Education and the Philosophical Ideal by Horatio W. Dresser - Read the Complete Text for free at NewThoughtLibrary.com

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Horatio W. Dresser's

Education and the Philosophical Ideal

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Preface - Introduction - The New Point of View - Educational Ideals - Equanimity - The Subconscious Mind - The Spiritual Ideal in Childhood - An Experiment in Education - The Expression of the Spirit - An Ideal Summer Conference - The Ministry of the Spirit - The Mystery of Pain and Evil - The Philosophical Ideal - The Criteria of Truth - Organic Perfection - Immortality - Index - p. 247

disposition under a polite exterior, and I felt nothing genuine in the answer which came to my letter. The most important phase of subconscious receptivity is, however, that power by which we are spiritually guided. The reason for this greater subconscious receptivity is easily found. In the deeper world there is no hampering self-consciousness, no anxious forcing of the brain to think. The deeper self is evidently in immediate living contact with the immanent Spirit, and what it receives from that is limited only by the power of the desire or prayer which sets it into activity. The Spirit is wisdom, it knows what is true and what is right, and guidance is made known to the conscious self which far surpasses in foresight the keenest intuitions of merely self-conscious thought. Is it not probable that every soul is guided in this way far more than any of us suspects?

Yet that which comes spontaneously may be consciously sought, for the subconscious mind is in all respects a willing servant, as readily amenable to prayer as to suggestion. Therefore we should trust it more and more, committing our problems to it, ever waiting in patience for its marvellous deliverances. This is another way of following the lines of least resistance which we have considered in the foregoing chapter. It is one of the greatest secrets of life to learn the workings of this silent partner, and no to adapt conscious conduct that it shall most beneficially co-operate with these deeper mental activities.

One learns, that if philosophy, for example, is the

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