Surplus of wealth is a sacred trust which its possessor is bound to administer in one’s lifetime for the good of the community. Stigma management is a general feature of society, a process occurring wherever there are identity norms. The same features are involved whether a major differentness is at question, of the kind traditionally defined as stigmatic, or a picayune differentness, of which the shamed person is to be ashamed to be ashamed. One can therefore suspect that the role of normal and the role of stigmatized are parts of the same complex, cuts from the same standard cloth. Of course, psychiatrically oriented students have often pointed out the pathological consequences of self-derogation, just as they have argued that prejudice against a stigmatized group can be a form of a sickness. These extremes, however, have not concerned us, for the patterns of response and adaptation considered in this ese seem totally understandable within the framework of normal psychology. One can assume first that persons with different stigmas are in an appreciably similar situation and respond in an appreciably similar way. The neighbourly druggist might talk to the neighbourhood, therefore the neighbourhod drugstores have been avoided by persons seeking al manner of equipment and medication—persons wonderfully diverse who share nothing but a need to control information. #RandolphHarris 1 of 26

And secondly, one can assume that the stigmatized and the normal have the same mental make-up, and that this necessarily is the standard one in our society; one who can play one of these roles, then, has exactly the required equipment for playing out the other, and in fact in regard to one stigma or another is likely to have developed some experience in doing so. Most important of all, the very notion of shameful differences assumes a similarity in regard to crucial beliefs, those regarding identity. Even where an individual has quite abnormal feelings and beliefs, one is likely to have quite normal concerns and employ quite normal strategies in attempting to conceal these abnormalities from others, as the situation of former mental patients suggests: One of the difficulties centers around the meaning of “reasonable employment.” The patients are sometimes unable, but more often unwilling, to explain why a particular job is “unreasonable” or impossible for them. One middle-aged man could not bring himself to explain that he was so terrified of the dark he insisted on sharing his bedroom with his brother, and that he could no possibly work where it meant coming home alone in the dark in Winter. He tries to overcome his fear, but is reduced to a state of physical collapse if left alone at night. #RandolphHarris 2 of 26

 In such an instance—and there were many others—the former patient’s fears of ridicule, contempt or harshness make it difficult for him to explain the real reason for refusing or not holding the jobs offered to him. He may then easily be labelled as work-shy or unemployable, which is likely to be financially disastrous. Similarly, when an aging person finds one cannot remember  some of the names of one’s immediate friends, one may shy away from going to the meeting places where one is likely to encounter them, thus illustrating an embarrassment and a plan which entail human capacities that have nothing to do with aging. If, then, the stigmatizes person is to be called a deviant, one might better be called a normal deviant, at least to the extent that one’s situation is analyzed within the framework presented here. There is a direct evidence regarding this self-other, normal-stigmatized unity. For example, it seems that persons who suddenly find themselves relieved of a stigma, as in successful plastic surgery, may quickly be seen, by themselves and others, to have altered their personality, an alteration in the direction of acceptable, just as those who have suddenly acquired a defect may relatively quickly experience a change in apparent personality. #RandolphHarris 3 of 26

These perceived changes seem to be a result of the individual’s being placed in a new relationship to the contingencies of acceptance in face-to-face interaction, with consequent employment of new strategies of adaptation. Important additional evidence comes from social experiments, wherein subjects knowingly take on a defect (temporarily, of course), such as partial deafness, and find themselves spontaneously manifesting the reactions and employing the devices that are found among the actually disabled. A further fact should be mentioned. Because a change from stigmatized status to normal status is presumably in a desired direction, it is understandable that the change, when it comes, can be sustained psychologically by the individual. However, it is very difficult to understand how individuals who sustain a sudden transformation of their life from that of a normal to that of a stigmatized person can survive the change psychologically; yet very often they do. That both types of transformation can be sustained—but especially the latter type—suggest that standard capacities and training equip us to handle both possibilities. And once these possibilities are learned, the rest, alas, comes easily. #RandolphHarris 4 of 26

