MY WORK AND THOSE DIMENSIONS OF
REALITY INTO WHICH IT TAKES ME

(9:43.) Now I have friends even as you do, though my friends may be of longer standing. You must understand that we experience our own reality in quite a different manner than you do. We are aware of what you would call our past selves, those personalities we have adopted in various other existences.

Our experience, however, does not include the time divisions with which you are familiar. We have far more friends and associates than you do, simply because we are aware of varying connections in what we call for now “past” incarnations.

We do not feel the need to hide our emotions or thoughts from others, because all of us by now well recognize the cooperative nature of all consciousness and reality, and our part in it. We are highly motivated. (Humorously): Could spirits be anything else?

I communicate with your dimension, for example, not by willing myself to your level of reality, but by imagining myself there. All of my deaths would have been adventures had I realized what I know now. On the one hand you take life too seriously, and on the other, you do not take playful existence seriously enough.

We enjoy a sense of play that is highly spontaneous, and yet I suppose you would call it responsible play. Certainly it is creative play. We play, for example, with the mobility of our consciousness, seeing how “far” one can send it. We are constantly surprised at the products of our own consciousness, of the dimensions of reality through which we can hopscotch. It might seem that we use our consciousness idly in such play, and yet again, the pathways we make continue to exist and can be used by others. We leave messages to any who come by, mental signposts.

I must have a thorough knowledge of the particular system of reality in which my pupil operates, of his or her system of thought, of the symbols that are meaningful. The stability of the pupil’s personality must be correctly gauged by me. The needs of that personality cannot be ignored but must be taken into consideration.

The pupil must be encouraged, but not overly extended while development continues. My material must be presented in such a way that it makes sense in the context in which the pupil understands reality, particularly in the early stages. Great care must be utilized, even before serious learning can begin, that all levels of the personality develop at a more or less constant rate.

Often the material I present will initially be given without any sign of my presence, seemingly as a startling revelation. For no matter how carefully I present the material, it is still bound to change past ideas that are strongly a part of the pupil’s personality. What I say is one thing, but the pupil of course is thrust into psychological and psychic behavior and experience that may seem quite alien to him on a conscious level.

The personality was never consciously aware of the initial meeting. She simply experienced sudden new thoughts, and since she is a poet, these appeared as poetic inspirations. At one time some years ago, at a writers’ conference, she became involved in circumstances that could have led to her psychic development before she was ready. The psychological climate at that time, of those involved, initiated the conditions, and without realizing what she was about our friend [Jane] went into a trance.

(11:09. Jane’s trance had been good. “I haven’t the slightest idea what that was all about.” Her pace had picked up a bit. Resume at 11:20.)