Pythagoras was a philosopher and teacher whose influence on human life has been profound, although the depth of his influence has been largely unrecognised until the current era. The truth about this Master of the Ageless Wisdom has been obscured by mythology that served certain agendas throughout the ages, and by the reduction of his gift to humanity to a single mathematical formula. Neither the mythology nor the reduction serves the true student of their Soul – specifically, nor humanity as one Brotherhood.
It is superficially understood that Pythagoras was developed as a Master of the Ageless Wisdom (as an Ascended Master initially and then as a Master of Wisdom) by teachers in Ionia, Greece, Egypt and Chaldea (the southern part of modern day Iraq). Scholars state that in Chaldea he was reintroduced to the teachings of the great Zoroaster. This story represents only partial truth, for it fails to acknowledge that this great Master had lived and served as a Master in many previous lives. He was born of Pythaïs, a woman and Master in her own right. She embodied such a depth of divinity and sacredness that a Master in turn could be incarnated through her. Little is said of her beyond attribution in a Samian poem:
“Pythaïs, fairest of the Samian tribe, Bore form th’ embraces of the God of day Renown’d Pythagoras, the friend of Jove”.
In essence Pythagoras was understood to be the ‘son’ of Apollo – in simple terms, a member of the Hierarchy on earth, a fully realised son of God.
Born of sacredness and raised by this woman he lived what is known today as The Way of The Livingness before he attended a single official ‘school’. He was prepared from before birth to embody the teachings he received and re-ignite that which he had so gracefully lived before. Through the purity of his dedication to live the teachings of those Masters before him, the re-connection to his Soul occurred swiftly and in full. His divine purpose was always to offer to a lost humanity the simple means of restoring connection to the light of their Soul. Pythagoras thus taught those who were prepared to forgo the comforts of regular human life to develop themselves as students of their Souls – students of The Way of The Livingness.
Pythagoras established a school in Italy. The powers that dominated Greece at the time would not allow such a school to be. He chose a remote place where he could represent the true, Soul impulsed way of living, unhampered by the control and dictates of the political powers of the day.
It was a school like no other. It taught its students to know beyond doubt that there were two sources of energy to align to – spirit or Soul, and that alignment to Soul could be developed and mastered in human life. Its entire purpose was to offer students every reflection they needed to become Ascended Masters, in other words human beings who had fully embodied the light of their Soul. In fulfilling its purpose, it was immensely successful. It produced many Masters in this most challenging of eras, in which aggression, abuse and brutal warfare flourished. We cannot forget that this was a period in which potentates could murder and destroy without compunction. There was no organisation from whom to seek fair representation, no system that set a standard of bare, human decency to appeal to, and no powerful individual from whom protection could be sought. The temporal vulnerability of this great teacher and Soul-full exemplar makes it even more extraordinary that many of those who fully embodied their Soul under the guidance of Pythagoras, did so in a single lifetime. This had only previously been accomplished by rare individuals. Such was his quality as a living expression of the Soul-full Way of life, The Way of The Livingness, that students were inspired to seek within themselves to find their own connection to Universal Order and its abiding wisdom.
Pythagoras stood, and to this day stands, as an example of the true teacher. He held his connection to the Universal Will with unwavering dedication, inspiring his students to understand that the wisdom he imparted came purely through his connection to the Divine.
He inspired them to know that they had the capacity for equal connection, hence equal access to wisdom. Always, he saw through the miasma of their human flaws and frailties to the essence of their being. He was merciless in exposing their spiritual arrogance and unruliness, and utterly dedicated to their reclamation of Soul-full expression. He knew that they were equal to him by essence, and would accept nothing less from them until such time as they stood beside him; equal Masters, equal vessels for the expression of the Divine Plan on earth.
The movement Pythagoras founded was truly philosophical – its foundation the Soul-impulsed way of life. His school was known for its discipline, purity and simplicity. His students worked as others did; they tilled soil, grew crops, tended their herds, made tools and built homes.
It was the quality they applied to their work that distinguished them from the mass of people. Absolute dedication to this quality was essential at this time in human history, to strip away the reckless disregard of the human spirit and allow the impulse of the Soul to be at first felt (as the subtlest of whispers), reconnected to, and ultimately lived.
It was through adherence to a rhythmic and very simple way of living that the student developed focus on the energetic quality and energetic integrity they brought to every action they took and every thought that entered them. A distinguishing feature of the school was that the student was expected to be silent for several years on their entry. “Be silent or let thy words be worth more than silence.” The silence was not a suppression of expression – it was a powerful tool for the student to become of aware of the quality of their thoughts and actions, and ultimately discern their source – either the realm of the spirit, or the plane of the Soul.
