THE ORGANIZATIONS LISTED BELOW SPECIALIZE IN BOOKS OR .
THE ORGANIZATIONS LISTED BELOW SPECIALIZEIN BOOKS OR COURSES DEALING WITH PHILOSOPHY,RELIGION, PSYCHOLOGY, AND RELATED SUBJECTSPROBABLY THE WORLD'S LARGESTSELECI10N OF NEW 8 USED BOOKSIN nIE ESOTERIC FIELDSSAMUEL WEISER, BooksellerMail Order Div.: 752 Broadway, New York 3Retail Store: 117 Fourth Ave., New York 3Write for Free CatalogueBOOKS AND BOOKLETSBased on the Psychic Readings ofNEW AGE PRESS, INC.Featuring the writings of Corinne andTheodore HelineThe Bible, the Arts, and this Changing VI{arIdinterpreted in the Ught of Spiritual ScIence.Magazine and Catalog on request.1544 Cerro Gordo St., Los Angeles 268,.Publications Ust on request.EDGAR CAYCE PUBLISHING CO., INC.Virginia Beach, VirginiaSTIlDY ASTROLOGYorFree LiteratureTHE CHURCH OF LIGHTBox 1525 - Dept. 70Los Angeles 53, Calif.READ THE BffiLE ANEW!Unlock its esoteric message for today.Correspondence Courses and ClassesNEW AGE BffiLE AND PHILOSOPHYCENTER1139 Lincoln Blvd., Santa Monica, Calif.FREE BOOK LIST fromNation's Largest Conection of Metaphysical.mystical, inspirational, and self-help boob.METAPHYSICAL BOOK SHOPS64 W. Randolph St., Rm. 1702Chicago 1. Illinois.FIRST TEMPLE AND COLLEGE OFASTROLOGY, INC.Classes in aU branches of Astrology.Astrological books and magazines for sale.Open every Tuesday.Write for free schedule of our activities.733 S. Burlington Ave., Los Angeles 57.NEW AGE LITERATUREMetaphysical and Esoteric Books of All Kinds.Free-New Age News Letter on Request.NEW AGE PUBLISHING CO.1542 Glendale Blvd., Los Angeles 26DUnkirk 2-3831.EDGAR CAYCEYOUR HEADQUARTERSforASTROLOGICAL and OCCULT BOOKSand MATERIALSON THE EAST COASTWrite for Catalog No. AO 58MACOY PUBLISHING &MASONIC SUPPLY COMPANY35 West 32nd St., New York I, N. Y.In CJass dCLINTON BOOKSHOP138 Clinton Ave. South, Rochester 4, N. Y.BUNIS BOOK SHOP27 East Mohawk St., Buffalo 3, N. Y.Dealers in the publications of The Philosoph.ical Research Society and other books in re.lated Belds.WANTED - GOOD USED BOOKSIn the Belds of philosophy, psychology, andreligion. Send us your list of books you wishto sen. Please indicate title. edition, conditionand price of books. PHILOSOPHICAL RESEARCH SOCIETY3341 Griffith Park Blvd.Los Angeles 27rcYOURNAL OF TimPHILO Opmcru. R p1MmCY ,50 mTYWhen answering these ads. please mention HORIZONAUTUMN 1958
HORIZON Published quarterly by THE PHILOSOPHICAL RESEARCH SOCIETY, INC., 3341 Griffith Park Blvd., Los Angeles 27, Calif.SI a Copy, 53 a Year. Two subscriptions, your own and a gift subscription, 5.Foreign Subscription 4 a year. Two subscriptions 7.Entire contents copyright 1958 by Manly P. Hall.For permission to reprint or translate, address The Editor of HORIZON.No consideration can be given to manuscripts submitted for publication.Subscribers ordering a change of address must observe the requirements of two weeks' notice.Please give both the new and old address.I-IOIlIZON AUTUMN1958ISSUEDQUARTERLYVOL. 18, No.2Journal ofThe Philosophical Research Society, Inc.TABLE OF CONTENTSAUTUMN 1958 - VOL. 18, No.2Unless otherwise identified, the reproduction of early books, manuscripts, andobjects of art which appear in this magazine are from the originals in the collec·tion of The Philosophical Research Society. A list of the publications of theSociety will be mailed upon request.A non.profit educational corporation, founded in 1934, dedicated to the dissemi.nation of useful knowledge in the fields of philosophy, comparative religion,and psychology.HORIZON LINES(ALL UNSIGNED ARTICLES ARE BY MANLYHORIZON LINES (Editorial)AN EDITORIALP. HALL)PageREADING, WRITING, AND RADIATION. ··.····.······. 1FEATURE ARTICLESLEGENDS OF GLASTONBURY ABBEy.·. 11THE MYSTICAL AND MEDICAL PHILOSOPHY OF PARACELSUSPart I: Universal Energy.·.·.··. 25IN REPLYTHE BASIC EQUALITY OF HUMAN BEINGS. .·.· 39CURIOUSER AND CURIOUSERARATUS OF SOLI . ·· ::·. · .· 45HAPPENINGS AT HEADQUARTERS . ·.:. ·. ·· 51LOCAL STUDY GROUP ACTIVITIES . ·. ·. 55LECTURE NOTESNOSTRADAMUS ON THE NEAR·EAST CRISIS (Conclusion) . 59LIBRARY NOTES-By A. J. HOWIECICERO'S ESSAY ON OLD AGE AND THE FUTURE STATK. 71Many subscribers are requesting additional copies for their friends. As the sup·ply of magazines is limited, we suggest that you make reservations for extracopies in advance.Reading, Writing, and Radiationfj i;mNthi s era of nuclear fission, there is aspirited debate developing around the sub·ject of the humanities. Prominent educatorsare frankly concerned about the pressure being brought to bear upon the higherbrackets of learning. Some hold that ourculture is being allowed to lapse backinto savagery because of the increasingemphasis upon technology and the gradual decline in the world ofletters. Another group blatantly announces that the time has comefor man to awaken from the delusion of idealism, and face the hard,solid fact that science alone can save us from the perils peculiarto our generation. In this debate, there is strong emphasis uponthe humanities. The word has almost lost is original meaning, tobecome an antonym for technology. The basic thinking appears to bethat we must decide whether we shall survive or be civilised, on theassumption that we cannot do both.The term humanities covers a group of subjects that have beenimportant to man since the beginning of his cultural experience. Much