For the individual to learn that one is beyond the pale, or not beyond the pale after having been beyond, is not, then, a complicated thing, merely a new alignment within an old frame of reference, and taking to oneself in detail what one had known about before as residing in other. The painfulness, then, of sudden stigmatization can come not from the individual’s confusion about one’s identity, but from one’s knowing too well what one has become. Taken through time, then, the individual is able to play both parts in the normal-deviant drama. However, one must see that even boxed within a brief social moment, the individual may be able to perform both shows, exhibiting not only a general capacity to sustain both roles, but also the detailed learning and command necessary for currently executing the required role behaviour. His is facilitated, of course, by the fact that the roles of stigmatized and normal are not merely complementary; they also exhibit some striking parallels and similarities. Performers of each role may withdraw from contact with the other as a means of adjustment; each male feel that one is not fully accepted by the other; each may feel that one’s own conduct is being watched too closely—and be correct in this feeling. Each may stay with one’s “own” merely to forgo having to face the problem. #RandolphHarris 5 of 26

Further, the asymmetries or differences between that do exist are often kept within such limits as will further the common and crucial task of maintaining the social situation that is in progress. Aliveness to the role of the other must be sufficient so that when certain adaptive tactics are not employed by one of the normal-stigmatized pair, the other will know how to step in and take on the role. For example, should the stigmatized person fail to present his failing in a matter of fact way, the normal may assume the task. And when normals try tactfully to help the stigmatized person with one’s difficulties, one may grit one’s teeth and accept help gracefully, out of regard for the good will of the effort. Evidence of two-headed role playing is widely available. For example, whether for fun or seriously, people pass, and they do so in both directions, into or out of the stigmatized category. Another source of evidence is psychodrama. This “therapy” assumes that mental patients and others beyond the pale can on stage switch parts and play out the role of normal to someone who is now playing their role to them; and in fact they can perform this theater without much prompting and with reasonable competency. A third source of evidence that the individual can simultaneously sustain command over both the normal and stigmatized role comes to us from behind-scenes joshing. #RandolphHarris 6 of 26

Normals, when among themselves, “take off” on a stigmatized type. More to the point, the stigmatized in similar circumstances takes off on the normal as well as oneself. One jokingly enacts scenes of degradation with one of one’s kind playing the role of the crudest of normals while one affects the complementary role for a moment, only to break into vicarious rebelliousness. As part of this sad pleasure there will be the unserious use of stigma terms of address that are usually tabooed in “mixed” society. It should be restated here that this kind of joking by the stigmatized does not so much demonstrate some kind of chronic distance the individual has from oneself as it demonstrates the more important fac that a stigmatized person is first of all like anyone else, trained first of all in others’ views of persons like oneself, and differing from them first of all in having a special reason to resist stigma derogation when in their presence and the special license to give voice to it when in their absence. A special case of the light use of self-abusing language and style is provided by professional representatives of the group. When representing their group to normals, they may embody in an exemplary way the ideals of the normals, being partly chosen for being able to do so. #RandolphHarris 7 of 26

 However, when attending social affairs among their own, they may feel a special obligation to show that they have not forgotten about the ways of the group or their own place, and so on sage may employ native dialect, gestures, and expression in humorous caricature of their identity. (The audience can then dissociate themselves from what they still have a little of, and identify with what they have not yet fully become.) These performances, however, often have a cultivated trim aspect; something has been clearly placed in brackets and raised to an art. In any case, one regularly finds in the same representative the capacity to be more “normal” in manner than are most of the members of one’s category who orient themselves in this direction, while at the same time one can command more of the native idiom than those of one’s category who are oriented in this direction. And where a representative does not have this capacity to manage two faces, one will find oneself under some pressure to develop it. I have often pondered the reasons why, in seminars, the reactions are more strongly negative, and eventually more strongly beneficial. I believe it is due in part to the fact that they were so eager to learn from the “master,” the “guru,” that they were loath to accept my authority. #RandolphHarris 8 of 26

