipment.
At the end of this period, the sixth quadrant, we come to the modulation into the fullest maturity of the incarnation; a threefold vibratory action takes place from forty-two to about forty-five; progressed Moon and transiting Saturn make the second opposition to their natal positions and transiting Uranus opposes its natal position. This period is another "birth struggle"—of great esoteric significance: it is the struggle, in consciousness, between the "slowing-up crystallization" of Saturn and the "progressive decrystallization of Uranus—Dying vs. Living. It is a conviction of the author that this "struggle" and its outcome have much to say about the "psychological foundation" and the "evolutionary status" of the next incarnation. At this time we, by our reactions and expressions, prove whether we intend to become inertial or to remain dynamic. Whatever in our consciousness tends to congest and to impede progress is shaken to its roots at this time. If we—in fear—cling to the old and no-longer-needed we build in inertia; if we adjust to needed changes we build in progress which results in a radiant new birth of spiritual consciousness. After this period we climb to the summit of our life-mountain—the fullest maturity of our later years.
Now, a little technical study. Six sets of accurate calculations:
1. The months in which the progressed Moon makes its first square, first opposition, second square, conjunction, third square, and second opposition to its natal position.
2. Correlate to each of the above the timing of the solar eclipse which falls (after the progressed Moon aspect) conjunct square or opposition the natal Moon. (The succeeding solar eclipse "opens up" the Moon-patterns.)
3. The dates on which Saturn, by last direct transit, makes its first square, opposition, second square, conjunction, third square, and second opposition.
4. To each of the above (Number 3), correlate the lunation nearest the aspect-time which conjuncts, squares or opposes the natal Saturn. These lunations "ignite" the Saturn-aspects in correlation to the solar-eclipses in their relationship to the progressed-Moon aspects. (If your ephemeris provides.)
5. The period when Uranus, by first and last direct transit, opposes its natal position. Find the timing of the solar-eclipses that conjunct, square, or oppose the natal Uranus in this period. This is the apex of the "shaking up" time—Uranus rumbles and roars at everything he dislikes about Moon-Saturn.
6. A composite list of everything in the above- mentioned two-point period of Uranus-opposition-Uranus that ignites the natal Uranus by sextile or trine. That is, the progressed Moon itself, solar eclipses and their full-Moons, lunation-patterns and their full Moons, and majority planetary transits that represent stimulation of Uranus according to his powers for establishing inner liberations and progressiveness. Also, the study of the Uranus-opposition-Uranus requires a careful synthesis of the contrast of natal Uranus with natal Saturn to evaluate the relative powers of gravity and progress in the individual chart.
It is also suggested that special attention be given to the progressed Moon aspects in this way: Make a list of the months when progressed Moon, in sequence, makes aspect to every planet which makes legitimate aspect to the natal Moon in the horoscope. Each of the "quadrant turning points" is focalized by the aspects of progressed Moon and transiting Saturn to their natal positions, but Moon-aspects in the natal chart are personal specializations of the Moon-principles and all of these aspects have important bearing on the "turning-points."
When you are reading the chart of anyone, keep in mind what "childhood" he or she is in; analyze the chart for its basic values but keep in mind the "equipment" that is presented for the time of the experience you are studying.
In conclusion: the astrologer's "first quadrant" is in "learning the calculation"—the body of astrological study. All of his other "childhoods"—as an interpreter-artist—are coincidental with his various stages of spiritual unfoldment.
The word "adolescence" means "to continue to grow." In its application to human involution and evolution it refers to the periods on various octaves which succeed each new turning-point. It is the process during which is manifested the unfoldment of potentials after the new identity has been established. Abstractly, "adolescence" is a part of the "childhood" of the octave; it is not maturity—it is the unfoldment toward the maturity of the octave. In music, each "C" inaugurates a new tonal octave—a "turning- point" in the tonal spectrum; the "adolescence" of the musical octave would be al1 the tones between that "C" and the next one—above or below it—depending on the direction of the musical passage.