2HORIZONAutumnmore is implied than belles-lettres and the classics. Truly, the termcovers literature, poetry, drama, and fiction, but in modern thinking,we must include also music, art, and numerous decorative crafts andskills with which we adorn the otherwise prosaic products of our in genuity. These studies are intended to enrich us as human beings, tobestow certain graces by which we are able to enjoy each other's com pany, engage in polite conversation, and cultivate an atmosphere ofrefinement. We are also encouraged to reflect upon our literate heri tage, to share in the achievements of other times and places, and torecognize abilities beyond those which can be estimated in terms ofdollm's and cents. It may be perfectly true that the humanities havenot prevented war or civil strife, have not produced a moral world,and have not bestowed upon all men polish of mind or deportment. But as these ends have not been attained by any other means, wecannot regard the humanities as the only, or even the outstanding,offender.Something also should be said about our modern concept of therefined arts and letters. As taught today, the humanities have comeso strongly under the prevailing materialism, that they have beenrendered well-nigh soulless. In many cases, they ' are not taught, butmistaught. Students are not even aware that culture is supposed toexercise a culturing influence. For lack of overtones, the whole fieldlanguishes. Classical man was aware of certain rudimentary humani ties, but he seldom studied any subject for its own sake. He did notread Homer in order that he might quote Homer. He was searchingfor a wider perspective. He wished to develop f acuIties of apprecia tion and discrimination. He sought to learn the skill by which hecould distinguish between good, better, and best. Perhaps he wasaware that some of those who lived before him attained distinctionfor insight and for the skillful use of those intellectual instrumentsby which life is made beautiful. Beauty was not a substitute forexcellence, but it adorned excellence, giving it greater prestige andwider influence.Under the humanities, therefore, we are not primarily concernedwith modern literature, modern art, and modern music. We , do ' notwish to be caught in the vicious circle of realistic literature and neu rotic drama. It is no part of OUr concept that the humanities mustproduce sophisticates, satisfied to drift along the road toward deca 1958HORIZON3dence in the name of art or letters. In this desperate effort to befactual, man is destroying his natural appreciation of culture and hisvital ability to participate in it as a personal experience.If the critics of the humanities are referring merely to the pres ent way of teaching and the subjects now emphasized, they have astrong point in their favor. The mistake is to assume that at the presenttime we are teaching the humanities on a level of vitality which winpermit them to be dynamic factors in the preservation of our presentway of life. Certainly the whole field cif letters suggests the strength ening of creative imagination, an escape from mediocrity into a world. of high adventuring in ideas and in creative visualization. The aver age person today is lacking in such visualizing powers, and does notretain sufficient creative imagination to realize his own deficiency. Veryoften we condemn a subject simply because it stands in need of clari fication. We reject its misuses and make no effort to distinguish be tween the good and the bad. We can say, for example, that man culti vates science because he wishes to survive. We must then ask forwhat reason he desires to survive, and the obvious answer is becausehe wishes to enjoy the humanities.Why do we defend our way of life? Why are we willing to sacri fice so much of our time and energy to protect personal existence?It would seem that we wish to continue to survive because we enjoygoing to baseball games; we like to read good books; we wish to at tend a concert or a theatrical performance; perhaps we take musiclessons or enroll in a class for ballroom dancing; we appreciate listen ing to high-fidelity radio, or enjoy picnics. Most of the things thatwe do reveal our characters in terms of culture, and whatever levelof culture we find natural and proper is important to us.The majority of mankind does not wish to survive merely to sur vive; nor does it wish to devote the whole of living to the processesof keeping alive. We want to live because we want to take advantageof the opportunities that living provides. We want to gather with ourfriends, enjoy the intimate association of our families, ride out intothe country, visit museums and art galleries, or examine plans forhomes and gardens made beautiful by skillful decorations and thegracious planting of flowers and shrubs. We like good-looking build ings better than ugly structures. We prefer automobiles with estheticlines. We are conscious of color and design, and instinctively make
