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EFFICIENCY STUDY GUIDE
to the
MASTERY OF THE COURSE
by
Edward
Earle Purinton
Companion Guide to:
A Home Course in Mental Science
Benedict Lust, N.D. M.D., Publisher
New York, 1921.
FOREWORD
The big thing in education is to teach
the student how to analyze, organize, and utilize himself.The new thing in education is to make the student his own teacher, thus enabling him to study where,
when, how he pleases, and to enjoy the subject because he knows he will master it and benefit by it.We have here united the big thing and the new thing in education,
possibly for the first time. At the request of Dr. Benedict Lust, leader of the drugless healing schools of America and my
personal friend for twenty-five years, I have prepared a new self-examination system for the student of the Wilmans Mental
Science Home Study Course.It
has been my privilege to give instruction, personally or by mail, to more than 100,000 students. From this experience I have
reached a very clear, definite, conclusion: Every good student, of any subject whatever, needs two things from the teacher
or the text--original thought and immediate action. He must think for himself, he must put into effect the result
of his thinking. Only by this double operation can he gain mastery of his subject and himself.The ordinary school recitation, followed by the ordinary school
examination, does not lead to the end sought. Neither is personal, neither is practical. Nor does the mail course method of
teaching usually followed produce the desired results, being composed of a set of form questions and stereotyped answers,
without individual application or even personal interest.The great work of a student is not to memorize what his teacher tells him, but to vitalize what he
thinks and feels about it. The way to learn a lesson is to think it over and out--then do something!We come to the point. The Efficiency Guide here presented aims
to put the fine teachings of Helen Wilmans so quickly, deeply and everlastingly into your mind, heart, work and life that
you will gain both immediate and perpetual benefits.The plan is brief, yet comprehensive. The five personal questions for each Lesson are here to prove not how
well you recall what the teacher says, but how well your mind works on it. The action problem at the close of each Lesson
gives you something to do, not merely to show how effectively you have mastered the Lesson, but rather to demonstrate how
valuable you can make it for and to yourself. The practical result records the completion of the Lesson, with a tangible proof
of attainment or achievement you have gained from study and application of the Lesson.I judge that the value of this study to yourself resides about one
third in the text of the Wilmans Course, one third in the form of the Efficiency Guide, and one third in the way you employ
the Guide. So the following directions for the use of the Guide are as important as the Course or the Guide, in your method
of study.1. Decide first whether
you will merely read the Course, or actually study it as you would a college textbook of applied psychology. To study it will
take twice or three times as long as to read it--and should bring five or six times the benefit. You should find the studying
and experimenting process indicated by the Efficiency Guide the most enjoyable part of each Lesson, after you get your mind
used to exercising its reflective and creative powers. Do you have interest enough, time enough, will force enough, to go
into the study for all there is to be gotten out of it? Then use the Guide regularly from the start. But don’t read
part and study part. If you merely read the Course, let the Guide alone.2. If you want to study right, observe this method. Read every Lesson first as
a whole, to gain a general knowledge of the subject. Always have a pencil with you, and underscore the short, powerful statements
that seem to you most inspiring and encouraging. Then read the five questions for that Lesson in the Guide. See if you can
write the answer to any, from first reading the Lesson. Do it if you can. Then go over the Lesson more carefully, with the
questions in mind, answering each as you get facts or suggestions from the author.3. Having mastered the philosophy of each Lesson, prove that you can work it out.
