“Seth material” search engine (Jane Roberts)

[...] Many such Eastern schools also stress — as do numerous spiritualistic schools — the importance of the “unconscious levels of the self,” and teach you to mistrust the conscious mind.

[...] You may follow one of the schools of Buddhism in which great stress is laid upon the denial of the body, discipline of the flesh, and the avoidance of desire. [...]

[...] As a last resort the relatives thought of trying to bring her back to her apartment, since she talked constantly of going home; by this however, she meant returning to her homestead of many years ago, which had long since been demolished to make way for a new high school.

[...] Leonard, a school teacher, knows Miss Callahan, and his apartment abuts hers on the south. [...]

My art teacher in high school, Miss Bowman, had taught Tom Lantini also — and as she had loaned me money to go to commercial art school in New York City, so had she given Tom financial aid so that he could attend the same school. [...]

Tom started school a year after I had, and I helped him obtain a room in the same school-approved boarding house that I lived in, with other students. [...]

[...] I had a much younger assistant who reminded me of Tom Lantini, an artist friend who had been a year behind me in Sayre High, our hometown school in Sayre, Pennsylvania. [...]

School.

(“What kind of school, grade or high?”)

(“Can you give us the name of the street your school is, or was, located upon?”)

On one occasion you were 12, and on another in very young manhood, perhaps 17, but in your last year of school in any case.

(I graduated from high school in 1937 at the age of 17.)

[...] In my school days I did not have a drawing table, but worked bent over at a card table in the front upstairs room, with a small drawing board in my lap, resting on the edge of the card table. [...]

The collection will include our family trees; my father’s journals and photographs; Jane’s and my own grade-school, high-school, college, and family data; our youthful creative efforts in writing and painting; the comic books and other commercial artwork I produced; our early published and unpublished short stories; my original notes for the sessions; session transcripts, whether published or unpublished, “regular,” private, or from ESP class; tapes, including those made in class of Jane speaking for Seth and/or singing in Sumari; our notes, dream records, journals, and manuscripts; our sketches and paintings; Jane’s extensive poetry; our business correspondence; books, contracts, and files; newsletters about the Seth material, published in the United States and abroad (independently of Jane and me); the greater number of letters from readers—in short, a mass of material showing how our separate beginnings flowed together and resulted in the production of a joint lifework.

There is too much at stake to backtrack, and the nursery school position has unpleasant associations, unfortunately. [...]

[...] Some connection with teaching but not in public schools. [...]

[...] The affair reminded me of an incident when I was a kid, in science class, as a freshman in high school. [...]

[...] I was momentarily confused — for my art teacher in high school in Sayre, Pennsylvania had been Helen Bowman, until she married later in life and became Helen Bowman Park. [...] Money was involved with both people, since my Miss Bowman had lent me the money to go through art school in New York City. [...]

[...] We can say that a meeting of many people was involved when we took both types of vaccine; distribution took place in high schools, and many people were there waiting.

[...] The high school we visited was on Water Street, our street, and at first we thought of walking up to it. [...]

[...] In the phone book the school at which we received the vaccine on each occasion is listed by avenue, but no number is given.

When you first learned to write in school, you had to be taught how to form the letters. [...]

When Ruburt’s mother went to the hospital in his high-school years, he had a symbolic way of ridding the house of her psychic presence, and to add to his own sense of inner freedom. [...]

[...] Concentration on his writing in the morning helps rid him of symptoms, and so does concentration at nursery school, for his attention is otherwise centered. [...]

Many schools of religion and so-called esoteric knowledge have promoted the idea that sexuality and spirituality were diametrically opposed to each other.

[...] Some schools of thought, then, have it that only the genetically superior should be allowed to reproduce, and there are scientists who believe that all defects can be eradicated through judicious genetic planning.

The schools often pretended to be giving an education in other areas. [...] Some attended such schools without ever knowing of the inner initiates, and the more important work being carried on beneath the camouflage.

[...] Some of the Essenes set up schools that were not what they appeared to be. [...]

(On Friday, November 4, Jane called about a job teaching nursery school at the JCC. [...]

[...] Jane said this refers either to her trial run on November 9, or her first formal day at school on November 14. [...]

(The object does have to do with group accomplishment, since it introduced Jane to Nancy Methinitus, and the two women work together teaching nursery school.

He toured his (public) grade school where he attended kindergarten to third grade,³ saw the children come out for recess, and felt himself one of them — while during the entire experience he knew himself as an adult, embarked upon that adventure.

[...] He felt confused, and found himself entering the store around the corner, and then consciously circled the block and went into the school.

The school and the store were not in the infant’s experience, for in that probability the family moved away. [...]

[...] He’s a bachelor, and a high-school teacher. [...]

[...] He gave us his magazines and newspapers—a practice he continues to this day during his school year. [...]

[...] We didn’t see each other as often as we used to, but one morning each week, on his way to school, David left his magazines and newspapers at our back porch door, whether or not we were up, or saw him.

I have also discussed reincarnation in terms of environment because many schools of thought over-emphasize the effects of reincarnational existences, so that often they explain present-life circumstances as a result of rigid and uncompromising patterns determined in a “past” life. [...]

[...] Such attitudes are unfortunately sometimes fostered by parents, schools, and religions. [...]