He taught music – the purity of single notes and the exquisiteness of chords in their combination. As such he taught his students of the One Song of the Universe. Were they living in harmony with its resonance, or were they in disharmonious clash with its omnipresent resounding? By this means, the student of Pythagoras was given the opportunity to embrace the beauty and power of the unique human essence in its full expression and hence to live as a full note in the One Song of the All. They were offered the depth of understanding of how each and every note could sound in union with others should we choose to make the One Song the Universe and true Brotherhood the purpose of our existence.
Mathematics was intrinsic to the teachings, but far from the intellectually driven pursuit we know it to be today. Pythagoras used mathematics to describe the relationships between things and to reveal that everything in existence could be understood by its relationship to all else – this was the Science of Constellation. Through precise training in the quality of numbers, he developed in his students the understanding of the evolutionary power of cycles – the Universal Laws of Numerology and their deeply practical application to bringing Divine quality to human life. This enabled his students to deepen their Soul connection at a previously unattainable pace.
His astronomical/astrological teachings were intrinsic to the school, and so far in advance of the degenerate version that would later be enforced by the Catholic Church throughout the long European Dark Age that it beggars our modern belief in a primitive past from which we have somehow arisen ourselves. In the BCE period he knew and taught that the earth moved around a central fire and the order of the planets in our solar system. He taught his students the nature of the constellations of the stars, and how they offered us a constant outpouring of Universal qualities we could live as human beings on this earth – Occult Astrology.
Harmony – one of the five motion-based attributes of the Soul – was understood to be intrinsic to Pythagoras’ teachings. There is truth to this, but it is not the whole truth. Certainly, the form of debate in which he inducted his students was based on deepening harmony, and access to the beholding One Unified Truth. It is almost incomprehensible to us today to fathom how this could be, so indoctrinated are we in debate as an intellectual joust, designed to reduce another’s argument (and indeed ‘the other’ themselves) to rubble, so inured we are to the commonplace horror of scoring points off each other, and the compromise and devastation of ‘losing’. The purpose of Pythagorean debate was to arise, to deepen and to evolve the understanding of each and every participant, without exception. There was no winner, no honour in isolated cleverness, no one person operating in isolation to the whole – every point made either brought the whole to greater harmony or it simply did not. In a very fundamental way, the students were developed in energetic awareness in these classes – they learned to never be seduced by clever arguments, nor swayed by intellectual supremacy. They learned to read the energy behind words, the true intent of the speaker and the source from which they drew their contribution.
Of more significance, and essential to the expression of the Divine Plan on earth, these debates brought to each student the lived experience of what it is to align to the One Unified Truth – the Universal Truth that holds all equal. Pythagoras knew that we were all from One source. It was alignment to the One Unified Truth that would restore us as One humanity and end the domination of the spirit on earth.
It can be understood that each of the five attributes of the Soul were intrinsic to Pythagoras’ school – Stillness achieved through silence and presence, Love through unity of purpose and awareness of the All, Harmony through movement impulsed by the One source, Joy through known Universality and the majesty of space, and Truth – always the Truth of who and what we truly are, and the knowing of the Divine Plan.
It can be of no surprise that Pythagoras, once he became known to the predominating powers of the time, was pursued and his school destroyed. Such was his dedication that he never ceased to teach, for he knew that the true location of his school was in Heaven and that no earthly position could contain the truth he offered to all mankind.
He inspired many great initiates who would in their turn inspire humanity to live the light of their Soul on earth. A century after Pythagoras’ death, Plato offered his great work on the foundations Pythagoras laid. Copernicus was inspired equally by Hermes and Pythagoras, so strongly that he produced his great heliocentric work De Revolutionbus at time when any challenge to the Aristotelian/Catholic belief in the geocentric model placed his life at risk. As for the truth of Pythagoras, Copernicus offered this translation from the letter of Lysis in his great astronomical work:
“…Because he did not peddle his doctrines, (Pythagoras) never wrapped the truth in those subterfuges with which the sophists muddle young minds; he was the master of all things, human and divine.”
The legacy of Pythagoras remains with us today. It is found in simplicity, discipline and steadfast dedication to Universal Wisdom, in harmony lived with each other and the Universe, in honour of the cycles of life, and in alignment to the Soul and the purity of its note in One Song that sings the whole.
Where man meets Soul
It could be said that the birth of The Way of The Livingness began 2,500 years ago with Pythagoras and the ensuing Pythagoreans. However the principles of purpose and dedication towards responsibility, towards love, towards developing the Kingly or Divine body have not changed.