Solve the action problem assigned for each Lesson, following the questions in the Guide. You may find some of these problems
unusual, perhaps difficult. All the better, for in solving them you will develop to an unusual degree your latent powers of
thought and execution. Having answered the questions and worked the problems, write in the last space a brief notation of
some good result you feel you have accomplished by mastering that particular Lesson. Don’t leave a Lesson till you have
cleaned up the job. The habit of doing everything right is worth more to you than all the textbooks on earth.4. Be patient. The process of reconstructing
your whole manner of thinking may take years, will certainly take months. Follow instructions, do the work well, with faith
to believe in a splendid outcome. Don’t get in your own way by stopping to measure and judge immediate benefits. The
man of power makes sure he is using the right motives, methods and principles--then leaves results to Providence.5. Keep the Guide to yourself, as a personal
record of ambition, evolution and attainment. Don’t allow even your best friend to see it. Share the Course with anybody
far enough grown to understand it, value it and profit by it. Should a friend or relative, student, client or employee of
yours be really interested, you can arrange to supply him with a duplicate Course and Guide. But your Guide is for
you alone.Thousands of students
of Helen Wilmans have been cheered, uplifted and empowered by her teachings in book form, without any personal, practical
way to apply the teachings to everyday thought and life. It is my earnest hope and firm belief that the Guide, supplementing
and completing the Course, may put you in line for the big things awaiting him who knows and commands himself.Edward Earle Purinton LESSON 1 - OMNIPRESENT LIFE
1. What do you want most from the “store-house
of the Universe”?
2. How will your habit of thinking help you to obtain what you want?
3. Have
your ignorant beliefs in your own limitations held you back? (State what and how.)
4. Why is thought the greatest
factor in your work, life and future career?
5. Which truth, in a sentence, learned from this Lesson, seems most
vital and valuable to you?
ACTION I.
Illustrate the teaching that “all is good” by showing how
one of your experiences that looked bad for you turned out to be good; then figure how one of your present handicaps, troubles
or griefs may, by your own thought and work, be changed into a blessing.
RESULT:LESSON 2 - THOUGHT, the BODY BUILDER
6. Do you regard sickness, merely ignorance of health? If so, how? If not, why
not?
7. What “fixed habits of the race” do you need, and want, to outgrow in your evolution toward
higher and better conditions?
8. From which of your mistakes have you learned most, and how are you making sure
it will not occur again?
9. How has unconscious thought built your body, and how will conscious thought re-build
it?
10. Do you believe that you have latent power to overcome all obstacles, and rise above sickness, poverty,
weakness and fear into a glorious life where health, wisdom, strength, reign supreme? Give a logical reason for such belief.
ACTION II.
Resolve for one day to think only pleasant, hopeful, helpful thoughts, with your mind fixed on seeing
only good everywhere; keep a notebook with you, and jot down the number of times you are tempted to yield to negative, sour,
cross, depressed or ugly thoughts; ponder this record as a proof of how much you need a daily application of Mental Science.
RESULT:LESSON
3 - OUR BELIEFS
11.
If a scientist and a religionist were to argue for their opposing claims, how would you reconcile them?
12. For
what purpose, and of what ultimate benefit, are human doubts and perplexities?
13. When a person looks to drugs
for maintaining health, how does that signify he is in a low state of mental and moral development?
14. Are the
five senses always trustworthy? How shall one avoid being deceived and misled by them?
15. In what ways does your
thought need vitalizing and spiritualizing? How should a set of new beliefs make you healthier, happier, finer?
ACTION III.
Write
a personal, original creed, or statement of belief, containing twelve to twenty sentences, applying to your work or life,
and all based on the teaching of Lesson Three. Paste this creed on cardboard and put it where you will see it often--but not
where others will see it. Every sentence should open with the words “I believe that,” or “I believe in”
and should express a new conviction, or an old one re-stated in the light of these truths.
RESULT:LESSON 4 - DENIALS
16. Should one’s
natural desires be repressed, or expressed in the right way? Give an example.
17. How does all unripe evil tend
to ripen into good? Illustrate by a lesson from one of your own mistakes, and the final gain therefrom.
18. Can
you define “chemicalization” in your own words? If you should feel sick or uncomfortable during the salutary process,
how will you think about it and act toward it?
19. What is death? How can it be postponed, and finally conquered?
20. Do not the atonement of Christianity and the at-one-ment of Mental Science really harmonize? Show how.
ACTION IV.
Frame a set of denials of the world’s false beliefs, according to examples here given by
Helen Wilmans. Declare, in a dozen or more sentences, your freedom from the bondage of race ignorance and error; and repeat
to yourself these declarations of freedom whenever you need a mental tonic.
