Reading 5747-1

TEXT OF READING 5747-1

Text

Date: 6/29/1932 Sex: F ReadingID: 14221

This psychic reading given by Edgar Cayce at his home on Arctic Crescent, Virginia Beach, Va., this 29th day of June, 1932, in accordance with request made by members of the Norfolk Study Group #1 who were present, during the First Annual Congress of the Ass”n for Research & Enlightenment, Inc.

[Edgar Cayce; Gertrude Cayce, Conductor; Gladys Davis, Steno. Hannah Miller, Esther Wynne, F. Y. Morrow, Lillian Barclay, Mildred Davis and Hugh Lynn Cayce.]

Time of Reading 3:00 P. M. Virginia Beach, Virginia.

1. GC: You will please give at this time in lecture form detailed information which will aid parents and teachers in training and developing a complete expression of the psychic or soul forces of children; suggesting the proper approach, system of studies and exercises for varied ages, and giving such specific rules which should be followed. Please answer the questions which will be asked.

2. EC: Yes. In approaching such conditions it would be well that that as related to the parents and that as would be related to teachers be understood; for preparations for childhood and development in any phase of attributes of the mental or physical body should be begun before the conception takes place. Well that such rules as were given by Hannah or Elkanah be observed, that there is the consecration of those bodies.

3. Then, as the development of the mind of the child, develop its imaginative forces rather than the material or objective forces. Acquaint such a mind with the activities in nature, and train especially in the laws of recompense as is seen in nature day by day. Also in those activities that make for a clean body, a clean mind, and the same recompense as in nature should be required in the activities of the developing mind of the individual. A clean, healthy body makes for a better indwelling of a healthy, clean mind, so that the spirit may manifest the better.

4. In considering, then, the conditions that are met by teachers, or those who minister to the needs of developments of minds where little or no interest has been given as to that environ through which the developing mind has passed, or is passing - IF, or rather has the stress been laid upon the material or the objective lessons of life that are presented to them, then the necessity of segregation is in order; for these that are called through their natural development may be given that in nature, in the beauties in nature, in those expressions that come through the study of same, that which will make for the abilities of the closer associations of an entity-mind, an entity-soul awakening; while the environs where such are given to those that abhor, or have been trained, or have not had that development that makes for hindering such conditions, these - to be sure - present in themselves many conditions that make for combativeness; yet these would be well to be kept in their own respective spheres of development.

5. As to the amount of exercise physical or mental, this necessary to be considered as respecting the environs, the ability of the development of the individual, and the responses that are made. First and foremost teach, train, IMPRESS the developing mind that it is expected to be in accord with that inner self that SEEKS expressions in the relationships of it AS an entity with its Maker, and when one trains a mind, a child, in the way it shall go, when it is old it will not depart from same. The evolution of those forces in nature that find expression in the psychic or soul forces, better that the term soul be used than psychic; though these are of the same nature, dependent upon the stress by the individual, for these often become taboo by ones when their very expression is to follow in the very same idea that is being expressed by another, but in following same keep that mind that, that consecrated for a purpose, ALLOW that to be used in that direction, and that way and manner which will bring for the individual, and to the individual, that it has been led to expect; and, as has oft been given, there is a replica in nature of every force that may be manifest in heaven, and this may be made a part of each developing mind.

6. (Q) What is the best method to be used in curing children of injurious habits already formed? (A) In using that of suggestion to the subconscious or soul mind of the body as it loses itself in normal sleep, and praying with and for the body. In that state when the body loses consciousness in sleep, the soul mind (not the unconscious, but the subconscious proper, or superconscious) may be impressed by suggestion that will be retroactive in the waking, or in the physical normal body. In these manners may the better results be obtained in a developing body, for it becomes then retentive and will retain same as the ideas and ideals of every element of the body’s activities; for they become as the virtues of the body-mind, and from same the understandings of how, why same is retentive, and will be acted upon in its activative force, in its motivating actions, through the normal conditions of the body or mind.

7. (Q) Are there any books or other literature which would aid either the children or the teacher? (A) There have been many that would be aids, as IN THE DEVELOPING MIND that has been written by DeWitt, or that of TRAINING OF CHILDREN as by McDowell, or the like. The BETTER is to train self first AS a teacher, in consecration of self’s life to the service of the GREAT Teacher, and using those same laws, same truths, that were taught by HIM, and THESE will give such results in the experience of individuals as to be found to be of the GREATEST help; though, to be sure, any that gives those various conditions that are experienced in the life or experience of others is naturally of help or aid to others in meeting their own problems. First of all in teaching, do not attempt to teach one that abhors such conditions as a clean body with one that desires to be in mud continually, whether mind OR body! [See 5747-1, Reports.]

