al being, involving a definite individual experience and
resulting in a scientific and exact demonstration.

I ask the reader to note two points in the foregoing statement: First,
that for myself I use the word "conviction," and not "knowledge"; and,
second, that the demonstration of real knowledge referred to, is made by,
and confined to an individual, in each instance.

With these individuals the knowledge is a _scientific demonstration
through personal experience_. With me, the "firm conviction" is a matter
of "circumstantial evidence," supported by analogy, and fortified by
empirical testimony, such as acquaint the world with the facts and
findings of science, and which I think admit of no other consistent and
rational interpretation.

In the foregoing pages I have endeavored to give outlines, analogies, and
suggestions which seem to fortify the conviction referred to.

While these are fragmentary and desultory, owing to the fact that the
circumstances are so varied, the subject so vast, and the materials so
abundant, yet, taken as a whole, they seem overwhelming, and, except to
the careful, persistent, and intelligent student, confusing.

It must be clearly apprehended that no one familiar with the subject can
reasonably suppose, nor has it ever been claimed by a real Master of the
"Art," that this knowledge ever has been, or can be, communicated to, or
acquired by groups of individuals at any time, or under any
circumstances.

Through all the past, and at the present time, it is designated as an
_individual experience_.

True, the ethics, and the philosophy, and even the principles of exact
psychic science that in the past constituted the "Lesser Mysteries," can
be, and often have been, taught to groups, or classes.

In the present "School of Natural Science," this preparatory training
constitutes the "Ethical Section."

But above and beyond all the foregoing general considerations the
"empirical facts" and the "circumstantial evidence," if we know personally
one who claims to have had the specific instruction, the personal
experience, and to have made the scientific demonstration referred to and
outlined in the problem, our opportunity for instruction, and for the
application of tests for validity and reasonableness as to the whole
problem, is exceedingly valuable.

This personal acquaintance may become the nearest possible criterion,
short of our own personal experience, as to demonstration.

In pre