RESULT:LESSON 5 - AFFIRMATIONS
21. How are “affirmations”
mental food, as “denials” are mental medicine? Which should come first, and why?
22. What is “the
most desirable of all things”? How will the acquisition of it help one to acquire everything else he wants?
23. Should one’s conscience warn him against “bad” things, or impel him toward great and good things?
How would you suggest that the human conscience, wrongly educated, be turned into a positive force to uplift and empower a
man?
24. Which of your beliefs--personal or political or theological--did you inherit or borrow? Which really belong
to you by reason of intuition? Make a list of each and compare them.
25. Should your beliefs be talked--or lived?
Why? How does the habit of merely preaching to folks make you both worse?
ACTION
V.
Refer back to Question
1, Lesson One, where you stated what you most want in life. Now prepare a series of affirmations, from five to twenty, all
bearing directly on the realization of this ambition or aspiration, all inspiring you for achievement by strengthening your
mind and sustaining your heart. Use the quoted affirmations of Helen Wilmans as models, if necessary. Put this affirmation
sheet on cardboard, next to your denial sheet of Lesson Four.
RESULT:LESSON 6 - THE SOUL OF THINGS
26. Do you believe that “not one
in a hundred knows that he can think”? Formulate five tests to prove a man a real thinker, and then apply these to yourself.
27. How far is the doctrine of evolution true? How far untrue, or incomplete?
28. Would not the development
and use of creative inspiration help you to advance in your work? How has it promoted the man or men who are leaders in your
line? (If necessary get a biography of one or more leaders, and find what their visions were, and how materialized.)
29. Which of your natural, personal desires do you doubt most? Analyze the doubt, prove its unreasonableness and unreality,
forthwith and forever banish it and be free.
30. How do you explain the fact that desire generates vitality? When
you trust your fondest hope enough to act on it, you make of it your best stimulant to health, happiness and usefulness; what
is your fondest hope and how will you act on it?
ACTION VI.
Write down a brief description of your
dream of having, doing, or being something that looks impossible, from the race attitude of chronic doubt, and that others,
perhaps you yourself, have thought unattainable. Assume now that you can realize it, figure what the first step should be,
and take that step.
RESULT:LESSON 7 - FAITH, OUR GUIDE THROUGH THE DARK
31. Why must faith precede, and how will faith ensure, conquest over all difficulties
and triumph supreme?
32. What are the respective powers and limitations of reason and intuition? Where should we
trust and follow reason? Where should we trust and follow intuition?
33. Are you naturally optimistic or pessimistic?
If too optimistic, how will you guard against false moves (or else bovine contentment, according to your temperament)? If
too pessimistic, how will you grow in yourself a positive, sure, potent faith?
34. Can you give a scientific explanation
of the Bible injunction: “Ask, and ye shall receive”?
35. Which is a better guide for the soul--a blind
faith or an intellectual doubt? Why?
ACTION VII.
Compose a prayer, with the reverence
of the old theology but the courage of the new faith, asking for clearer perceptions and larger powers, to enable you to see
and do the right thing, the big thing, always. Make this prayer a part of your life and daily growth.
RESULT:LESSON 8 - SPIRIT AND BODY ARE
ONE
36. Why is
a clean, strong, healthy body necessary to spiritual development?
37. Why is a spiritual man or woman always vital--never
dull, dense or sluggish, and never on the other hand merely intellectual?
38. Through what regular means of reading
and studying are you supplying real food for your mind? Or do you read nothing but newspaper trash and unreal fiction?
39. Do you believe that Heaven is above us, or in us, or both? Explain your position. Back it by religion and science,
each supporting, neither contradicting, the other.
40. Why and how should a man be “saved” in this
life? Here, or elsewhere, does the philosophy of Helen Wilmans antagonize your theology? Take some point of disagreement,
look on both sides impartially, and satisfy yourself which view, if either, is correct.
ACTION VIII.
Write
a brief contradiction of the popular misconception of “lower appetites and passions.” There are none. A low, debased
mind calls the natural functions and desires unclean, but only the mind needs renovating. Show how the right feeling toward
food, sex, and other so-called physical manifestations of life can lift them to the divine plane from whence the twisted mind
of men dislodged them.
