Its past members include kings, presidents, military leaders, writers and philosophers, and today there are over ten million freemasons in the world.

    Bob Frissell reminds readers that they create their own reality through their consciousness and that improving this reality and living a fuller life is simply a matter of broadening one's perspectives. In this book, he shows people how to reconnect with their multidimensional selves and remake their lives.

    You may find it for free on the web. Purchase of the Kindle edition includes wireless delivery.

    Why am I here? Is there a purpose to my life? What happens when I die? These deep questions are addressed with clear wisdom, vivid images and memorable stories.

    This book describes the motivations behind external history, the growth of religious striving, the rise and fall of cultures, and indicates their importance for us today. It reflects the lives and deeds of human beings of extraordinary stature: Rama, Krishna, Hermes, Moses, Orpheus, Pythagoras, Plato, and Jesus.In these pages one witnesses spiritual adventure of a depth and intensity rarely experienced by creative human beings, even in their most exalted moments. This excitement of discovery which breathes through The Great Initiates may well explain its continuing popularity after over a century.

    Wattles, and many others Following in the footsteps of a little-known group of esoteric seekers from the late-nineteenth century who called themselves “the Miracle Club,” Mitch Horowitz shows that the spiritual “wish fulfillment” practices known as the Law of Attraction, Positive Thinking, “the Secret,” and the Science of Getting Rich actually work. Weaving these ideas together into a concise, clear formula, with real-life examples of success, he reveals how your thoughts can impact reality and make things happen. In this “manual for miracles,” Horowitz explains how we each possess a creative agency to determine and reshape our lives. He shows how thinking in a directed, highly focused, and emotively charged manner expands our capacity to perceive and transform events and allows us to surpass ordinary boundaries of time and physical space. Building on Neville Goddard’s view that the human imagination is God the Creator and Ralph Waldo Emerson’s techniques for attaining personal power, he explores the highest uses of mind-power metaphysics and explains what works and what doesn’t, illuminating why and how events bend to our thoughts. He encourages readers to experiment and find themselves “at the helm of infinite possibilities.” Laying out a specific path to manifest your deepest desires, from wealth and love to happiness and security, Horowitz provides focused exercises and concrete tools for change and looks at ways to get more out of prayer, affirmation, and visualization. He also provides the first serious reconsideration of New Thought philosophy since the death of William James in 1910. He includes crucial insights and effective methods from the movement’s leaders such as Ralph Waldo Emerson, Napoleon Hill, Neville Goddard, William James, Andrew Jackson Davis, Wallace D. Wattles, and many others. Defining a miracle as “circumstances or events that surpass all conventional or natural expectation,” the author invites you to join him in pursuing miracles and achieve power over your own life.

    It helps you discover everything you wanted to know about secret societies like the Freemasons, the historical mystery of Atlantis, why King Arthur, Leonardo da Vinci and Hitler are key figures, plus conspiracy theories, forgotten sciences, and ancient wisdom.

    In The Sion Revelation, Picknett and Prince reveal the story of the Priory, taking readers on a highly significant, disturbing, and even alarming ride through history into an intriguing world where a great many uncomfortable facts will have to be faced, both religious and political. Drawing on a wealth of astonishing evidence, they answer numerous questions that shroud this society, including: • Does the Priory actually exist or is the group's entire history an elaborate hoax? • Was Leonardo da Vinci really one of the Priory's Grand Masters? • What is the truth behind Pierre Plantard, the enigmatic French aristocrat who claimed to be a Priory Grand Master -- and who some claim was a Nazi sympathizer? • Could the Priory be a front for other occult societies in Europe with religious or even political agendas? By carefully untangling centuries of obfuscation, rumor, and documented fact, The Sion Revelation unravels the great intricacies of this secret society and takes us on a historical journey that is as groundbreaking in its explanation as it is riveting in its telling.

    The producers refused. In Doctor Who, the Twelfth Doctor's costume was inspired by David Bowie. In Game of Thrones, Hodor's real name is Wyllis. Matthew Perry plays Chandler in Friends. He says he can't remember a single thing from the show throughout three seasons. In The Simpsons, Hans Moleman has died at least 15 times. Many mobsters contacted James Gandolfini to tell him his performance was excellent in The Sopranos but warned him not to wear shorts in the show. Millie Bobby Brown was 11 when she was cast as Eleven in Stranger Things. The Tourette Syndrome Association praised the show, South Park, for its accurate portrayal of the Tourette's condition. In Family Guy, Meg's full name is Megatron Griffin.

