“Seth material” search engine (Jane Roberts)

[...] Yet education should serve to introduce a student to as many fields of endeavor as possible, so that he or she might recognize those that serve as natural triggers, opening skills or furthering development. The student will, then, pick and choose. [...]

[...] I opened one of the two doors and made notes; thus, the students and Jane were not disturbed on the other side of the remaining closed door. [...]

[...] I opened one of the two doors and made notes; thus the students and Jane were not disturbed on the other side of the remaining closed door. [...]

My students provided me with many projection reports from the dream state. [...]

(When Jane came out of trance she knew some of the students had not returned to the room. [...]

[...] If students do drop out they will be replaced, for his energies are being properly, and you may tell him, most effectively used, in the classes themselves.

He learns from his students. [...]

[...] This helped his students immeasurably. He was helped, for part of himself was another student, listening.

[...] The students are helped when I speak to them through him. [...]

[...] During break we discussed the fact that Jane’s ESP students had plenty of questions for Seth to discuss. [...]

[...] In fact some of my students “turned on” their other Inner Senses spontaneously when doing Psy-Time. [...]

[...] At 3:55 a student took her blood pressure, which was good. [...]

I’m going to devote this chapter to various kinds of dream projections from our own records and those of my students. [...]

[...] I found myself getting out of my body with some difficulty, only I was someone else or in someone else’s body, a young woman student. [...]

Sue, my other students, and myself are aware that creative, psychic and sexual energy are only various aspects of the same force. [...]

I often dream of giving a Seth session for one of my students, and in almost each case, the individual involved records the same kind of dream for that night. [...]

I am fairly certain that I achieved excellent emotional contact with the students I addressed; for the projection was not only of Ruburt’s perceptive mechanisms, there was a strong psychic projection on my part.

[...] It will be recalled it is borrowed from Ruth Klebert, one of Jane’s ESP students. [...]

[...] A A originally needed the emotional contact with Ruburt’s student (Venice McCullough) in order to activate within your system.

He told his students that he felt as if he were between worlds, and he was. [...]

[...] Jane’s realization came last evening as she described the event to her ESP students. [...]

([Student:]“That had something to do with....”)

(Seth continued with some personal material for Jane and one of the students in her ESP class.)

[...] The death of the student’s father had taken place on Thursday, November 11 of that year; Jane’s father, Delmer, died without forewarning on the following Tuesday, November 16; Jane came through with Sumari in class one week later, on November 23; and the next night, in the 598th session, Seth discussed Sumari for the first time.

[...] Jane resumed the lecture to Pat’s students after a short rest. [...]

I am still addressing your students. [...]

[...] The school was the college again, you see, and the academic community that had already rejected him as a student in the past. [...]

He felt that the professor was bringing his students to show them he was a fraud. [...]

[...] A missionary fervor, a congregation or student body of approximately 200, but in name only—the center, however, of about 26 participants. [...]