“Seth material” search engine (Jane Roberts)

(“Connection with an encounter.” Jane said this is definitely a reference to her first day of teaching, October 11,1966. The object is from the paycheck for this day’s work. Jane said that although she liked teaching, the first encounter with a class is one to be remembered. She has had odd jobs teaching in the past, but never in a school system, in a formal classroom, etc.

(9th Question: What’s that toreador connection? “A red and violent connection. High activity connected with a male, or repressed violent tendencies, in the situation.” This is also good data, and related to the envelope object in that it refers to an event taking place in Jane’s classroom on her second day of teaching. [The object represents Jane’s first day of teaching.] Briefly, a very violent scene was enacted before Jane and her class. 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.

(“A connection with greed—a grasp.” Jane took the teaching job for the high pay given; this is the main reason she accepted it. It is the highest paying job she has ever had, $25.00 a day.

(“With an article, an article of clothing.” Too vague. Jane said there is a chance this refers to her second day of teaching. She was called late, and while rushing to get dressed caused a run in her last pair of stockings. She had to wear them on the job, run and all.

[...] He is teaching you. (Teach you love—he would not die.)

[...] He came back under his own free will to teach you. [...]

He knew only he could teach you this lesson, and no one else whose death would affect you so strongly. [...]

[...] He is teaching you. [Teach you love—he would not die?]

[...] He came back under his own free will to teach you.

He knew only he could teach you this lesson, and no one else whose death would affect you so strongly.

[...] If you can still teach while avoiding those particular statements, then you can teach. [...]

(Gert [was] talking about teaching the Creed.)

[...] For if my reality now seems strange to you—your reality seems very strange to me and do not forget that these now familiar characteristics by which you know me are only those that I use as teaching methods. [...]

[...] Ruburt, though he does not know this yet consciously, is also in another class in another dimension of reality—for I teach him while he is asleep. [...]

[...] I am a teacher, and because I am a teacher I love to teach. A person who loves to teach needs people who love to learn. That is why I am here and why you are here … My view of reality is different from your own, and that is fine, and so I can teach. [...]

[...] There is always the opportunity to teach if you have the inclination and the capabilities, but multidimensional teaching is far different than teaching as you know it now, and it demands rigorous training.

[...] The amount of knowledge and training necessary makes such a teaching communicator-career extremely demanding, but it is one of the courses available. [...]

You are teaching yourselves the value of consciousness and vitality and strength and life, by pretending to yourselves that death is death and that your consciousness will not continue and that your parents who die are forever still, by pretending that the voices you have heard in childhood will be heard no more. [...] You are teaching yourselves the value of being, and you have chosen this context in which to do it. You have chosen for the unoperable intimacy of tragedy and flesh and pain in order to teach yourselves the unoperable exultant nature of your own vitality and energy and song. [...]

[...] And in the second one he tried to teach himself humility. [...]

The book is a way of teaching through parable. He teaches himself as he teaches others, and of course in the writing of the book he is also being taught.

([Gene]: “Can we teach ourselves to be guided by that larger self?)

([Gene]: “Unless it is his intent to teach.”)

Saying so in those terms will not help teaching. [...]

[...] I am afraid we are quibbling over teaching techniques. [...]

[...] His theories and teachings could be interpreted in many ways; they stood for kernels that man could sow as he wished. [...] Other portions of his teachings did not follow the main line of Christian thought, and were buried.

(She said the “buried” material about Christ and mainline Christian thought had to do with occult [meaning hidden] teachings and the Essenes, who were one of the four major Jewish sects known to exist in the Holy Land early in the first century, A.D. [see chapters 21 and 22 in Seth Speaks.]

Jane added that she might have read speculative matter involving Christ, the occult, and the Essenes; and probably, we thought many “secret teachings” have been attributed to Christ.

(On Friday, November 4, Jane called about a job teaching nursery school at the JCC. [...] Jane met Nancy Methinitus on Wednesday, November 9, and began teaching Monday, November 14 at the JCC. [...]

[...] Jane said this is a reference to the three big windows in the playroom where she teaches at the JCC. [...]

(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.

[...] As stated, on Friday November 4, Jane called the JCC the first time about the teaching job. [...]

[...] Ruburt knew he could gain sufficient-enough prestige by using his abilities in other directions; by being, say, a director of a gallery, or by accepting any of a number of positions, such as teaching, that had been offered him in the past.

[...] When he tried teaching he began to get ill, for he was afraid that he would settle for the respectable-enough prestige it afforded, give in and stop his writing and other pursuits. [...]

[...] The concentration that he used in teaching should tell him something. [...]

[...] When he is home working the same energy utilized in his teaching must be used for his own work. [...]

[...] The teaching experience was excellent. [...]

[...] All of this teaches a specification. [...]

[...] What they will teach you cannot be explained, for they will provide a dimension of experience, a feeling about yourself that may make sense only to you.

They will teach you to find your own sensations of yourself, as divorced from the official context of reality, in which you usually perceive your being. [...]

(“What subject did you teach?”)

(“How many years did you teach?”)

(“In what city or town did you teach?”)

[...] In our sessions and in your work with me, various kinds of teaching methods have been used, and will be. [...]

[...] This is the painting Jane had used as a teaching instrument on Dec. [...]

[...] It will be used as a method of expanding your concepts, not of teaching you to translate experience into just another but different stereotyped form that happens to be more exclusive.

[...] In this life you were meant to create, and teach. All creation is teaching. [...]

[...] Because you cannot put your finger upon him does not mean that he does not exist, and that he has not helped you fulfill yourself, and that he has not helped teach the woman you know as your mother.

You want basically to teach. You must teach before you can preach, and you must know before you can teach. You are on the way toward learning, and then you can teach. [...]

I have never implied that my teachings are easy ones, but then I have never treated you like nincompoops. [...]

[...] Now, the teaching abilities are within your capabilities. [...]

[...] Now, as a teacher, you must be able to sense the reality of others and in teaching relate the self that you are to the selves you sense they are, independently of you and therefore give their integrity full freedom. [...]

(During the break Brad mentioned a teaching position “so good that I don’t dare dream of actually getting it. [...]

The material represented a body of teaching, which was at variance not only with his own childhood religious background, but to some extent with the intellectual ideas of early adulthood. He made the jump to publish the teachings, to that extent, so far.