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A Series of Lessons in Gnani Yoga856
Another startling evidence of the proof of Metempsychosis is afforded
us in the cases of “infant prodigies,” etc., which defy any other explanation.
Take the cases of the manifestation of musical talent in certain children at
an early age, for instance. Take the case of Mozart who at the age of four
was able to not only perform difficult pieces on the piano, but actually
composed original works of merit. Not only did he manifest the highest
faculty of sound and note, but also an instinctive ability to compose and
arrange music, which ability was superior to that of many men who had
devoted years of their life to study and practice. The laws of harmony—the
science of commingling tones, was to him not the work of years, but a faculty
born in him. There are many similar cases of record.
Heredity does not explain these instances of genius, for in many of the
recorded cases, none of the ancestors manifested any talent or ability. From
whom did Shakespeare inherit his genius? From whom did Plato derive his
wonderful thought? From what ancestor did Abraham Lincoln inherit his
character—coming from a line of plain, poor, hard-working people, and
possessing all of the physical attributes and characteristics of his ancestry,
he, nevertheless, manifested a mind which placed him among the foremost
of his race. Does not Metempsychosis give us the only possible key? Is it not
reasonable to suppose that the abilities displayed by the infant genius, and
the talent of the men who spring from obscure origin, have their root in the
experiences of a previous life?
Then take the cases of children at school. Children of even the same family
manifest different degrees of receptivity to certain studies. Some “take to”
one thing, and some to another. Some find arithmetic so easy that they
almost absorb it intuitively, while grammar is a hard task for them; while
their brothers and sisters find the exact reverse to be true. How many
have found that when they would take up some new study, it is almost like
recalling something already learned. Do you student, who are now reading
these lines take your own case. Does not all this Teaching seem to you like
the repetition of some lesson learned long ago? Is it not like remembering