Perhaps another reason is that they were all graduate students, most of them already employed professionally, or like Dr. Tenenbaum, taking the course as a postdoctoral seminar. Such students are, I believe, even more dependent upon authority than are elementary school children. I took up most of the first meeting of the seminar (about twenty-five students) by introducing myself and my purpose and asking if others wished to do the same. After some awkward silences, the students told what brought them to the seminar. I told the group about the many resources I had brought with me—reprints, mimeographed material, books, a list of recommended reading (no requirements), tapes of therapeutic interviews, and films. I asked for volunteers to organize and lend out these materials, to run the tapes, and to find a movie projector. All of this was easily handled, and the session ended. As Dr. Tenenbaum takes up the story: Thereafter followed four hard, frustrating sessions. During this period, the class did not seem to get anywhere. Students spoke at random, saying whatever came into their heads. It all seemed chaotic, aimless, a waste of time. A student would bring up some aspect of Rogers’ philosophy; and the next student, completely disregarding the first, would take the group away in another direction; and a third, completely disregarding the first two, would start something else altogether. #RandolphHarris 9 of 26

At time there were some faint efforts at a cohesive discussion, but for the most part the classroom proceedings seemed to lack continuity and direction. The instructor received every contribution with attention and regard. He did not find any student’s contribution in order or out of order. The class was not prepared for such a totally unstructured approach. They did not know how to proceed. In their perplexity and frustration, they demanded that the teacher play the role assigned to him by custom and tradition; that he set forth for us in authoritative language what was right and wrong, what was good and bad. Had they not come from far distances to learn from the oracle himself? Were they not fortunate? Were they not about to be initiated in the right rituals and practices by the great man himself, the founder of the movement that bears his name? The notebooks were poised for the climactic moment when the oracle would give forth, but mostly they remained untouched. Queerly enough, from the outset, even in their anger, the members of the group felt joined together, and outside the classroom, there was an excitement and a ferment, for even in their frustration, they had communicated as never before in any classroom, and probably never before in quite the way they had. #RandolphHarris 10 of 26

In the Rogers class, they had spoken their minds; the words did not come from a book, nor were they the reflection of the instructor’s thinking, nor that of any other authority. The ideas, emotions, and feelings came from themselves; and this was he releasing and the exciting process. In this atmosphere of freedom, something for which they had not bargained and for which they were not prepared, the students spoke up as students seldom do. During this period, the instructor took many blows; and it seemed to me that many times he appeared to be shaken; and although he was the source of our irritation, we had, strange as it may seem, a great affection for him, for it did not seem right to be angry with a man who was so sympathetic, so sensitive to the feelings and ideas of others. We all felt that what was involved was some slight misunderstanding which once understood and remedied would make everything right again. However, our instructor, gentle enough on the surface, had a “whim of steel.” He did not seem to understand; and if he did, he was obstinate and obdurate; he refused to come around. Thus did this tug-of-war continue. We all looked to Rogers and Rogers looked to us. One student, amid general approbation, observed: “We are Rogers-centered, not student-centered. We have come to learn from Rogers.” #RandolphHarris 11 of 26

After more of this, individual students attempted to take leadership and organize the seminar around certain topics or ways of planning, but these attempts at structure were largely disregarded. Gradually the group became insistent that I lecture. I told them that I was just completing a paper, and would be willing to give that as a lecture, but I also informed them that I was quite willing to have it duplicated so that each could read it. They insisted that I give it as a talk, and I agreed. It was a topic I was much involved in, and I believe I delivered it as well as I was able, taking somewhat more than an hour. Tenenbaum reports the results. After the vivid and acrimonious exchanges to which we had been accustomed, this was certainly a letdown, dull and soporific to the extreme. This experience squelched all further demands for lecturing. By the fifth session, something definite had happened; there was no mistaking that. Students spoke to one another; they by-assed Rogers. Students asked to be heard and wanted to be heard, and what before was a halting, stammering, self-conscious group became an interacting group, a brand-new cohesive unit, carrying on in a unique way; and from them came discussion and thinking such as no other group but this could repeat or duplicate. #RandolphHarris 12 of 26

