sword. The
beholder is at first astonished, perhaps terror-stricken; but he takes
himself in hand, controls his thoughts, views the apparition calmly,
and finally calculates its orbit and its relation to meteor showers.

These are extreme illustrations; but with all knowledge the order of
perception is the same: first, the excitation of the mind by the new
object impressed on it; then the control of the mind from within; upon
which follows the perception of the nature of the object. Where the
eyes of the spiritual man are open, this will be a true and penetrating
spiritual perception. In some such way do our living experiences come
to us; first, with a shock of pain; then the Soul steadies itself and
controls the pain; then the spirit perceives the lesson of the event, and
its bearing upon the progressive revelation of life.

10. Through frequent repetition of this process, the mind becomes
habituated to it, and there arises an equable flow of perceiving
consciousness.

Control of the mind by the Soul, like control of the muscles by the
mind, comes by practice, and constant voluntary repetition.

As an example of control of the muscles by the mind, take the
ceaseless practice by which a musician gains mastery over his
instrument, or a fencer gains skill with a rapier. Innumerable small
efforts of attention will make a result which seems well-nigh
miraculous; which, for the novice, is really miraculous. Then consider
that far more wonderful instrument, the perceiving mind, played on by
that fine musician, the Soul. Here again, innumerable small efforts of
attention will accumulate into mastery, and a mastery worth winning.
For a concrete example, take the gradual conquest of each day, the
effort to live that day for the Soul. To him that is faithful unto death,
the Master gives the crown of life.

11. The gradual conquest of the mind's tendency to flit from one
object to another, and the power of one-pointedness, make the
development of Contemplation.

As an illustration of the mind's tendency to flit from one object to
another, take a small boy, learning arithmetic. He begins: two ones are
two; three ones are three-and then he thinks of three coins in his
pocket, which will purchase so much candy, in the store down the
street, next to the toy-shop, where are base-balls, marbles and so
on,--and then he comes back with a jerk, to four ones are four. So with
us also. We are seeking the meaning of our task, but the