4HORIZONAutumnuse of these in clothing and adornment. Certainly most ladies do notselect their clothing merely for the realistic, factual considerationof protection against sun, light, or cold. They choose styles whichexpress themselves, correcting as far as possible such natural defectsof body as may otherwise detract from their appearance.By the same rule, the patriot who gives his life for his countryis not sacrificing himself to a nation which he regards solely as aneconomic, pobtical, industrial, or scientific structure. He is not pro foundly moved by the idea that he is making the world safe fornuclear physicists. The things that concern him are the pictures ofhis children that he carries in his wallet. If he goes beyond this, heis thinking of America as a world of opportunity where ideals andvalues have brought opportunities to countless millions. He is think ing perhaps of Washington and Lincoln, of the Unknown Soldier,of the Bill of Rights, of the Constitution, the Declaration of Inde pendence, and the Emancipation Proclamation. He knows about thesethings because of the humanities. He has learned to appreciate cultureby being exposed to it, by being taught that it is important, and bylearning through experience the comfort and consolation of graciousthoughtfulness and kindly living. Remove from him the culture whichhe seeks to protect, and you also remove all the incentives to eitherlive for his country or, in emergency, to die for his country.Another point should be raised before we meddle too much witha balanced educational program. It may well be that the increasingtechnological pressure will require the inclusion of more scientifictraining on high school level, but great discrimination should be usedin determining what shall be sacrificed to attain this end. If we de cide to sacrifice culture, even this generation may live to regret it.Already there is a move to lengthen the number of hours that childrenremain in school. It has been noted that in many other countries thechild is accustomed to longer study periods. This may offer someremedy, but efficiency offers the largest challenge. We do not like toadmit that our present program may be sorely lacking in integration.There is great need for the improvement of teaching methods. Therehas been no broad educational reform in the last two hundred andfifty years. There have been experiments, and special groups haveaccomplished wonders, but generally speaking, exceptional case·s havebeen ignored. Furthermore, we have methods available today un 1958HORIZON5known to our ancestors. There is a great future in the developmentof systems of visual education. This comes the nearest to personalexperience, and a moderate amount of this is equivalent to a vastamount of theory. Subjects now requiring two or three years couldbe taught in half the time by the skillful use of visual methods. Thisis being done in special fields and by private organizations. Is thereany reason why their successful results should not be considered byformal educational bodies?Philosophy teaches us that while we are all born with certainsovereignty and common rights, we are nevertheless highly individualcreatures. Culture has not survived because men have tried to keepit alive, but because they have been unable to let it die. It is commonknowledge that most creative artists and outstanding exponents of thehumanities have lived and died impoverished, ridiculed, or ignoredduring their own times. Therefore, it cannot be said that they becamecivilized by inducement. They survived and attained their immortalrecognition because of pressures within themselves. The great musician,poet, actor, dramatist, and literary person is born, and not fashionedby the world in which he lives. Opportunity may enable him to en.large his genius or find suitable means for its expression, but the spiritwithin him is the moving agent inclining him to one pursuit or an.other.We may observe that some men are born scientists, and that theymay attain enduring reputations, often without unusual advantage.Others are born poets, and no educational system in the world couldtransform them into physicists. The main difference seems to lie ina kind of subtle sensitivity. Some appear to be of quicker consciencethan others; some have an irresistible impulse to venerate. Their livesare almost continual prayers, and their every action flows from thespiritual source within them. It is a law beyond human interferencethat human beings are not identical, nor can they ever be successfullyregimented. When regimentation is forced upon them by circum stances, they either rebel, or their inward creativity is destroyed.They must express, or else be the victims of repressions which willend in mental or emotional disease.We also observe that nature main·tains a kind of balance amongher creatures. Forms of life regulate each other, thus protecting thecommon good. Enough human beings instinctively desire to be doc