8. (Q) How is the best way to explain God to a child under twelve years of age? (A) In nature. As the unfolding of that that is seen ABOUT the child itself, whether in the grasses, the flowers, the birds, or what; for each are an expression of the Creative Energies in its activity, and the sooner EVERY SOUL would learn that they themselves are a portion of everything about same, with the ability within self to make one’s self one WITH that that brought ALL into being, the change is as that of service in its NATURALNESS.

9. (Q) How may normal children be made to become more interested in studies that are vital to a liberal education? (A) One may not be made, but there may be put in their WAY that as will lead them to investigate or delve into those things in nature in the world about them, that leads to the unifying of the sources of all force in the physical world. Do not attempt, when the older or the developing mind has reached ten, eleven, thirteen years, to interest them in that which interests them not; for then we find their minds opening FOR that, TO that, which has been BUILDED in their development throughout their experience in a material plane, but the consecration of the teacher, or the parents, then gives the necessary expression to meet those conditions. Be one with, even as He was one with; remembering ever that, as HE gave, so is to the teacher or the parent, “Unless ye become as little children ye shall not enter the kingdom of heaven.” Be able, then, of thine own consecration, to be one WITH them in THEIR problems, for in the tot that has just begun to think THEIR problems to them are as great as thine own, yet how easily are they forgotten - as yours should be! Train in the way as a child, and when old they will not depart from laying trouble aside. That that lives in the past, that that builds and builds, is not as the child. Expect and ye shall receive. Knock and it shall be opened.

10. (Q) When children are more interested in play or work than study, should they be forced to attend school? (A) Depends upon when this began as to the necessity of attending school. Oft in the parent, they themselves have builded IN the child the dislike for school, by the things that have been said before they ever start to school! Do not attempt to TURN that that has been builded. Rather ANALYZE the conditions as to what the cause, and by persuasion - rather than coercion - bring about that which is not as THOU may think, but as may be builded FOR that which is in keeping with the prayers that may be offered; and here may be given as to how prayer may be answered and KNOW you have the correct answer WHEN you have the answer: The spirit speaks of itself. When such a question arises, ASK of self yes or no - get the answer, yes or no - for it will come! This may be wholly mental, see? Whether yes or no - may be wholly mental. Then in thine prayer, in thine meditation, “IS my answer (whatever it may be) correct or incorrect?” Then the spirit answers.

11. We are through for the present.

Reports

Reports & Follow-up

R1. 7/17/81 GD’s note to CTC:

OFFICE OF THE SECRETARY (Letterhead) of EDGAR CAYCE FOUNDATION and ASSOCIATION FOR RESEARCH AND ENLIGHTENMENT, INC.

GDT-CTC’s AGENDA for lunch meeting:

See attached 6/29/81 copy I made from the BACK of the Univ. of Va. loan copy obtained by Alan Taylor for Carolyn Paolo (while she was in my office with it). I’m using this as a Supplement to the Child Training reading 5747-1, Par. 7-A (with my notations), because when she made three copies for the Library and one for E.C.F. she did not include this cover part - only the inside pages - Title, Publisher, Contents, etc. (I’ve read a few pages and am astounded - even with all my years of knowing and experiencing how accurate the readings were - at the ability of EC to “pick up” these two titles.) Alan Taylor is going to try to get a copy of the MacDowell book also.

We’ve asked Alan Taylor (Carolyn introduced me to him yesterday) to get us all the information he can so we can have the copyright traced (c. 1914 By Thomas Y. Crowell Co.)

• it may be that we can obtain rights to republish.

Do you approve pursuing this? [He answered “YES!”]

R2. 8/25/81 GDT-CTC’s AGENDA for lunch meeting:

Item 3.

“The Education of Karl Witte” book: or The Training of the Child, edited, with an introduction, by H. Addington Bruce - Translated from the German by Leo Wiener, Professor of Slavic Languages in Harvard University - published by Thomas Y. Crowell Company, New York in 1914 (March 1914), Copyright 1914 By Thomas Y. Crowell Company. [Mentioned in Child Training reading of 6/29/32, 5747-1, Par. 7-A.]

Phyllis Embleton found out that the book was published by ARNO PRESS, 3 Park Avenue, New York, N.Y. 10016, CLASSICS IN CHILD DEVELOPMENT SERIES, 356 pages, 1975, with all rights. (She found it under the title THE TRAINING OF THE CHILD.) It sells for $29.00 but is out of stock; will be available in late Fall 1982. It may be more costly by that time. She is going to make a note to call them in early or mid-1982, to see if we can handle it, etc. [Tel. Arno Press, (212) 725-2050.]

