Free eBook, Clairvoyance and Occult Powers, Swami Panchadasi

[stargazer]

Hello,

I stumbled across this one at Project Gutenberg (Excellent e-book resource, btw!), written back in 1916

Link to html ebook

Here's the chapter breakdown:

CLAIRVOYANCE, CLAIRAUDIENCE
PREMONITION AND IMPRESSIONS
CLAIRVOYANT PSYCHOMETRY
CLAIRVOYANT CRYSTAL-GAZING
DISTANT CLAIRVOYANCE
PAST CLAIRVOYANCE
FUTURE CLAIRVOYANCE
SECOND-SIGHT
PREVISION
CLAIRVOYANT DEVELOPMENT
ASTRAL-BODY TRAVELING
ASTRAL-PLANE PHENOMENA
PSYCHIC INFLUENCE—Personal and Distant
PSYCHIC ATTRACTION
PSYCHIC HEALING
TELEPATHY
MIND-READING
THOUGHT TRANSFERENCE and other PSYCHIC PHENOMENA

It's a quick overview kind of read, Swami doesn't go into detailed specifics for teaching these methods, but it looked interesting for a book written almost 100 years ago. Many of his ideas align very closely with RB's work... an astral body that corresponds with a physical body, visiting the Akashic records, viewing of an aura, a "pranic" aura that correponds to RB's etheric aura, etc.

[Matthew]

Thanks, Stargazer. I gave it a quick perusal...looks interesting.
-Matthew

[Dragon's Daughter]

Reading this in the very introduction:

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 veracity or ability of the teacher, but merely because the Western mind expects to question, and be questioned, in this way in the process of teaching and learning.
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Oh, how right that sums up everything... Demanding "proof"...

I like it already.

DD