RESULT:LESSON 9 - PRAYER AND SELF CULTURE
41. Wherein do you consider the author’s view of prayer
right? Wherein wrong? (It is both right and wrong.)
42. Do you pray often, with full confidence? Then do you work
hard and long to help answer your own prayers?
43. How do books and sermons tend to hamper you in your quest for
higher, deeper learning and life?
44. Are you convinced that “it pays to be a fool for truth’s sake”?
If not, ask yourself what is wrong with you.
45. Can a heretic pray? Develop an argument to prove that a heretic
may be more devout than the orthodox critic who misunderstands and condemns him.
ACTION IX.
Pray
for light on the biggest problem or hardest difficulty you are facing. Keep on praying till the solution, or the means of
obtaining it, is revealed to you. But meanwhile think, study, work to get the solution for yourself, mindful that human effort
does most to guarantee divine co-operation.
RESULT:LESSON 10 - THE POWER BEHIND THE THRONE
46. How often do you listen to the voice
of intuition? Can you hear it plainly, frequently? How will you cultivate your intuitional perceptions and powers?
47. In what respect is the knowledge and wisdom of birds, animals and insects superior to ours? What can they teach us?
48. How has your opinion of yourself been misrepresenting you? What enlargements and improvements of this opinion
do you now see are necessary to your growth and final supremacy?
49. If you are not fully happy, how can you probably
become so through finding fuller expression?
50. Is the fact that we do not seem to remember past lives any real
proof that we have not passed through them? Show why.
ACTION X.
Outline a good way to
tap the inexhaustible resources of your subjective mind, referring to some plan or idea suggested in Lesson Ten, or advancing
one of your own. Try this, and note the outcome.
RESULT:LESSON 11 - THE POWER ABOVE THE THRONE
51. Is your brain mostly
selfish (animal), or social (fraternal), or idealistic (transcendental)? Which of the three functions needs the largest growth?
How can you gain this?
52. As “the brain grows by what it conquers,” may you not well make a list of
the obstacles or weaknesses, outer or inner, that you should and will conquer? Put the hardest thing first, and line up all
your mental, physical and moral powers for the fight.
53. Which is the main advantage, and the main disadvantage,
of Christian Science? Where do Christian Science and Mental Science agree, and where do they differ?
54. Which
of the nonsensical fears that people entertain has most bothered and belittled you? Learn to laugh it away, as a childish
notion without any basis of reality.
55. When does fear vanish? How does the departure of fear make a man free
to do his most and be his best?
ACTION XI.
Open up your ideal brain by learning to like poetry, or music,
or invention, or art, or philosophy, or some other creative branch of science. Take your choice, get a book or two on the
subject, and keep studying it earnestly until you come to enjoy it.
RESULT:LESSON 12 - THE KING ON HIS
THRONE
56. Who
is the greatest leader of men that you know? Prove by his work and life the statement that “the true leader of men is
the man who believes that something is possible for him that his followers do not believe possible for themselves.”
57. What is the beauty, and what the peril, of living in the ideal topmost chambers of the brain?
58. Can
your soul be truly saved with your body despised and neglected? How does real salvation regenerate the whole man?
59. Why is it safer to rest upon Nature than to follow the opinions and customs of men? Illustrate this point by showing
how civilization has led us astray in our choice of food, clothing, or other life essentials.
60. When and how
shall we be able to conquer death? Why not here and now? Show that the passing on of Helen Wilmans did not necessarily negate
or disprove her doctrine of physical immortality.
ACTION XII.
Draw a mental picture of yourself as
a complete, well, strong, symmetrical, dominant, radiant human being, master of circumstances and events, lord of life and
destiny. Write down the principal traits, qualities and attributes of yourself to be, from the delineation of the superman
given by Helen Wilmans.
RESULT:LESSON 13 - MENTAL SCIENCE A RACE MOVEMENT
61. What is the greatest force and law in the Universe? How
can we use this to attain our desires?
