“Seth material” search engine (Jane Roberts)

(“To do with a particular week. Or a seven or fourteen-day period.” Jane said this data is Seth’s attempt to get at the “day" references which are prominent on the front of the object. Note the headline indicated on page 168: “Skidmore Day Students Elect Council members," plus other day students and council references in the article.

(The object for the 77th envelope experiment was a copy of an article from The Saratogian, the daily newspaper of Saratoga Springs, NY; it was printed in September, 1950 and was saved by Jane as a souvenir, and also because she wrote it. It describes her election as president of the Day Students Council for Skidmore College, in Saratoga. See the rough copies on pages 168 and 169.

(As stated, the object is an article taken from The Saratogian of September 1950. Jane wrote it, since she had a part-time job with the newspaper while attending Skidmore College in Saratoga Springs, New York. The object concerns the election of Jane as president of the Day Students Council in her junior year, and the photo at the top of the article shows Jane and the other three female members of the council. They wear the “uniform" in style then—blue jeans.

(The Seth voice did come through to some considerable extent in the last portion of the session addressed to Pat’s students. [...]

[...] The emotional projection at the very least was very strong—speaking out to those students—but some kind of out-of-body projection also occurred. [...]

[...] I was in no condition to offer or indeed to make any critical judgement at the time, and Seth was fully focused in delivering the statement to the students, however. [...]

(Student:) No, I didn’t.

(Student:) “This going to be my last class.”

(Student:)“I’m making plans to move.”

[...] Jane’s feelings were pretty similar to mine, when Seth named three students as her counterparts: Sue Watkins, Zelda, and “the young man from Maryland….”

“We’re so used to thinking that our encounters with others are caused by chance — except for those we purposely bring about through choice, such as marriage partners — that Seth’s comments about my students seem a bit outrageous at first: So many counterparts in one room?

(Student Bill Herriman is a professional pilot who flies a considerable distance to Elmira for class; his counterpart in class, Carl Jones, lives in Elmira each summer while giving instructions in sailplane flying, the third member of the counterpart trio, Bill Granger, is not a member of class, lives in Elmira, has always had a deep interest in aircraft, and is now learning to pilot sailplanes. [...]

[...] This experience gave him confidence to continue later with his students, you see.

I told him that at the end of the summer he should have 7 students, and so he has.

Ruburt’s own classes will, I believe, increase to 12 students by the winter holidays. [...]

[...] It was a small group of about fifteen students, so I suggested that they come to my apartment instead. [...] Personally he wouldn’t touch a medium with a ten-foot pole, but since they did exist and he knew of one, he felt duty-bound to “expose” his students to the phenomenon. [...]

[...] But, as I later discovered through one of his students, his attitude was anything but objective and hardly scientific. [...] I suggested that he try the experiment too, but he wouldn’t; and his attitude discouraged enough students so that he could say, later, that the low number participating made tests results impossible to evaluate. [...]

[...] Last year one of my students was taking a psychology course in the local college night sessions, and with the professor’s encouragement, she frequently discussed Seth and our ESP classes. My student wanted to do one of her required papers on the nature of personality as explained by Seth. [...]

Seth spoke through me for over two hours, so quickly that the students had trouble taking notes. [...] Later one of the students, Carol, told me that although she knew the words were coming from my mouth, still she felt that they were coming from all over, from the walls themselves.

[...] He had thrown my glasses to the floor in a quick characteristic gesture, yet now I scrutinized each student with sharp, clear focus. [...]

[...] It served to introduce the students to Seth, and I will let a few excerpts from it serve the same purpose now, introducing Seth to those readers who have not heard of him:

(The balance of the session was material Seth delivered to be played for Pat’s high-school class of exceptional students, and is, we think, excellent. The students are acquainted with Seth through Pat’s efforts, and this enables Seth to get to the point concerning the idea of the material.

[...] The excitement involved in this chase is something like the excitement you feel speaking to your good students. [...]

Now we have a brief break, and I will address myself to your students.

[...] Perhaps Ruburt can check some of this out, with what her student knows of the man’s background. [...] I believe, in fact, that Ruburt’s student will be able to collaborate some of that material.

[...] Perhaps this at least you can check for your purposes with Ruburt’s student. [...]

[...] There is someone else who has been here and who is connected with our new student. But our new student does not know this person... [...] This personality is also a student of mine and a practice teacher.

[...] Your friend has been here this evening as a student, but not exactly the same kind of a student as you are...He is a practice teacher.

([Student:] “I felt somewhat with what we’re doing in class ...I’m getting a bunch of writing ....”

([Student:] “Why didn’t you just tell me?”

([Student:] “That’s good, but what you’re saying [referring to Jane] is true too, because looking back on it, it was exactly the feeling I had when I... [...]

[...] He began the session by telling the students that they also learned as they attempted to answer the questions asked by correspondents. [...]

[...] He looked at one student and said:)

[...] Jane remembered to tell me that last night two students had watched as an aide checked her catheter and Foley. [...]

(Carla and a student and Dorothy came in to turn Jane before I could read her the prayer, so I left at 7:00.

[...] Now do not, and this is for you over there (student) and you over there (another student) do not, in Ruburt’s terms, get hung up over what words mean. [...]

[...] He feared that his students would not have the same kind of integrity. He was therefore very severe in dealing with originality on the part of his students, considering it, again, a threat. [...]

[...] He was a man of the strongest purpose, high dedication, a severe perfectionist who drove himself and his students. [...]

[...] His methods did not work nearly as well in person-to-person contact with his students, however. [...]

[...] With the assurance that this was correct, I went into a trance to see what impressions I could get for the students. When I was finished the results were discussed by the students; they told me what impressions were hits, etc. [...]

[...] With the assurance that this was correct, I went into a trance to see what impressions I could get for the students. When I was finished the results were discussed by the students; they told me what impressions were hits, etc. [...]

Now: the student, Larry Carp, does have extraordinary energy, erratically and explosively used. [...]

Many of the students are embarrassed by Larry’s behavior, and his piercing laugh, but Ruburt recognizes the energy involved. [...]

[...] So have several of my students. [...]

[...] There is someone else who has been here and who is connected with our new student. But our new student does not know this person—it is no one with whom she has previously communicated. [...] This personality is also a student of mine and a practice teacher. [...]

Now your friend has been here this evening as a student, but not exactly the same kind of a student as you are—he is a practice teacher. [...]