    You may find it for free on the web. Purchase of the Kindle edition includes wireless delivery.

    This introduction to the Western esoteric traditionsoffers a concise overview of their historical development.Nicholas Goodrick-Clarke explores these traditions, from their roots in Hermeticism, Neo-Platonism, and Gnosticism in the early Christian era up to their reverberations in today's scientific paradigms. While the study of Western esotericism is usually confined to the history of ideas, Goodrick-Clarke examines the phenomenon much more broadly. He demonstrates that, far from being a strictly intellectual movement, the spread of esotericism owes a great deal to geopolitics and globalization. In Hellenistic culture, for example, the empire of Alexander the Great, which stretchedacross Egypt and Western Asia to provinces in India, facilitated a mixing of Eastern and Western cultures. As the Greeks absorbed ideas from Egypt, Babylon, Assyria, and Persia, they gave rise to the first esoteric movements.From the late sixteenth to the eighteenth centuries, post-Reformation spirituality found expression in theosophy, Rosicrucianism and Freemasonry. Similarly, in the modern era, dissatisfaction with the hegemony of science in Western culture and a lack of faith in traditional Christianity ledthinkers like Madame Blavatsky to look East for spiritual inspiration. Goodrick-Clarke further examines Modern esoteric thought in the light of new scientific and medical paradigms along with the analytical psychology of Carl Gustav Jung. This book traces the complete history of these movements andis the definitive account of Western esotericism.

    It speaks from a nonsectarian point of view, unearthing insights from the whole of the Christian tradition, orthodox and heretical, famous and obscure. The esoteric tradition has traditionally searched for meanings that would yield a deeper inner knowledge of the divine. While traditional Christianity draws a timeline from Adam's Fall to the Day of Judgment, the esoteric often sees time as folding in on itself, bringing every point to the here and now. While the Church fought bitterly over dogma, the esoteric borrowed freely from other traditions—Kabbalah, astrology, and alchemy—in their search for metaphors of inner truth. Rather than basing his book around exponents of esoteric doctrine, scholar Richard Smoley concentrates on the questions that are of interest to every searching Christian. How can one attain direct spiritual experience? What does "the Fall" really tell us about coming to terms with the world we live in? Can we find salvation in everyday life? How can we ascend, spiritually, through the various levels of existence? What was Christ's true message to humankind? From the Gospel of Thomas to A Course in Miracles, from the Jesus Prayer to alchemy and Tarot, from Origen to Dante to Jung, Richard Smoley sheds the light of an alternative Christianity on these issues and more.