62. Which is greater--love or intelligence? Which came first? Which animates,
and which directs? Why is each necessary to the other?
63. How does the growth of animals and trees differ from
that of men? How will men finally grow into gods?
64. Do you believe that mental and spiritual wealth is the only
kind that can truly enrich you? Show how the real value of money lies in the culture and service that money makes possible,
hence even money cannot be measured by material standards of wealth.
65. Do you love your work? If not, how will
you grow to love it, realizing that only as you love it can you attract through it the finest opportunities and rewards?
ACTION XIII.
From what you have learned of the power of mind, explain the so-called miracle
of instantaneous healing, often mentioned in the Bible, and observed in the recent annals of New Thought, Christian Science,
Mental Science, and other systems of practical psychology. What is the process or law that enables a mental healer to cure
and relieve his patient?
RESULT:LESSON 14 - MENTAL SCIENCE INCARNATE IN FLESH AND BLOOD
66. Why does salvation of body, mind
and soul depend upon faith? How can a man regain or restore this childlike faith?
67. Can you think of any way
to improve digestion, circulation or respiration in the body through currents of thought directed to the intelligence of the
body-cells?
68. How does Mental Science help to make a Christian a cleaner, stronger and better example of Christian
faith?
69. What effect does thought have on the condition of the blood?
70. What effect does food have
on the condition of the brain?
ACTION XIV.
Write an essay of about 200 words on the relation of so-called
matter to mind, the distinctions between them, the unity of them. Show, in your own words, how matter is mind in a crude or
undeveloped state.
RESULT:LESSON 15 - PERSONALITY AND INDIVIDUALITY
71.
Why is a developed brain or consciousness more trustworthy than the evidence of our senses? When you feel pain, can you rise
above it and smile over it? If so, how? If not, why not?
72. How is your personality different from your individuality?
When will the two be the same?
73. Why should we consider it unfair to judge anybody by his outer personality,
or the reputation that his personality has produced? If every man is greater and better even than he knows himself to be,
should we not refrain from criticizing the imperfect shell of him, that is only immature?
74. When people criticize
and condemn you, as they will if you grow away from them, what are you going to do about it? Why is it death to conform to
people’s opinions, and life to be yourself, not caring what anybody says?
75. How far is your individuality
to be expressed and how far restrained? Illustrate by the matter of dressing according to fashion, or otherwise.
ACTION XV.
Copy three of Helen Wilmans’ affirmations from this
Lesson--those you need most or like best. Add three or four of your own, expressing in your own words the brave declarations
and lofty ideals of the Lesson, with particular regard to the places in your character where you need to be strengthened and
established.
RESULT:LESSON 16 - THE STONE THAT THE BUILDERS REJECTED
76. Why is it wicked to crucify desire? Would you say that desire
and conscience should, can, be harmonized? How?
77. Do you agree with the statement that Eve, in the Garden of
Eden story, was the intuitional part of man? Explain your position.
78. Should happiness be “our one aim
and object, and our only pursuit,” as the author claims it is? Does she not overemphasize the importance of happiness?
Are not the finest things people do done for a greater motive than happiness? Illustrate.
79. How will the recognition,
elevation and equalization of human desires bring social justice, and quell antagonism and unrest?
80. Knowing
that all physical disabilities are really mental disabilities, how would you proceed to cure poverty, crime, disease, old
age? Would you employ physical means to cure also? What, and why?
ACTION
XVI.
Analyze the worst
mistake you ever made, or the worst “sin” you ever committed. Prove how it was the fault of unwise method, not
of unholy desire. Deduce a caution as to repetition of this or any other mistake, due to the fact you are likely to be not
a sinner but a fool.
RESULT:LESSON 17 - A NOBLE EGOISM THE FOUNDATION OF JUST ACTIONS
81. How do you regard the statement that
“no man can be generous who is not first strong”? Distinguish between true and false unselfishness, true and false
humility. Explain how denial of man’s own power is infidelity.
82. When and why does selfishness grow into
selfhood? How do egoism and egotism differ?