Our Library should certainly obtain a copy of it.

R3. 5/8/83 Stephen Goranson’s letter:

Cayce and Research on a Recommended Education Book

To: Charles Thomas, Gladys, Library, Youth Activities Department From: Stephen Goranson, 2317 Burton Dr., VB 23454

When I read that a book Cayce recommended on education (in 5747-1, Par. 7-A) had been located, I checked out the book and reread the reading. While THE EDUCATION OF KARL WITTE, or THE TRAINING OF A CHILD is an interesting story, and it does show something of the remarkable capacity of this child to learn, I had to conclude it was not the book Cayce recommended because the title, author and content are all not what Cayce said. He said “Training of Children as by McDowell” and that Dewitt wrote another book. Yes, sometimes things are incorrect in the readings (e.g. some of the dates) and sometimes the transcription contains errors (e.g. spelling and punctuation, as might be expected with Cayce’s occasionally unfamiliar language), but this kind of reversal is not, to my knowledge, a typical error.

So I looked for another book and found it: by Margaret McDowall, SIMPLE BEGINNINGS IN THE TRAINING OF MENTALLY DEFECTIVE CHILDREN, London, 1921 (2nd edition). Cayce shortened the title to …TRAINING OF…CHILDREN. A copy is here on loan from Ohio State University, and I will ask the library to xerox it.

While the Witte book shows a father who has decided to create a classics scholar out of his son (and in this case succeeded) - an idea quite foreign to Cayce - Margaret MacDowall’s teaching is harmonious with Cayce. In the same reading answer, Cayce says, “First of all in teaching, do not attempt to teach one that abhors such conditions as a clean body with one that desires to be in mud continually, whether mind or body!” Margaret MacDowall begins her discussion on cleaniness on page 22. Cayce said, in the same answer, “The better is to train self first as a teacher, in consecration of self’s life to the service of the Great Teacher, and using those same laws…” This is precisely what Margaret MacDowall writes. Two of her key quotations: “Himself took our infirmities and bare our sicknesses” and “The letter killeth, but the Spirit giveth Life”. Also of interest are her dialogs with children and her references to “Madame Montessori”.

I would be interested in hearing whether you think this is what Cayce advised.

Please allow me to comment more generally on Cayce research. Membership surveys gathering statistics on subjective opinions may provide an occasion for helpful experiences for some members, but as a research method are quite limited. I believe A.R.E. could do with less of that and less emphasis on market research.

Compared to the potential in the readings, very little true research is sponsored by A.R.E., apparently. Of course there are exceptions: Gladys’ preserving the readings, the library making them available, Mark Lehner’s work in Egypt, etc., etc. Let me take an example. Reading 907-1 claims Multiple Sclerosis is caused by a hormone imbalance and a failure to assimilate gold, and not by a virus. Half of the millions of dollars in MS research is spent looking for the virus; IF Cayce is right, it could help immensely, but only if it were presented with research to back up the claim. But has any A.R.E., E.C.F. or Clinic sponsored doctor read the article on the immunology of Gold that just came out (in Prog. Med. Chem. 82, pages 1-58)? I would guess not. Or is any such doctor really current in the monthly progress of observed effects of MS on thymic hormones, or aware that J-M Charcot, who described MS over a century ago, tried to use Gold Chloride to treat it, or compared the advances in treating another autoimmune disease, rheumatoid arthritis, with a new gold compound (Auranofin), which apparently causes less negative side-effects than the previous gold treatment? This is an example of the kind of research, in my opinion, A.R.E./E.C.F. has as an opportunity and responsibility. I welcome a response to this, and I regard it a positive thing that A.R.E./E.C.F. is set up and able to do this, if it chooses.

[signed] Stephen G.

R4. See Source File Key #5747 Child Training - THE EDUCATION OF KARL WITTE OR THE TRAINING OF THE CHILD - excerpt sent by Carolyn DiPaolo to GD. re 5747-1.

Background

Background

None.

Mentioned Entities

Soul, A.R.E. (Association for Research and Enlightenment), Prayer, Entity (Cayce Term), Gladys Davis, New York City, Subconscious Mind, Virginia Beach, Creative Forces, Egypt, England, Germany, Gertrude Cayce, Hugh Lynn Cayce, Ideal, Meditation, Ohio, Physical Body, Purpose, Superconscious

Source: The Complete Edgar Cayce Readings, A.R.E. CD-ROM (2006). Reading 5747-1, ReadingID 14221.