“Seth material” search engine (Jane Roberts)

[...] The sixth presentation is from a session held for a student in which Seth mentioned the Speakers for the first time.

Seth also appears frequently in the dreams of my students, giving them instructions that work — either involving methods of using their abilities or of achieving certain goals. Almost all of my students have frequent “class dreams,” also, in which Seth addresses them as a group and initiates dream experiments. [...]

[...] Friends and students seemed astonished that of all people, I should have any doubts, but I thought — of all people, who else should have doubts? [...]

[...] Occasionally Rob told me about a few passages that he thought my students might be particularly interested in. [...]

It’s not unusual that students should dream of Seth, of course, or that they should dream of me. [...]

Now you have all been experiencing, the regular student[s] to some degree, mobility of consciousness. [...]

To those of you who are not regular students I bid you welcome and both of you have hitchhiked through time also. [...]

(This remnant, saved by one of Jane’s students, is all that is left from one of the few class sessions that were either lost or not fully recorded. [...]

[...] Jane and I came to realize that even her students tired of the unending process of writing letters (even about subjects they’re interested in) week after week. “It turned into too much work,” more than one student ruefully admitted. [...]

His [Ruburt’s] students are important, for as he is translating from the library, they are also translating.

[...] A couple of months ago she thought of asking interested students to answer certain letters. [...]

There’s also a rather unexpected bonus: Not only is the mail being answered much more quickly, but the students involved are gaining experience in dealing with a variety of intellectual and emotional questions posed by people they’ve never met. [...]

[...] These quotations are from sessions she gave at the house through Seth, her trance personality, for visiting groups of former students.)

[...] Now: I have spoken about counterparts in Ruburt’s class.¹ Many of the students became deadly serious as they tried to understand the concept.

[...] One student (Fred), a contractor, said little. [...]

[...] Some of Ruburt’s students are counterparts of each other. [...]

[...] During break Jane came through with additional psychic affiliations among her students, but it isn’t necessary to discuss them here. [...]

[...] A student with brown hair. [...]

[...] A male student. [...]

[...] He wants a repeat, but he fears he will not get it, simply because he wants it so badly, and the student reacts to this subconscious inhibiting factor.

I seem to pick up a similarity somewhere between Dr. Instream and the student involved—a similarity in name, I do not know. [...]

[...] Ruburt’s students have helped him, strangely enough, because they helped reinforce his faith in me. [...]

[...] The students however, and here you were wrong, will accept certain changes now, for I have already laid the groundwork by telling them of the necessity of studying the material itself.

[...] I had also said that now that her ESP students were quite used to Seth speaking during classes, the absence of this would be resented by them.)

[...] It has appeared in our sessions of late because it was the term Ruburt thought should be used, and on occasion because it was the word most comfortable for his students. [...]

(During a discussion of students experiences for the week.)

Our regular students have been experiencing an extra bonus. [...]

You were, as Nebene, extremely stern with your students, concerned that they not fall into carelessness. [...]

[...] You did help transmit the information also in highly stylized drawings, and to a much lesser extent through highly stylized voice patterns that were taught to students.

(This question was raised recently by Peter Stersky, a student in Jane’s ESP class.)

[...] For peace is active (to Sheri, Rick and Van Zandt.) And so if there is any message that I have for your students, as usual it is not a quiet one. When you feel your own vitalities fully then that will be understood by your students. [...]

[...] So trust yourselves, and trust your love and your dreams (to Rick, Sheri, and Van Zandt, looking at Rick), and tell your students I said R-A-Y!!!! [...]

(During discussion Sheri was talking about how much her students appreciate the Seth tapes.

My material, now being used in classes (ESP), will indeed draw other students. [...] It will also bind the students together as a group. [...]

[...] His students perfectly sensed his attitudes, and while he led them with his right hand, he cautioned them to hold back with the other. [...] The classes will expand, and with students who will fit in admirably, for now his position is a stronger one.

It is not beyond the range of the readers and none of them are beyond Ruburt’s students either, and now I will listen and see how you did on your assignment. [...]

(“Did anybody else at the school hear the tape beside the students? [...]

(Pat could offer no confirmation concerning H B. Pat also said that two women were in her honors class when she played the tape; one of these being a Radcliffe student teacher. [...]

His students are important, for as he is translating from the library, they are also translating.

On Tuesday nights I hold an ESP class, and often Seth addresses the students, explaining his ideas in terms of every-day life, relating them to personal conduct. Often he speaks to individual students, encouraging them to use their own abilities and solve their own problems. [...]

[...] He has given us instructions that allow Rob, my students and myself to take our own sometimes faltering steps out of our usual physical reality. [...]

[...] This book will also serve as a journal of our own subjective excursions as first Rob and I, and then my students, used Seth’s ideas as maps into that strange inner landscape. [...]

[...] This is somewhat of an exaggeration, and yet my experience, Rob’s and my students’ makes several facts clear. [...]

[...] A male teacher entered with a young male student in tow, and literally threw the student across the classroom in a violent fit of anger. The bout resulted from the student’s misbehavior in the hall.

[...] Since all the students were new to her each time, she had to depend on their help to keep her records straight. [...]

[...] Later that day she overheard two of her students talking, and they discussed the teacher’s bad temper, it being a well-known fact in the school. [...]

[...] Ruburt has said this to his students often. [...]

[...] Session typed by student WL.)

[...] I know that we can on occasion manipulate dream events; my students and I do this frequently. [...]

[...] For one thing, Seth followed this procedure with us, and it is the method I use to lead my students into dream reality. [...]

This section of the book will include excerpts from Seth’s manuscripts on the general nature of dream reality, dream investigation and recall and will be followed by a series of chapters on various kinds of dreams captured by Rob, my students and me as we checked out Seth’s theories, as far as we were able. [...]

[...] One of my students, Gloria, had great difficulty remembering her dreams until I discovered that she was using a clock radio to awaken her in the morning and the news happened to be on. [...]