83. Why is self-abnegation harmful and inexcusable? Show how self-command,
not self-denial, is the real virtue and strength.
84. Have you, in your work and life, substituted emulation for
competition? Why should you do it, and how can you?
85. Where is your individuality weak? How can you strengthen
it by affirmations, decisions, actions, or otherwise?
ACTION XVII.
Go over your everyday
life, to see at what points you are, consciously or unconsciously, yielding to the habits, opinions, customs or conventions
of your associates or of the race. Cut loose. Begin by changing, immediately and wholly, the habit you now consider worst
because it is the least appropriate for you. Start doing or being something radically different. Move quietly and firmly,
not talking but living the truth as you see it.
RESULT:LESSON 18 - RECOGNITION OF THE WILL THE CURE OF DISEASE
86. How would you apply to yourself the principle that “self-master is the cure of all disease”? Take
the prescription of a good doctor about eating, resting, sleeping, exercising, hoping and smiling; show how this advice all
refers to self-mastery.
87. Are you strengthening your will by acting regularly, faithfully and instantly on its
bold promptings? Do you take, every day, some active outdoor exercise to improve your strength of both body and mind?
88. Why is “breaking a child’s will” bad for the child? What should be done instead?
89. Just
how does hopeful, powerful thought, by its action through the nerves, help to heal and revitalize the body?
90.
Is a feeling of tension, or of relaxation, the sign of a dauntless will? Would you say that poise proves power? Give reasons
for your answer.
ACTION XVIII.
The last thing before going to bed, tonight and if possible
for several nights, follow the directions for meditation and introspection given in this Lesson. Be alone. Relax fully. Recline
on your bed or in an easy chair. Breathe slowly and deeply. Close your eyes. Make every muscle quiet, every nerve limp. Send
healing, inspiring, reassuring thoughts and beliefs throughout your body, as directed by the author. When you learn to do
this fully, you should sleep much better, and awake more refreshed.
RESULT LESSON 19 - PRACTICAL HEALING
91. How is it logical and true to know
and affirm that you are well and strong, even though you feel sick and weak?
92. If mental healing should not cause
immediate, perfect cure, what might some of the hindrances be? Would the principle be invalidated, or only the process retarded?
93. Why should we grow to reach the place where the law of attraction overcomes the law of gravitation? What will
happen when we do?
94. From your study of this Lesson, would you say that medicine and Mental Science should ever
be taken together? Why, or why not?
95. Knowing that “thoughts are things,” how will you remember to
make all your thoughts beautiful, helpful things?
ACTION XIX.
Begin right now to heal yourself of the
ailment, weakness or limitation whose removal is essential to your greatest achievement and highest development. Using the
principles, methods and ideas of this Lesson for a model, treat yourself specifically for the improvement you need in health
and strength, courage, faith and poise. Do this every day for a week, in ten minute periods as the minimum time.
LESSON 20 - POSTURE OF THE WILL MAN
96. Have you resolved never again to talk of your “symptoms,” worries,
griefs or troubles? And also to refuse to listen to other people talking of theirs? Do it, and figure out a way to help yourself
keep this resolve.
97. If somebody tried to direct a so-called “evil influence” such as envy, hatred,
anger, cruelty or slander against you, how would you meet it, and render its action harmless?
98. How does personal
magnetism differ from mesmerism? What is the best way you can think of to increase and improve your magnetic forces?
99. Which is the truest guide--instinct, reason, or intuition? What is the place and function of each? Why should we forbid
reason to usurp, question or deny the inner voices of instinct and intuition?
100. Do you now believe, with Helen
Wilmans, that nothing desirable is impossible for you to achieve and attain; that you can do, have and be what you want most;
that your dreams and hopes may all come true, in the way you desire or a better way? If you believe this, return thanks to
Providence and the spirit of Helen Wilmans; then, by word and deed carry the message to those you love.
ACTION XX.
Make
a list of at least five benefits or aids, general or specific, that you received, learned or earned from the teachings of
Mental Science. Plan how to share these blessings and rewards with your friends.RESULT: * * * * *
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