The instructor also joined in, but his role, more important than any in the group was important, the center, the base of the operation, not the instructor. What caused it? I can only conjecture as to the reason. I believe that what happened was this: For four sessions students refused to believe that the instructor would refuse to play the traditional role. They stilled believed that he would set the tasks; that he would be the center of whatever happened and that he would manipulate the group. It took the class four sessions to realize that they were wrong; that he came to them with nothing outside of himself, outside of his own person; that if they really wanted something to happen, it was they who had to provide the content—an uncomfortable, challenging situation indeed. It was they who had to speak up, with all the risks that that entailed. As part of the process, they shared, they took exception, they agreed, they disagreed. At any rate, their persons, their deepest selves were involved; and from this situation, this special, unique group, this new creation was born. After the fourth session, and progressively thereafter, this group, haphazardly thrown together, became close to one another and their true selves appeared. #RandolphHarris 13 of 26

As they interacted, there were moments of insight and revelation and understanding that were almost awesome in nature; they were what, I believe, Rogers would describe as “moments of therapy,” those pregnant moments when you see a human soul revealed before you, in all its breathless wonder; and then a silence, almost like reverence, would overtake the class. And each member of the class become enveloped with a w warmth and a loveliness that border on the mystic. I for one, and I am quite sure the other also, never had an experience quite like this. It was learning and therapy; and by therapy I do not mean illness, but what might be characterized by a healthy change in the person, an increase in one’s flexibility, one’s openness, one’s willingness to listen. In the process, we all felt elevated, freer, more accepting of ourselves, and others, more open to new ideas, trying hard to understand and accept. This is not a perfect World, and there was evidence of hostility as members differed. Somehow in this setting every blow was softened, as if the sharp edges had been removed; if undeserved, students would go off to something else; and the blow was somehow lost. In my own case, even those students who originally irritated me, with further acquaintance I began to accept and respect. #RandolphHarris 14 of 26

It also occurred to me that I tried to understand what was happening: Once you come close to a person, perceive one’s thoughts, one’s emotions, one’s feelings, one becomes not only understandable but good and desirable. In the course of this process, I saw hard, inflexible, strict and rigid persons, in the brief period of several weeks, change in front of my eyes and become sympathetic, understanding and to a marked degree nonjudgmental. I saw neurotic, compulsive persons ease up and become more accepting of themselves and others. In one instance, a student who particularly impressed me by his change, told me when I mentioned this: “It is true. I feel less rigid, more open to the World. And I like myself better for it. I do not believe I ever learned so much anywhere.” I saw shy persons become less shy and aggressive persons more sensitive and moderate. One might say this appears to be essentially an emotional process. However that, I believe, would be altogether inaccurate in describing it. There was a great deal of intellectual content, but the intellectual content was meaningful and crucial to the person. In fact, one student brought up this very question. “Should we be concerned,” he asked, “only with the emotions? Had the intellect no play?” It was my turn to ask, “Is there any student who has read as much or thought as much for any other course?” #RandolphHarris 15 of 26

The answer was obvious. We had spent hours and hours reading; the room reserved for us had occupants until ten o’clock at night, and then many left only because the university guards wanted to close the building. Students listened to recordings; they saw motion pictures; but best of all, they talked and talked and talked. The starting of a cult to gain a personal following would be abhorrent to the spirit of any truly selfless spiritual guide, but the creation of a school for a spiritual development and philosophical learning one might consider helpful to may earnest but bewildered students life. The true master is to work for the few. There are several agencies who will spread their activities thinly on a wide surface but one’s will penetrate to a deeper level. Theirs will be more showy but one’s more effective. The Rogers method was free and flowing and open and permissive. A student would start an interesting discussion; it would be taken up by a second; but a third student might take us away in another direction, bringing up a personal matter of no interest to the class; and we would all feel frustrated. However, this was like life, flowing on like a river, seemingly futile, with never the same water there, flowing on, with no one knowing what would happen the next moment. #RandolphHarris 16 of 26

