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"Clairvoyance and Occult Powers" by William Walker Atkinson is a comprehensive guide on psychic phenomena written in the early 20th century. This work serves as a manual for individuals interested in developing their psychic abilities, focusing on various aspects of clairvoyance, telepathy, and related occult practices. The text delves into the different forms of extra-sensory perception, discussing methods for enhancing one's psychic faculties and understanding the underlying principles of these phenomena. The opening portion of the book introduces readers to Atkinson's premise that human beings possess more than just the five physical senses. He emphasizes the concept of "astral senses," which function on a higher plane of consciousness, allowing individuals to perceive reality beyond ordinary sensory limitations. The text sets the stage for a systematic exploration of various psychic abilities, including telepathy and clairvoyance, asserting that these skills can be cultivated thro

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In preparing this series of lessons for students of Western lands, I have been compelled to proceed along lines exactly opposite to those which I would have chosen had these lessons been for students in India. This because of the diametrically opposite mental attitudes of the students of these two several lands.

The student in India expects the teacher to state positively the principles involved, and the methods whereby these principles may be manifested, together with frequent illustrations (generally in the nature of fables or parables), serving to link the new knowledge to some already known thing. The Hindu student never expects or demands anything in the nature of "proof" of the teachers statements of principle or method; in fact, he would regard it as an insult to the teacher to ask for the same. Consequently, he does not look for, or ask, specific instances or illustrations in the nature of scientific evidence or proof of the principles taught. He may ask for more information, but solely for the purpose of bringing out some point which he has not grasped; but he avoids as a pestilence any question seeming to indicate argument, doubt of what is being taught him, or of the nature of a demand for proof or evidence.

The Western student, on the other hand, is accustomed to maintaining the skeptical attitude of mind--the scientific attitude of doubt and demand for proof--and the teacher so understands it. Both are accustomed to illustrations bringing out the principles involved, but these illustrations must not be fanciful or figurative--they must be actual cases, well authenticated and vouched for as evidence. In short, the Western teacher is expected to actually "prove" to his students his principles and methods, before he may expect them to be accepted. This, of c

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