6HORIZONAWllmntors, so that there will be no deficiency in this profession. This de·sire is based on aptitude, and when a great number of individualswith no aptitude enter medicine only because it is a lucrative pro·fession, the doctors increase in number, but so do the patients. It isthe same with engineers, mechanics, lawyers, artists, and poets. Weneed more plumbers than we do writers of essays, and we have alwayshad an appropriate proportion. Recognizing, therefore, that the pub.lic school system must serve all the people, and not merely a selectedgroup of specialists, we cannot afford to sacrifice the potential of oneindividual to the needs of another.The pattern of higher education has been devised to promotespecialization, built upon basic generalization. One serious fallacyhas already appeared. So-called popular opinion has created fashionsin learning, and to a degree, economic considerations have exercisedtoo much influence. The present tendency for the young is to choosesuccessful professions. They sacrifice their own unrecognized poten tial to a concept of profit, and they also take too great an interestin those ideas immediately fashionable. This is dangerous because ofthe rapid change in our attitudes on almost everything. A man select ing a career may find that it is extinct before he has an opportunityto graduate. Even physicists trained twenty years ago or ten yearsago are unable to cope with the progress in their own field.Intense specialization, leading to a general neglect of many fields,also works a serious hardship upon countless persons. Today thecreative artist, the literary man, the poet, and the truly serious musi cian are all suffering together because of the scientific obsession devel oping within our society. As appreciation for creativity languishes,arts and techniques can no longer provide support for those entitledto recognition. In a commercial generation, that which is not sup ported, cannot survive, and there is little tendency anywhere to spon sor or subsidize ideals. We assume that the technician must live, andwe provide means to protect him. Apparently we do not believe inthe value of abstract ideas, even though they have proved themselvesfrom time immemorial.Education should produce a person capable of total survival. Hemust be able to earn a living, but he must also in some way developa culture by which his living is made meaningful. He must have skill,but he must also have conscience. He may be fascinated with the me 1958HORIZON7chanical attainments of his contemporaries, but he must also love thebeautiful, serve the good, and find an adequate reason for his ownexistence. It is useless to say that these latter objectives do not comeunder the heading of education. The school dominates the psychologyof young people for from twelve to eighteen years. The prestige ofthe school overbalances family concepts and such religious trainingas the average citizen receives. Education has become a symbol ofinf allible method and concept. What it neglects, the average man willneglect. What it dictates, the average man will support. If, therefore,education establishes the precedent of depreciating the importance ofculture, the ma jori ty of human beings will accept this as factual andpromptly ignore those parts of themselves which stand between themand savagery.We already perceive the general trend. The word philosophy is inbroad disrepute. If this were due to the fact that some modern phi losophers are shallow and meritless, it would be understandable; butthe greater and the lesser fall togther. The principles of philosophy,which teach the importance of a reasonable attitude, self-discipline,thoughtfulness, penetration of appearances, and the recognition ofvalues, are not expendible, even in a world emergency. To take theposition that the educated man must become a critic over all things,proving his superiority by ridiculing values which he cannot under stand, is ridiculous. Young people are not developing these negativehabits of mind simply out of their own ingenuity. They are follow ing leaders who set the example. Much of this negative leadership iscoming from our institutions of higher learning, especially the scien tific branches. A false hero is worse than none, and to merely emu late the famous may only in the end mean we shall share the disa
RELIGION, PSYCHOLOGY, AND RELATED SUBJECTS PROBABLY THE WORLD'S LARGEST SELECI10N OF NEW 8 USED BOOKS IN nIE ESOTERIC FIELDS SAMUEL WEISER, Bookseller Mail Order Div.: 752 Broadway, New York 3 Retail Store: 117 Fourth Ave., New York 3 Write for Free Catalogue BOOKS AND BOOKLETS Based on the Psychic Readings of EDGAR CAYCE
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions
Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
