Over thirty-five magical models are compared and discussed. Begins with an introduction to magic, including a program of study so you can use any of the ninety-one systems described. Reveals the secrets of alchemy, magical alphabets, the chakras, the Tree of Life, astrology, and much more. It makes the ancient magical systems accessible, understandable and useful to modern magicians.

    By the middle of the twentieth century, the battle appeared to be won; scientific rationalism and skepticism were triumphant. Yet in the last few decades a strong and potent counter-current has emerged. One manifestation of this has been the so-called occult revival.In The Elixir and the Stone, Baigent and Leigh argue that this occult revival — and indeed the entire revolution in attitudes which has taken place recently — owes a profound debt to Hermeticism, a body of esoteric teaching which flourished in Alexandria two thousand years ago and which then went underground. The authors trace the history of this intriguing and all-encompassing philosophy — which has much in common with contemporary holistic thought — charting it’s origin in the Egyptian mysteries, and demonstrating how it continued to exercise enormous influence through the magicians and magi of the Middle Ages and the Renaissance.Many remarkable characters feature in the narrative, including the Franciscan friar Roger Bacon and the Elizabethan magus John Dee; prototype of Shakespeare’s Prospero in The Tempest, but the central figure that emerges is that of Faust himself — one of the defining myths of Western civilization.The Elixir and the Stone is a remarkably rich and ambitious book that adds up to a little short of an alternative history of the intellectual world. Perhaps for the first time it puts into their true context those shadowy alchemists and magicians who have haunted the imaginations of people for centuries. Moreover it offers a way of looking at the world that is in one sense ‘alternative’, but in another, deeply historical.

    This book explores the fundamental beliefs and symbology of Witchcraft, presenting the time-honored texts of its rituals and invocations.

    Sergio Magaña’s dreaming teacher predicted that, after the eclipse on July 11, 2010, Sergio would be one of the spokespeople to carry the teachings of this rich spiritual tradition, which has been closed to outsiders until now. The original holders of this secret knowledge, the Chichimeca, were considered to be masters, with a deep understanding of the dream state and a working knowledge of how our perceptions form our reality, as well as the capacity to influence matter. In this extraordinary work, Sergio shares the wisdom and practices that inspired Carlos Castaneda to write about nahual and tonal reality, and explains the deep power of dreaming, altered states of perception, and expanded consciousness that will enable you to: • become lucid in your dreams • heal and rejuvenate your body and send healing to others while in the dreaming state • communicate with your ancestors • develop different types of perception to see energy and altered reality • use the mysterious obsidian mirror for cleansing and healing yourself and others • see your teyolia, or path of the soul, to learn who you were in past lives and release parts of yourself that are trapped in old experiences.

    Until recently historians often dismissed these descriptions as elaborate fictions created by judicial interrogators eager to find evidence of stereotypical pacts with the Devil. Although this paradigm is now routinely questioned, and most historians acknowledge that there was a folkloric component to familiar lore in the period, these beliefs and the experiences reportedly associated with them, remain substantially unexamined. Cunning-Folk and Familiar Spirits examines the folkloric roots of familiar lore from historical, anthropological and comparative religious perspectives. It argues that beliefs about witches' familiars were rooted in beliefs surrounding the use of fairy familiars by beneficent magical practitioners or 'cunning folk', and corroborates this through a comparative analysis of familiar beliefs found in traditional native American and Siberian shamanism. The author explores the experiential dimension of familiar lore by drawing parallels between early modern familiar encounters and visionary mysticism as it appears in both tribal shamanism and medieval European contemplative traditions. These perspectives challenge the reductionist view of popular magic in early modern British often presented by historians.

    A well-rounded introduction to Midsummer, this attractive book features rituals, recipes, lore, and correspondences. It includes hands-on information for modern celebrations, spells and divination, recipes and crafts, invocations and prayers, and more!

    'A Witch's Halloween' is filled with history, folklore and myth, magical spells, authentic witches' recipes, divinations, a complete ritual for a Sabbat celebration, Halloween superstitions, and much more.

    This book provides surprising information on hos the renowned twentieth-century magician Aleister Crowley employed the Ouija Board to great effect, even attempting to create his own version of the device for sale.Like any powerful tool, the Ouija Board requires knowledgeable and proper use. Aleister Crowley and the Ouija Board suggests ways of protecting the magician while using this remarkable spiritual implement.

    The traditions of Celtic-speaking communities in particular offer a highly effective method, expressed through mythology (as in the symbolic apple branch) and implemented through seasonal rituals.Alexi Kondratiev outlines rules for Celtic-circle membership and shows how to become conversant with Celtic culture and mythology, and at least one of the surviving Celtic languages. He also provides the actual formula of words given for each of the Celtic rituals and visualization sequences. These rituals are closely connected with the passage of time, especially the four seasons, as well as other feast days. In this book the ancient traditions of all six Celtic nations are brought to life. Alexi Kondratiev, who knows sixty-four languages well enough to teach them, conducts classes in a variety of Celtic subjects at the Irish Arts Center in New York City, and has been a contributor to a number of magazines and journals, including Keltoi, Carn, and Keltria.

    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.

    Hailed as "a masterpiece" and as "the single most profound reference of its kind." it is the most comprehensive and authoritative text on tarot available today.

    By the author of 'Stations in the Sun' and 'The Triumph of the Moon', in which Ronald Hutton established himself as a leading authority on the history of paganism, this title contains his essays which cover a wide range of beliefs, myths and practices, also on the subject of paganism.

    This guidebook from the immensely popular Silver RavenWolf has everything a new HedgeWitch needs to connect in a personal way with nature's creative, life-affirming energy and use it in magick and spellwork. HedgeWitch features a fourteen-lesson, hands-on guide that you complete at your own pace, interacting with different aspects of nature in simple yet life-changing ways. The fourteen rituals, which can be done alone or with a group, culminate in an inspiring dedication ceremony. Along with a wealth of helpful hints on using HedgeWitch magick for love, health, and beauty, this guide presents tips and recipes for soap making, tea-leaf reading, butterfly garden magick, organically growing your own herbs, and a variety of other ways to use HedgeWitchery in your hearth, home, and garden.Praise for Silver RavenWolf"RavenWolf's prose is delightful and inviting. . . a wonderful guidebook for readers who are serious about beginning a Wiccan spiritual journey." --Publishers Weekly

    Egyptian Yoga is a guide to the practice of the highest spiritual philosophy which leads to absolute freedom from human misery and to immortality. It is well known by scholars that Egyptian philosophy is the basis of Western and Middle Eastern religious philosophies such as Christianity, Islam, Judaism, the Kabala, and Greek philosophy, but what about Indian philosophy, Yoga and Taoism? What were the original teachings? How can they be practiced today? What is the source of pain and suffering in the world and what is the solution? Discover the deepest mysteries of the mind and universe within and outside of your self.

    “Our main object will be to describe one of the most incomparably beautiful myths that has ever flowered from the mind of man, or from the unconscious processes which shape it and which are in some sense more than man.… This is, furthermore, to be a description and not a history of Christian Mythology.… After description, we shall attempt an interpretation of the myth along the general lines of the philosophia perennis, in order to bring out the truly catholic or universal character of the symbols, and to share the delight of discovering a fountain of wisdom in a realm where so many have long ceased to expect anything but a desert of platitudes.” —from the Prologue