Abstractly, the "childhood" of human-experience octaves might be designated as "being born," "starting school," "becoming an adolescent," "becoming a parent, or a worker, or a teacher." All of these designations refer to new points of experience. A man who has only one child— only a few years old—is an "adolescent" in father experience. Another man, who has a number of children who are all adult, or even married and themselves parents, is in the maturity of father-experience. The younger father is in the process of parentage-maturing; the older man has reached maturity in this particular experience. "Fatherhood-motherhood," as a new turning-point of identity, is established when the first child is born; the experiences between that time and the adulthood of the last child of the family is the "growing-up of parentage." When the "baby" of the family has reached the status of a self- sustaining adult, the father and mother reach their maturity, as parents. The birth of each child into the family is, in turn, a "variation" of the basic parentage identity because each child brings in a different vibratory pattern on which the parents must, in the ensuing years, exercise their potentials of Love-Wisdom. The development of each child is coincidental with a different "adolescence" of the parents, as a fraternal husband-wife "team."
Give yourself a little mind-exercise on the word "adolescent." Turn your attention to many phases of Nature and observe the processes of "growing-up-ness:" the growth of plants and trees and the maturing of their flowers and fruits; the development of young animals and birds; the unfoldment, even, of daytime and nighttime that follows the appearance of the Sun and the Moon on the Eastern horizon. The seeming "arc" in which the Sun and Moon travel across the sky from horizon to horizon is a natural symbol of "manifestation and childhood," "adolescence," "maturity," "decline" and—with the disappearance of the luminaries below the Western horizon—"transition." This is a natural symbol of Cosmic Beauty because it symbolizes the essential pattern of all Life-expressions in their unfoldment of potentials, maturity and, finally, recession into subjectivity.
The subject of this discourse is the concrete application of the word "adolescent" as it refers to a specialized phase of human experience. It is the timing for manifestation of the Bi-polar essence of the individual; he manifests a new maturing of his physical organism, his emotional potentials and a most significant evidence of his karma. (We will— for simplicity—use the masculine pronoun "he" as the subject; but "he" will refer to any adolescent, male or female.)
The first mandala we will study is a very simple one: a circle with the horizontal diameter; the symbol for Aries at the left point, the symbol for Libra at the right point. From the standpoint of the "on-going- ness" of the individual's life, this mandala is the arch-symbol of polarity, of which the Capricorn-Cancer diameter is the first basic variation. These two signs are "masculine" in the sense that they picture the dynamic individuality—"capable of initiating causes"—of male and of female, respectively. But, in relationship to Aries, Libra is "feminine" because "she" symbolizes the effect from (or reflection of) causes that were expressed by the Individuality.
The two radii which comprise this diameter—appearing as a "single line"—are the archetypes of the two semi-circles. All of the potentials of the first six houses (of the twelve-housed wheel) are implied in the Aries-radius; those of the upper six houses are implied in the Libra- radius. The semi-circles are simply the unfoldments of resources initiated by these two cardinal signs. Therefore it is shown, in a way so simple as to be almost deceptive, that the horizontal diameter itself comprises the polarity- potential of the entire circle.
As a result of the generative action of the parents (Capricorn-Cancer) this line is an effect: horizontal, feminine, resultant, matter, the begotten. But as a symbol of dynamic expressiveness of the individual human, it is a cause—the effect of which is the Capricorn-Cancer diameter symbolizing maturity of the individual, during incarnation in parenthood or any other expression of "life-giving-ness."
So now we see the "magic" of symbology: the Cosmic Principle of Cause-and-Effect, in bi-polar expression (both abstract and generic) pictured by one and the same line. Give this a lot of meditative thought with reference to your own experience as a human. Your expressions as an individual are symbolized by Aries; your emotional-reaction-awareness of your complement is Libra. But—your expressions and your reactions are all you; your complements are living symbols of those elements in your physical and generic being which have not yet been fulfilled by your individuality.
