The Present Problem of Youth {c.1947}

The world, as known to people over forty years of age, has crumbled and is fast disappearing the old values are fading out and what we call “civilization” (that civilization we have thought so wonderful) is vanishing. Some of us are thankful it is so. Others regard it as a disaster. All of us are distressed that the means of its dissolution have brought so much agony and suffering to humanity everywhere.

Civilization might be defined as the reaction of humanity to the purpose and the activities of a particular world period and its type of thinking. In each age, some idea functions and expresses itself in both racial and national idealisms. Its basic trend down the centuries has produced our modern world and this has been materialistic. The aim has been physical comfort; science and the arts have been prostituted to the task of giving man a comfortable and if possible a beautiful environment; all the products of nature have been subordinated to giving humanity things.The aim of education, generally speaking, has been to equip the child to compete with his fellow citizens in “making a living”, in accumulating possessions and in being as comfortable and successful as possible.

This education has also been primarily competitive, nationalistic and, therefore, separative. It has trained the child to regard the material values as of major importance, to believe that his particular nation is also of major importance and that every other nation is secondary; it has fed pride and fostered the belief that he, his group and his nation are infinitely superior to other people and peoples. He is taught consequently to be a one-sided person with his world values wrongly adjusted and his attitudes to life distinguished by bias and prejudice. The rudiments of the arts are taught him in order to enable him to function with the needed efficiency in a competitive setting and in his particular vocational environment. Reading, writing and elementary arithmetic are regarded as minimum requirements, plus some knowledge of historical and geographical events. Some of the literature of the world is also brought to his attention. The general level of civilized information is relatively high, but it is biased and influenced by religious and national prejudices which are instilled into the child from his earliest years, but which are not innate. World citizenship is not emphasized; his responsibility to his fellowmen is systematically ignored; his memory is developed through the impartation of uncorrelated facts – most of them unrelated to daily living.

Our present civilization will go down in history as grossly materialistic. There have been many material epochs in history but none so generally widespread as the present or which have involved such untold millions. We are constantly told that the cause of this war is economic; that is surely so but the reason is that we have demanded so much of comfort and of “things” in order to live “reasonably well”. We require so much more than our forefathers needed; we prefer a soft and relatively easy life; the pioneering spirit (which is the background of all nations) has faded, in most cases, into a soft civilization. This is particularly true of the Western hemisphere. Our standard of civilized living is far too high from the standpoint of possessions and far too low from the angle of the spiritual values, or when subjected to an intelligent sense of proportion. Our modern civilization will not stand up to the acid test of value. A nation is today regarded as civilized when it sets a value on mental development, when it puts a premium on analysis and criticism and when all its resources are directed towards the satisfying of physical desire, towards the production of material things and towards the implementing of material purposes as well as towards dominating competitively in the world, towards the amassing of riches, the acquiring of property, the achievement of a high standard of material living and towards the cornering of the produce of the earth – largely for the benefit of certain groups of ambitious and wealthy men.

This is a drastic generalization but it is basically correct in its main implications, though incorrect where individuals are concerned. For this sad and dire situation (entirely of humanity’s own making) we pay the penalty of war. Neither the churches nor our educational systems have been sound enough in their presentation of truth to offset this materialistic tendency. The tragedy is that the children of the world have paid and are paying the price of our wrongdoing. War has its roots in greed; material ambition has motivated all the nations without exception; all our planning has been directed to the organization of the national life so that material possession, competitive supremacy and individual and national selfish interests would control. All nations, in their own way and degree, have contributed to this; none has clean hands and hence war. Humanity has the habit of selfishness and an inherent love of material possessions. This has produced our modern civilization and, for this reason, it is being changed.

The cultural factor in any civilization is its preservation and consideration of all the best the past has given, and its evaluation and study of the arts, the literature, the music and the creative life of all nations – past and present. It concerns the refining influence of these factors upon a nation and upon those individuals in a nation who are so situated (usually financially) that they can profit from them and appreciate them. The knowledge and understanding thus gained enable the man of culture to relate the world of meaning (as inherited from the past) to the world of appearances in which he lives and to regard them as one world, but one existing primarily for his individual benefit. When, however, to an appreciation of our planetary and racial inheritance, both creative and historical, he adds an understanding of the spiritual and moral values, then we have an approximation to what the truly spiritual man is intended to be. In relation to the total population of the planet, such men are few and far between, but they guarantee to the rest of humanity a genuine possibility.

Will cultured people realize their opportunity? Will our civilized citizens embrace the chance to build afresh – not a material civilization this time but a world of beauty and of right human relations, a world in which children can indeed grow into the likeness of the One Father and in which man can return to the simplicity of the spiritual values of beauty, truth and goodness?

Yet, facing the worldwide reconstruction demanded and the well-nigh impossible task of salvaging the children and youth of the world, there are those today who are engaged in raising funds to rebuild stone churches and restore ancient buildings, thus demanding money which is sorely needed to restore broken bodies, to heal psychological wounds and to produce the warmth of love and understanding among those who believe that such qualities do not exist!


Problems of Humanity – Chapter II – The Problem of the Children of the World

Alice Bailey & Djwhal Khul