Page:The Urantia Book, 1st Edition.djvu/641

Rh At the end of the prince's dispensation, when the time comes for this "reversion staff" to be returned to the system headquarters for the resumption of the Paradise career, these ascenders present themselves to the Life Carriers for the purpose of yielding up their material bodies. They enter the transition slumber and awaken delivered from their mortal investment and clothed with morontia forms, ready for seraphic transportation back to the system capital, where their detached Adjusters await them. They are a whole dispensation behind their Jerusem class, but they have gained a unique and extraordinary experience, a rare chapter in the career of an ascending mortal.

The prince's corporeal staff early organize the planetary schools of training and culture, wherein the cream of the evolutionary races are instructed and then sent forth to teach these better ways to their people. These schools of the prince are located at the material headquarters of the planet.

Much of the physical work connected with the establishment of this headquarters city is performed by the corporeal staff. Such headquarters cities, or settlements, of the early times of the Planetary Prince are very different from what a Urantia mortal might imagine. They are, in comparison with later ages, simple, being characterized by mineral embellishment and by relatively advanced material construction. And all of this stands in contrast with the Adamic regime centering around a garden headquarters, from which their work in behalf of the races is prosecuted during the second dispensation of the universe Sons.

In the headquarters settlement on your world every human habitation was provided with abundance of land. Although the remote tribes continued in hunting and food foraging, the students and teachers in the Prince's schools were all agriculturists and horticulturists. The time was about equally divided between the following pursuits:

Physical labor. Cultivation of the soil, associated with home building and embellishment. Social activities. Play performances and cultural social groupings. Educational application. Individual instruction in connection with family-group teaching, supplemented by specialized class training. Vocational training. Schools of marriage and homemaking, the schools of art and craft training, and the classes for the training of teachers—secular, cultural, and religious. Spiritual culture. The teacher brotherhood, the enlightenment of childhood and youth groups, and the training of adopted native children as missionaries to their people.

A Planetary Prince is not visible to mortal beings; it is a test of faith to believe the representations of the semimaterial beings of his staff. But these schools of culture and training are well adapted to the needs of each planet, and there soon develops a keen and laudatory rivalry among the races of men in their efforts to gain entrance to these various institutions of learning.

From such a world center of culture and achievement there gradually radiates to all peoples an uplifting and civilizing influence which slowly and cer-