Now, in reference to the four-quadrant, twenty-eight- year cycle of the wheel, the period we designate as "adolescence" is the third quadrant—counterclockwise—from Aries, the one that is initiated by Libra The generic elements which were objectified in the prenatal period are now objectified by new octaves of emotional consciousness and outpictured by other humans. At this "new birth," "I am" is transposed—as a musician transposes into a different key—into "We are." The subject walks around in time and space and perceives "parts of himself" reflected by persons of complementary polarity-patterns. The scorn, bashfulness, antipathies, etc., which adolescents exhibit toward those of the opposite sex need not be objects of anxiety of parents; fear is the normal, natural reaction of the human-being when he is brought face-to-face with something he doesn't understand. However, when boys and girls respond to the power of attraction of each to the other, in bi-polar couples, we witness the charmingly ludicrous performances of "young things" trying to orient themselves in the distracting, fascinating dimensions of new emotional octaves. Such dramatizings, such tricks, such gigglings and weepings, such dreamings—both by day and by night—such new self-confidences and courages followed by their complete deflations, such vanities and true beauties, such hopes and disappointments, such star- lightings and moon-glowings, such irritations and absent-mindednesses, such fantasies, and such ideals and worshippings!
Not only do the "young things" go through the travail of "new Beginnings" at this time—their parents do too! Sex-consciousness is attended by the need to understand sex; how do the parents, individually and as a team, deal with this phase (it is not essentially a "problem" except in their own minds) of their children's growth as individuals and their own as parents? Family-polarity really "goes to town" at these times: the son (and his girl-friend), the daughter (and her boy-friend), the parent who is husband-father (as well as "older brother" to his son because he has gone through the same experience himself) and the one who is wife-mother and "older sister," all are in processes of union with their unfulfillments— individually, as couples, and as a family-group.
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Sex-education, as is any other phase of educative process, is symbolized by Gemini and the third house in the sense that any little child can learn the names and purposes of "things concerning sex" many years before he becomes adolescent. In the third quadrant of the wheel the educative process transcends the "mere naming of things."
When the child becomes conscious of his sexual nature, his education must involve a learning to understand the principles of sexuality as they manifest in his being and in all Nature. When parents, because of "congestions in ignorance," confine their sex-instruction simply to names (sometimes, pathetically, not even that much) they fail their responsibility to their adolescent sons and daughters. Let us point our attention at the third quadrant of the mandala: Three signs are represented— Libra, Scorpio, and Sagittarius; add the symbols of the latter two to the mandala. Libra is the turning-point, the new awareness of "We Are;" Scorpio, Fixed Water, is the desire to sustain the "we are" as its complement, Taurus, is the desire to sustain the individuality. "Traveling through Scorpio" is the releasement of generative resources at puberty, the physical changes, the magnetic processes of sexual attraction and the instinctive urges to make the "We Are" manifested chemically in physical union. Scorpio symbolizes the resource of most intense aspiration to realize the ideal of uniting personality with soul. Anyone in love who addresses the beloved as "my soul" is not being just emotionally fatuous—he is putting into words a recognition that the vibratory nature of the loved one has ignited the lover's consciousness of spiritual identity.
Adolescence is the "pre-natal period of parenthood" and, as such, it is the timing for ignition of the person's inner ignorance and inner wisdom concerning the principles of generation and polarity- relationship. And, in this "ignition," very important facets of "secret karma" are manifested; karmic residues of unfulfilled relationship-patterns are "brought out into the open" after the dormancy of childhood. The adolescent's own latent fatherhood is now emerging as an effect from his expressions as husband-father in his last male incarnation; so with the girl—her previous wifehood-motherhood now reappears for further fulfilling. Since the father and mother have been, up to this time, the living symbols of "man with woman," the emergences of adolescence can intensify the affectional patterns of the child's feelings toward either parent or both of them, or a latent animosity can now appear. The boy has become conscious of "female" as a Life-symbol, so it is to be expected that his feelings toward mother and sister will intensify—according to his generic elements—and a deeper sense of affection and comradeliness toward the father and brother or a growing sense of rivalry toward them (as "fellow males") can manifest. Also "transferences of affection" from husband to son or from wife to daughter can take place in the emotional patterns of the parents because the "new adult male" and "new adult female" can represent, to the parent of the opposite sex, a symbol of new love. Many times the mother tries to recompense herself for marital frustrations by extending her wife-love to her adolescent son and so may a man to his daughter. Absolutely nothing "evil" need be intended by these transferences but when they happen they are evidences—effects—from having repeatedly expressed according to emotional congestions. The often-seen tragic congestions of intense mutual feeling of family-pairs toward each other are evidences of past relationships of a deeply emotional type—the persons are "nailed together" by the magnetic attraction of unredeemed desire forces. If these attractions are not decrystallized by the exercise of mutual respect of individuality, then the relationships take on the coloring that we call "generic complexes" and the adolescent phase, in such case, results in a congestion in old patterns rather than a liberation for greater fulfillment.