    Because they were given to "pioneers" dedicated to opening a new Waldorf school, these talks are often considered one of the best introductions to Waldorf education.Steiner shows the necessity for teachers to work on themselves first, in order to transform their own inherent gifts. He explains the need to use humor to keep their teaching lively and imaginative. Above all, he stresses the tremendous importance of doing everything in the knowledge that children are citizens of both the spiritual and the earthly worlds. And, throughout these lectures, he continually returns to the practical value of Waldorf education.These talks are filled with practical illustrations and revolve around certain themes--the need for observation in teachers; the dangers of stressing the intellect too early; children's need for teaching that is concrete and pictorial; the education of children's souls through wonder and reverence; the importance of first presenting the "whole," then the parts, to the children's imagination.Here is one of the best introductions to Waldorf education, straight from the man who started it all.German source: Die Kunst des Erziehens aus dem Erfassen der Menschenwesenhiet (GA 311).∞ ∞ ∞ SYNOPSIS OF THE LECTURESLECTURE 1: The need for a new art of education. The whole of life must be considered. Process of incarnation as a stupendous task of the spirit. Fundamental changes at seven and fourteen. At seven, the forming of the "new body" out of the "model body" inherited at birth. After birth, the bodily milk as sole nourishment. The teacher's task to give "soul milk" at the change of teeth and "spiritual milk" at puberty.LECTURE 2: In first epoch of life child is wholly sense organ. Nature of child's environment and conduct of surrounding adults of paramount importance. Detailed observation of children and its significance. In second epoch, seven to fourteen, fantasy and imagination as life blood of all education, e.g., in teaching of writing and reading, based on free creative activity of each teacher. The child as integral part of the environment until nine. Teaching about nature must be based on this. The "higher truths" in fairy tales and myths. How the teacher can guide the child through the critical moment of the ninth year.LECTURE 3: How to teach about plants and animals (seven to fourteen). Plants must always be considered, not as specimens, but growing in the soil. The plant belongs to the earth. This is the true picture and gives the child an inward joy. Animals must be spoken of always in connection with humans. All animal qualities and physical characteristics are to be found, in some form, in the human being. Humans as synthesis of the whole animal kingdom. Minerals should not be introduced until twelfth year. History should first be presented in living, imaginative pictures, through legends, myths, and stories. Only at eleven or twelve should any teaching be based on cause and effect, which is foreign to the young child's nature. Some thoughts on punishment, with examples.LECTURE 4: Development of imaginative qualities in the teacher. The story of the violet and the blue sky. Children's questions. Discipline dependent on the right mood of soul. The teacher's own preparation for this. Seating of children according to temperament. Retelling of stories. Importance of imaginative stories that can be recalled in later school life. Drawing of diagrams, from ninth year. Completion and metamorphosis of simple figures, to give children feeling of form and symmetry. Concentration exercises to awaken an active thinking as basis of wisdom for later life. Simple color exercises. A Waldorf school timetable. The "main lesson."LECTURE 5: All teaching matter must be intimately connected with life. In counting, each different number should be connected with the child or what the child sees in the environment. Counting and stepping in rhythm. The body counts. The head looks on. Counting with fingers and toes is good (also writing with the feet). The ONE is the whole. Other numbers proceed from it. Building with bricks is against the child's nature, whose impulse is to proceed from whole to parts, as in medieval thinking. Contrast atomic theory. In real life we have first a basket of apples, a purse of coins. In teaching addition, proceed from the whole. In subtraction, start with minuend and remainder; in multiplication, with product and one factor. Theorem of Pythagoras (eleven-twelve years). Details given of a clear, visual proof, based on practical thinking. This will arouse fresh wonder every time.LECTURE 6: In first seven years etheric body is an inward sculptor. After seven, child has impulse to model and to paint. Teacher must learn anatomy by modeling the organs. Teaching of physiology (nine to twelve years) should be based on modeling. Between seven and fourteen astral body gradually draws into physical body, carrying the breathing by way of nerves, as playing on a lyre. Importance of singing. Child's experience of well being like that of cows chewing the cud. Instrumental music from beginning of school life, wind or strings. Teaching of languages; up to nine through imitation, then beginnings of grammar, as little translation as possible. Vowels are expression of feeling, consonants are imitation of external processes. Each language expresses a different conception. Compare head, Kopf, testa. The parts of speech in relation to the life after death. If language is rightly taught, out of feeling, eurythmy will develop naturally, expressing inner and outer experiences in ordered movements--"visible speech." Finding relationship to space in gymnastics.LECTURE 7: Between seven and fourteen soul qualities are paramount. Beginnings of science teaching from twelfth year only, and connected with real phenomena of life. The problem of fatigue. Wrong conceptions of psychologists. The rhythmic system, predominant in second period, never tires. Rhythm and fantasy. Composition. Sums from real life, not abstractions. Einstein's theory. The kindergarten--imitation of life. Teachers' meetings, the heart of the school. Every child to be in the right class for its age. Importance of some knowledge of trades, e.g., shoemaking, handwork, and embroidery. Children's reports-- characterization, but no grading. Contact with the parents.QUESTIONS AND ANSWERS: The close relationship of Multiplication and Division. How to deal with both together. Transition from the concrete to the abstract in Arithmetic. Not before the ninth year. Healthiness of English weights and measures as related to real life. Decimal system as an intellectual abstraction.Drawing. Lines have no reality in drawing and painting, only boundaries. How to teach children to draw a tree in shading, speaking only of light and color. (Illustration). Line drawing belongs only to geometry.Gymnastics and Sport. Sport is of no educational value, but necessary as belonging to English life. Gymnastics should be taught by demonstration.Religious Instruction. Religion lessons in the Waldorf school given by Catholic priest and Protestant pastor. "Free" religion lessons provided for the other children. Plan of such teaching described, of which the fundamental aim is an understanding of Christianity. The Sunday services.Modern Language Lessons. Choice of languages must be guided by the demands of English life. These can be introduced at an early age. Direct method in language teaching.Closing words by Dr. Steiner on the seriousness of this first attempt to found a school in England.

    World History

    Working backward from the Freemasons to one of their original orders, the 14th-century Knights Templar, the account considers sorcery, heresy, and intrigues; explores the legend that the Knights possessed a powerful secret dangerous to the Church of Rome; and finds an essential clue to the order's practices in their connection to the biblical Solomon, king of Israel in the 10th century BC.