“Seth material” search engine (Jane Roberts)

Dictation: In connection with the creation of the universe, and with the creation of public and private events alike, let us for a moment consider a different kind of myth.

Tonight, during a pleasant supper time, our friends Ruburt and Joseph watched a television production based upon the Cinderella fairy tale. According to the definition I gave earlier, this fairy tale is a myth. Surely it may seem that such a children’s tale has little to do with any serious adult discussion concerning anything so profound as the creation of the known world. And most certainly, it may appear, no scientifically pertinent data about the nature of events can possibly be uncovered from such a source.

In the Cinderella story, however, the heroine, though poor and of low estate, manages to attain a fulfilling and seemingly impossible goal. Her desire to attend a spectacular ball, and meet the prince, initiates a series of magical events, none following the dictates of logic. The fairy godmother, suddenly appearing, uses the normal objects of everyday life so that they are suddenly transformed, and we have a chariot¹ from a pumpkin, and other transformations of a like nature.

The tale has always appealed to children because they recognize the validity behind it.² The fairy godmother is a creative personification of the personalized elements in Framework 2 — a personification therefore of the inner ego, that rises to the aid of the mortal self to grant its desires, even when the intents of the mortal self may not seem to fit into the practical framework of normal life. When the inner ego responds in such a fashion, even the commonplace, ordinary, seemingly innocuous circumstances suddenly become charged with a new vitality, and appear to “work for” the individual involved. If you are reading this book you are already too old to clearly remember the constant fantasies of your early childhood. Children however know quite well, automatically, that they have a strong hand in the creation of the events that then seem to happen to them.

Children experiment with the creation of joyful and frightening events, trying to ascertain for themselves the nature of their control over their own experience. They imagine joyful and terrifying experiences. They are in fact fascinated by the effects that their thoughts, feelings, and purposes have upon daily events. This is a natural learning process. If they create “bogeymen,” then they can cause them to disappear also. If their thoughts can cause them to become ill, then there is no real reason for them to fear illness, for it is their own creation. This learning process is nipped in the bud, however. By the time you are adults, it certainly seems that you are a subjective being in an objective universe, at the mercy of others, and with only the most superficial control over the events of your lives.³

The child knew “that it came from somewhere else” — not by chance but by design. The child knew that in one way or another its most intimate thoughts, dreams, and gestures were as connected with the natural world as blades of grass are to a field. The child knew it was a unique and utterly original event or being that on the one hand was its own focus, and that on the other hand belonged to its own time and season. In fact, children let little escape them, so that, again, they experiment constantly in an effort to discover not only the effect of their thoughts and intents and wishes upon others, but the degree to which others influence their own behavior. To that extent, they deal rather directly with probabilities in a way quite foreign to adult behavior.

In a fashion, they make quicker deductions than adults, and often truer ones, because they are not conditioned by a past of structured memory. Their subjective experience then brings them in rather direct contact with the methods by which events are formed.

Before children are acquainted with conventional ideas of guilt and punishment, they realize that it is easier to bring about good events, through wishing, than it is to bring about unhappy ones. The child carries with him [or her] the impetus and supporting energy provided him at birth from Framework 2, and he knows intuitively that desires conducive to his development “happen” easier than those that are not. His natural impulses naturally lead him toward the development of his body and mind, and he is aware of a cushioning effect and support as he acts in accordance with those inner impulses. The child is innately honest. When he gets sick he intuitively knows the reason why, and he knows quite well that he brought about the illness.

That event resulted in a scribbled manuscript, unpublished, called The Physical Universe as Idea Construction. His desire and intense intent to understand more of the nature of reality triggered the production of that fragmentary automatic manuscript. He found himself as a young adult, at the time of the President Kennedy assassination, in a world that seemed to have no meaning. At the same time, while conditioned by the beliefs of his generation — beliefs that still tinge your times — he held on to one supporting belief never completely lost from childhood.

The results, appearing initially in that now-yellowed handwritten script, made him initially see that he had chosen the events of his life in one way or another, and that each person was not the victim but the creator of those events that were privately experienced or jointly encountered with others.

In that literally power-packed few hours, he also knew that the physical senses did not so much perceive concrete phenomena, but actually had a hand in the creation of events that were then perceived as actual.