It is they [men of science] who hold the secret of the mysterious property of the mind by which error ministers to truth, and truth slowly but irrevocably prevails. Theirs is the logic of discovery, the demonstration of the advance of knowledge and the development of ideas, which, as the earthly wants and the passions of men remain almost unchanged, are the charter of progress, and the vital spark of history.

The obscurity which envelops the principia of science is not only due to an historical evolution influenced by the authority which attaches even to the phraseology used by great discoverers, but to the fact that science, as long as it had to carry on a difficult warfare with metaphysics and dogma, like a skilful general conceived it best to hide its own deficient organisation.

The difference between the Teaching in its past and in its modern guise is that in the olden days it was used principally for the self-development of the few, whereas at present humanity is considered to have moved forward to the point where the theories and ideals of the Mystery Teaching may soon be put into practice in the life of the community as a whole, because a sufficiently large number of people are now so advanced as to make this possible.

These two teachings once held secret, or openly promulgated in a more or less imperfect form, are examples of the manner in which from age to age when the need arises for so doing, esoteric teachings are openly developed by the Brotherhood of sages and seers. Such teachings profoundly modify civilization because they profoundly change human psychology and the spiritual and intellectual vision of mankind. (Chapter 2)

... , years before he died, was hidden from most of us in the mist of his own method.

In science men have learned consciously to subordinate themselves to a common purpose without losing the individuality of their achievements. Each one knows that his work depends on that of his predecessors and colleagues, and that it can only reach its fruition through the work of his successors. In science men collaborate not because they are forced to by superior authority or because they blindly follow some chosen leader, but because they realize that only in this willing collaboration can each man find his goal.

The history of this paper suggests that highly speculative investigations, especially by an unknown author, are best brought before the world through some other channel than a scientific society, which naturally hesitates to admit into its printed records matter of uncertain value. Perhaps one may go further, and say that a young author who believes himself capable of great things would usually do well to secure the favourable recognition of the scientific world by work whose scope is limited, and whose value is easily judged, before embarking upon higher flights.

Those humble but indomitable workers, to whom later generations referred by the collective name of Baale Masorah, Masters of Tradition, performed in obscurity their Herculean task of guarding the Biblical Text against loss or variation.

Even "security", that word so fretful to science and to the free exchange of ideas, is no modern innovation. Witness Bacon's elaborate encrypting of his work, Newton's allegedly purposeful distortion of a formula, Da Vinci who kept his long undeciphered notebooks in mirror-writing, and other examples that might be cited where the aim was apparently to prevent harm from ensuing as a result of the unexpert use of knowledge or wrong intent. The Sorcerer's Apprentice, that favorite fable of the laboratory assistant who learns the spell to make the mop carry water but who does not know how to stop the operation once it has begun, suggests the cataclysmic consequence where the sorcerer had not been sufficiently "security-minded" with, his formula. That might be a very, old piece of science-writing.

My information (from my own Master) is that the broad general outline and scope of The Secret Doctrine was conveyed verbally to H.P.B. (Helena Petrovna Blavatsky) by the Masters K.H. and Morya, while the bulk, the esoteric lore, was given to her telepathically by D.K.. She herself gave the correspondences between the esoteric science and the exoteric science of her day. It was in fact a group work. (p. 301/2)

The secret of a Scientist is not what he knows. It’s what he asks.

The age old teachings of occult science are founded, not upon speculations but upon the continually repeated, direct observations of highly trained occult investigators. With the inner eye itself fully operative and the technique of its use fully developed as a result of training under their Adept seniors in evolution, these seers perceive direct the phenomena of Nature on all planes of existence and corroborate the findings of their brother seers who have gone before. For this reason, “to the Occultists who believe in the knowledge acquired by countless generations of Seers and Initiates, the data offered in the Secret Books are all sufficient” (The Secret Doctrine, H. P. Blavatsky, Adyar Edition, Vol. IV, p. 269)

…I had learnt that the most effective way to spread a story was to tell it to one or two Arabs under a pledge of secrecy.

In my presentation I... follow the genetic method. The essential idea... is that the order in which knowledge has been acquired by the human race will be a good teacher for its acquisition by the individual. The sciences came in a certain order; an order determined by human interest and inherent difficulty. Mathematics and astronomy were the first sciences really worth the name; later came mechanics, optics, and so on. At each stage of its development the human race has had a certain climate of opinion, a way of looking, conceptually, at the world. The next glimmer of fresh understanding had to grow out of what was already understood. The next move forward, halting shuffle, faltering step, or stride with some confidence, was developed upon how well the [human] race could then walk. As for the human race, so for the human child. But this is not to say that to teach science we must repeat the thousand and one errors of the past, each ill-directed shuffle. It is to say that the sequence in which the major strides forward were made is a good sequence in which to teach them. The genetic method is a guide to, not a substitute for, judgement.