2 results for (book:ur2 AND session:712 AND stemmed:record)
planet
beam
space
clusters
speeds
Now for the unfortunate results I mentioned near the beginning of this note: Of the two cassette tape recorders that had been operated by class members last night, one malfunctioned throughout the evening, unknown to its owner, and so recorded no class material at all. The other recorder’s tape snapped just before Jane finally succeeded in consistently uniting Seth’s slow, or long, reality with the accelerated version we ordinarily hear. For a few minutes, then, she was able to speak for Seth about his home environment — but since the information wasn’t recorded I have nothing to quote here. By then class was nearly over. I don’t want to try reconstructing Seth from memory, but will note that his material took off from some of that in the 612th session (see Appendix 19).
9. With some wonder I can write that our average-sized living room had been more than crowded last night: Well over 30 people were present for ESP class. Very few of them had witnessed one of Jane’s infrequent “long sound” sessions, as we call them, although a fair number had heard us describe the phenomenon at one time or another. Seth had also referred to it. I seldom take notes in class or use a tape recorder, preferring to be free to engage in the class’s spontaneous development. Usually quite a few people will tape a class, yet last night it happened that only two did so. The results were unfortunate, as I’ll explain later.
These notes deal with Jane’s experiences in this week’s class (held in October 1974). I made a verbatim record of her first encounter with slow, or long, sound in the 612th session for September 6, 1972, just about a year after she’d finished Seth Speaks. Since the material in that session wasn’t covered in Personal Reality or Adventures, we’re publishing most of it as an appendix for this volume.* Not only will it illuminate these notes; it will also link, if loosely, Seth’s reality, Seth Two, and some other “rapid” effects. There’s much to be learned here, and perhaps eventually we’11 be able to do something about that.
From its owner Jane and I borrowed the one incomplete class tape that had been made. As we’d expected, her long-sound experiences hadn’t recorded well at all. The key episodes had been more visible than verbal. While Jane had been straining to compress a long syllable into something recognizable, the tape picked up little except distracting background noises: class people coughing, or moving about or shuffling papers; the sounds of traffic … But Jane and I take class events as they come. Otherwise we’d be continually involved in note-taking, making tapes, and so forth.