“Seth material” search engine (Jane Roberts)

[...] I was in jeans, housecleaning, when a student called. [...] The student had been to only a few classes, and her mother-in-law lived and died in Florida. [...]

[...] I do not give readings or sessions for the public (nor do I charge fees or accept contributions), so the reincarnational readings were those we had for students, friends, or for those who had asked for assistance in a particularly tragic problem. [...]

[...] My student was convinced that her mother-in-law had expressed herself through me, because I used her gestures and her language—including some pet phrases that were pretty purple.

I had to admit that I hadn’t. Yet most of the names and dates I had given that day had checked out, and one point in particular—unknown to my student—was later corroborated by a relative.

[...] Most of my students now utilize this sense quite well, and use it as a preliminary to other experiences.

[...] Psychic and spiritual peaks are experienced by those in the room during such sessions, and the subjective experience of the students can then be used by them as a reminder of moments of psychic understanding that they seldom achieve.

Now I do not mind your chasing the cat (Seth’s voice was suddenly loud; I had taken a swipe at our cat Willy with my notepaper, when he was about to jump up into Jane’s lap), but chasing my foot is another matter… this energy is then picked up by the families of the students, and their lives indirectly benefited.

[...] Also perhaps a private student.

“Precisely what steps do you want us to follow?” one of the students asked.

One student had a guest with her, Mary, who wrinkled up her forehead when Seth finished speaking. [...]

[...] I much prefer personally an active, fairly alert personality student rather than a deep trance subject who passively receives and transmits spoon-fed knowledge. [...]

[...] My method does involve the strong possibility of some distortions and the active cooperation of my students, but this presents a challenge to me rather than a detriment. [...]

The temporary and apparent sense of freedom from the camouflage pattern oftentimes leads the subject or student into a false sense of freedom from it in daily life, and causes a lack of ego discipline that should be maintained. [...]

[...] Especially when they leave their student powerless to resist, though this is somewhat of an exaggeration. [...]

One of my students, a businessman, always gets worried when Seth speaks about spontaneity. [...] Seth calls this man “the Dean,” with affectionate humor, because he’s one of my best students, and the others listen to his psychic adventures with a good deal of interest. [...]

We had a new student that evening, and someone made the remark that Seth could be quite stern. [...]

[...] [See how this ties in with Seth’s advice to the students on the value of spontaneity and the difficulties of repression.] These impediments [illnesses] may sometimes then preserve the integrity of the whole psychological system and point out the existence of inner psychic problems. [...]

[...] Two of Jane’s students have also visualized Seth in this form. [...]

[...] He should understand this, and explain it simply to his students.

—and I thank Ruburt for the class sessions. (Elaborate, courteous amusement.) He learns as much from them as the students, but of a different nature; and he also knows that if he did not give his permission, such sessions would not be held. [...]

[...] One such instance is mentioned on page 248 of The Seth Material, when, in response to a declaration by a student in my ESP class, Seth took the conventional idea of hate for granted on the part of the student. [...] When you curse another, you curse yourselves, and the curse returns to you.’” The answer must be considered in the light of the previous conversation, in which the student was trying to justify violence as a means of attaining peace. [...]

[...] He has not been using his full abilities but he is now learning that he must do so if he is to develop, and if he is to do his best by you, for you are my students, you see, as well as his. [...]

[...] He feels guilty in your eyes if students owe him, because this does not seem practical. [...]

My class is small but students range in age from sixteen to sixty. One evening we were discussing student riots. [...]

Seth uses the word “God” sparingly, usually when speaking to students who are used to thinking in theological terms. [...]

After the assassination of Martin Luther King, Jr., my students in class were quite upset, and like many people throughout the country and probably the world, we began to discuss the meaning of violence. [...]

[...] Lorrie is the gal who, with a student nurse, broke Jane’s leg when turning her, when showing the student how to do it. [...]

[...] Or he would not have any students left. [...]

[...] When your rent was first raised within two weeks he had four new students using this method.

(“Why does he have less students than ever, then?”)

I also welcome our new student (Mimi) and, as always, my friend Areofranz. [...]

[...] There was evidently strong telepathic/clairvoyant communication with another student when this occurred, for as Ruburt, Jane, while conscious, described a certain ancient scene set about a campfire; Jane and her student, also female, described the same scene. Jane saw the scene clearly, and among other facts realized that in this ancient time both she and the student were existing as males in that life. [...]

[...] She brought with her a student nurse, Julia, from Arnot-Ogden. [Roe also brought a student nurse on her previous visit, by the way.]

I have indeed been here before, but then I have been in all the residences of our students. [...]

([Student:] “Were we brought together or are we here of our own free will?”)

[...] Seth’s comments and the students’ questions show the give-and-take characteristic of class sessions, and demonstrates their scope.)

(During break a student, Janice S., wanted to know if Seth was a part of Jane’s personality.)

I welcome those who are new this evening, but I have some remarks for our regular students having to do with your dreams. [...]

[...] I would like you to try to sense the similarities and the differences and particularly the differences in your own reaction to other students for there are some important ones. [...]