LITMIR.BIZ

      Published by Good Press, 2019

       [email protected]

      EAN 4057664113825

Table of Contents

       INTRODUCTION.

       LESSON I.

       LESSON II.

       LESSON III.

       LESSON IV.

       LESSON V.

       LESSON VI.

       LESSON VII.

       LESSON VIII.

       LESSON IX.

       LESSON X.

       LESSON XI.

       LESSON XII.

       LESSON XIII.

       LESSON XIV.

       LESSON XV.

       LESSON XVI.

       LESSON XVII.

       LESSON XVIII.

       LESSON XIX.

       LESSON XX.

      The Art and Science of PERSONAL MAGNETISM

       By THERON Q. DUMONT

      Medical Hypnotism and Suggestion

       By Alexr. Verner, F.A.I.P.

      Practical Mind Reading

       By William Walker Atkinson

      THE SOLAR PLEXUS

      or Abdominal Brain

      HOW TO KNOW YOUR FUTURE

       By Alexr. Verner, F.A.I.P.

      How to Converse with Spirit Friends

       By Alexr. Verner, F.A.I.P.

      THE POWER OF CONCENTRATION

       By Theron Q. Dumont

      DYNAMIC THOUGHT

      How to Develop your Personality

      By

      Henry Thomas Hamblin

      Mental Influence

       By William Walker Atkinson

      SUCCESS AND HAPPINESS

       BY SWAMI BRAHMA

      GENUINE MEDIUMSHIP

      THE INVISIBLE POWERS BY SWAMI BHAKTA VISHITA

      PRACTICAL PSYCHOMANCY AND CRYSTAL GAZING

       BY WILLIAM WALKER ATKINSON

      TABLE RAPPING AND AUTOMATIC WRITING

       By Alexr. Verner, F.A.I.P

      THE ASTRAL WORLD

      Its Scenery, Dwellers and Phenomena

      By

      Swami Panchadasi

      PRACTICAL

      PSYCHOMETRY

      By

      Alexr. Verner, F.A.I.P.

INTRODUCTION.

       Table of Contents

      In preparing this series of lessons for students of Western lands, I have been compelled to proceed along lines exactly opposite to those which I would have chosen had these lessons been for students in India. This because of the diametrically opposite mental attitudes of the students of these two several lands.

      The student in India expects the teacher to state positively the principles involved, and the methods whereby these principles may be manifested, together with frequent illustrations (generally in the nature of fables or parables), serving to link the new knowledge to some already known thing. The Hindu student never expects or demands anything in the nature of "proof" of the teachers statements of principle or method; in fact, he would regard it as an insult to the teacher to ask for the same. Consequently, he does not look for, or ask, specific instances or illustrations in the nature of scientific evidence or proof of the principles taught. He may ask for more information, but solely for the purpose of bringing out some point which he has not grasped; but he avoids as a pestilence any question seeming to indicate argument, doubt of what is being taught him, or of the nature of a demand for proof or evidence.

      The Western student, on the other hand, is accustomed to maintaining the skeptical attitude of mind—the scientific attitude of doubt and demand for proof—and the teacher so understands it. Both are accustomed to illustrations bringing out the principles involved, but these illustrations must not be fanciful or figurative—they must be actual cases, well authenticated and vouched for as evidence. In short, the Western teacher is expected to actually "prove" to his students his principles and methods, before he may expect them to be accepted. This, of course, not from any real doubt or suspicion of the

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