Possible Psychic Development In Ancient Egypt
Developing psychic abilities is something that many people interested in spirituality would like to achieve. These abilities are related to the non-physical senses, or chakras, of our higher bodies. When chakras develop pass the certain point, a psychic powers emerges (such as telepathy, intuition, clairvoyance, polyvision etc.). Most common way for people to access such is unintentionally through meditation and going to deep relaxation states, but there are also deliberate ways of triggering them, such as by using sound or visualisation. The following is the excerpt from the book Memories of Reincarnation by Grace Cooke. It contains an interesting description of how people of ancient Egypt were developing their psychic faculties starting from childhood, through sharpening their physical senses:
“When, at seven years old, children were sent to a communal school, they were already used to putting the community before themselves. Early education was devised to open the way for psychic development through the natural, full and correct use of the five senses, so that the soul-body was helped in its growth. Even tiny children were encouraged to be observant. Thus, Ra-min-ati was early instructed in exercises that taught her to make use of her eyes, watching the cloud-shapes, noting the direction of the wind, spotting birds on the wing, noting the unfoldment of buds and formation of fruit. This was a favorite game, played in field or garden, that we called “I spy”.
Another game was listening to the wind, birdsong, insect or animal noises, the oars and paddles of barges on the river, which so quickened their sense of hearing that children grew extremely sensitive sometimes even to what is normally beyond the limit of hearing, such as music of fairy pipes or fairy songs. To develop their sense of touch, children played with sand and learnt to mold clay into the form of birds and animals. They made bricks and sun-baked them, colouring them with bright water-dyes. They built models of houses, workshops and temples. Teachers, and sometimes one or both parents, would join in the games. Ra-min-ati’s father invented the game of guessing plant, tree or flower by its perfume. The children were blindfolded and led within a yard of some bush or tree; then, guided by their sense of smell, they would name it. If they did so correctly, their eyes were freed; if not, they had to try the scent of one plant after another until they found the right answer. In time, they could actually smell the aura of anyone who approached, and could guess who it might be.
Ra-min-ati bathed daily with her brothers and sisters in a pool near the house. They liked to feel air and water on their bodies as they splashed and played water-games with brightly coloured balls. Food was simple and pure, consisting chiefly of fruits, nuts, vegetables both cooked and raw, lentils, rice, corn, wheat meal, and sometimes the flesh of ox or wild duck. They drank goat’s milk, wine and unfermented fruit-juices, especially orange-juice. Ra-min-ati learned early to distinguish the flavour of fruit, vegetable, herb or nut and to draw the maximum of taste and nourishment from them. This too helped to develop the subtler senses of the soul-body. Indeed, the children well understood that their senses were ports of entry, open not only to the sight, sound, taste, smell and touch of physical objects but to the etheric counterpart; they knew that the etheric system flashed knowledge through sensory experience to the mind. The aura is an emanation from the soul-body, a vibration produced by thought and emotion. By means of it, people can become aware of invisible life. The education of the senses was in fact designed to enhance awareness of normally invisible, impalpable, inaudible forms in the light-world, and Ra-min-ati was taught later how to look into it.”