If this period is to result in individual ongoing- ness, the parents must exercise their Love-Wisdom as never before and the adolescent must strive to learn more about the principles of generation and relationship than he ever knew before. The parents become teachers and the children become students; this is one of Nature's ways of encouraging impersonalization of the emotional attachments within the family organization. It is "Uranus at work" to decrystallize Scorpio-Taurus-congestions from the past. The emotional and desire-resources of the adolescent male and female must be encouraged to extend into the octaves of healthy individual mate-love. The parent who seeks to discourage this development makes bitter karma. Parents who "exercise this constraint" do so because their own frustrated urges (intense desires) are permitted to transpose normal and natural protective concern into a voracious "something" compounded of possessiveness, egotisticalness, and fear. Herein lies one of the most important responsibilities of parents as thinking people. The woman who makes her son a substitute-symbol for "husband" and at the same time retains the status of "wife" to the man she married is deflecting the reality of her marital identity into something that resembles a terrible illusion. The same for the man who, in compensation for marital disappointments, makes use of his daughter's womanly affections and devotion. Such relationship-mix-ups are tragic and "human tragedy" is summed up in "congestion in desire-ignorance." The transmutation of "tragedy" is releasement of congestions.
When the "We Are"—the marital individuality—of a husband/father-wife/mother team is maintained in mutual Love-Wisdom, the individuality of the son and daughter is automatically respected, since neither parent has need of "emotional substitute-symbols." Then instruction regarding "facts and principles of love, marriage, and generation" can be naturally, intelligently, and inspiringly given and absorbed. Hence the adolescent is rhythmically conditioned to enter the Sagittarius-part of the third quadrant as he or she opens naturally to new realizations of old wisdom. From that, he/she is prepared, in consciousness, to "reach the Midheaven" and enter the fourth quadrant as an adult—a "younger contemporary," as man or woman—of the parents. To give the instruction and to absorb it is to fulfill the Capricorn-Cancer line—fulfilling parentage responsibility and fulfilling the requirements of parenthood-to-be.
(If "learning calculations" is the "childhood" of the astrologer, then his "adolescence" is the study of symbols in their individual and collective significance; "maturity" is in outgiving of what has been learned; as consultant, writer, lecturer, and teacher, the astrologer is "spiritual parent" and he takes his place in the ranks of World-servers; in this service he is in the "adolescence" of his "elder-brother-ship-to-be.")
Technical: it is suggested, from the author's experience, that the study of the adolescent's chart be made in this way:
1. Careful analysis of each natal Moon-aspect; of squares and oppositions to planets in Cancer (ruled by the Moon) and their correctives.
2. Analysis of squares, oppositions, and correctives of aspects to the planet which "disposits" (rules the Moon-sign) the Moon.
3. Analysis of the seventh house of the horoscope as the resource of the "I Am" that emerges, in adolescence, as "We Are;" that which is to be fulfilled principally in the marital relationship.
4. List—by careful calculations and in sequence: all aspects made by the progressed Moon to planets which it legitimately aspects in the natal chart before and after it opposes its natal position the first time —approximately in the fourteenth year; "pattern" this listing so that you are made aware of each corrective to every congested aspect; it is necessary to know to what extent the subject is capable of decrystallizing his desire-congestions.
5. Include in this listing every solar eclipse that falls in this period of the "progressed Moon opposing its natal position"— even if the listing of progressed-Moon aspects extends beyond the time when Moon-opposes-Moon—and it could.
6. Include the date when Saturn, by last direct transit opposes its natal position; this and progressed Moon opposition-its- natal-position is the vibratory focus of the adolescent period—the "building- in" vibratory mechanism.
We suggest use of mandalas for focus of concentration in order to release your interpretative awareness of the subject's generic potentials.
—Supplemental Student Material Reference: Studies in Astrology, Elman Bacher
Contemporary Mystic Christianity
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