However, in this there was an expectancy, an alertness, an aliveness; it seemed to me as near a smear of life as one could get in a classroom. For the authoritarian person, who puts one’s faith in neatly piled up facts, this method I believed can be threatening, for here one gets no reassurance, only an openness, a flowing, no closure. I have nowhere found such a vivid account of the initially chaotic, gradually more fluid way in which the group, as it fearfully takes responsibility for itself, becomes a constructive organism, listening and responding sensitively to its own needs. It is the outwardly confused, inwardly organized, politics of an ever-changing group purpose, as the class moves to meet its intellectual, personal, and emotional needs. Does a person-centered education bring results? We have a definitive answer from research. For ten years Dr. David Aspy has led research studies aimed at finding out whether human, person-centered attitudes in the classroom have any measurable effects and if so what these effects are. He collected 3,700 recorded classroom hours from 550 elementary and high school teachers and used rigorous scientific methods to analyze the results. He and his colleague, Dr. Flora Roebuck, have found that students of more person-centered teachers contrast sharply with students of teachers who are less person-centered. #RandolphHarris 17 of 26

The students showed greater gains in learning conventional subjects. They were more adept at using their higher cognitive processes such as problem solving. They had a more optimistic self-concept than was found in the other groups. They initiated more behaviour in the classroom. They exhibited fewer discipline problems. They had a lower rate of absence from school. They even showed an increase in I.Q. among their students. Teacher can improve their facilitative, person-centered attitudes with as little as fifteen hours of intensive training. Of significance for all of education is he finding that teachers improve in these attitudes only when their trainers exhibit a high level of these facilitative conditions. In ordinary terms this means that such attitudes are “caught,” experientially, from another. They are not simply intellectual learnings. These teachers have a more beneficial self-concept than less person-centered teachers. They are more self-disclosing to their students. They respond more to students’ feelings. They give more praise. They are more responsive to students ideas. They lecture less often. Geographical location of the classes, racial composition, or race of the teachers have not altered these feelings. Whether we are speaking of Black or White or Chicano teachers, Black or White, or Chicano students, classes in the North, the South, the Virgin Islands, England, Canada, or Israel, the findings are essentially the same. #RandolphHarris 18 of 26

To be someone’s disciple is to go farther in relationship than to be one’s student. Some disciples become lay disciples, who limit themselves to intellectual sharing only. The second is to become full disciples, who go all the way with one into the philosophical discipline and life. Dr. Aspy’s findings are confirmed in practical experience in medical education. The Medical School of McMaster University has taken a person-centered facilitative approach to the training of physicians. Though these young men and women have never had the conventional medical courses, they have learned intensively for three years the medical knowledge they need to deal with patients. They show up very well on the tough Canadian licensing exam, and in addition are more creative and humane. As another example, nine hundred of the top-ranking medical educators in the United States of America, concerned about the dehumanizing effects of medical training, have enlisted in the program, Human Dimensions in Medical education. In intensive four and ten-day conferences they have learned to listen, to be more person-centered in their teachings, to be more communicative in their personal relationships. The changes in some of the medical schools are already striking. Whether at the elementary, high school, college or graduate level, person-centered attitudes pay off, changing the politics of education in the process. #RandolphHarris 19 of 26

We must not make ourselves and our “survival” the ultimate point of reference in our World—must not, in effect, treat ourselves as God should be treated, or treat ourselves as God. Thus Paul shockingly said, “Covetousness is idolatry,” reports Colossians 3.5. Is not that somewhat exaggerated? No. Covetousness is self-idolatry, for it makes my desires paramount. It means I would take what I want if I could. To defeat covetousness, we learn to rejoice that others enjoy the benefits they do. Many members of the Church are led into sin by unbelievers—Alma is promised eternal life—those who repent ad are baptized gain forgiveness—Church members in sin who repent and confess to Alma and to the Lord will be forgiven; otherwise, they will not be numbered among the people of the Church. About 120-100 Before Christ. “Now it came to pass that there were many of the rising generation that could not understand the words of king Benjamin, being little children at the time he spake unto his people; and they did not believe the tradition of their fathers. They did not believe what had been said concerning the resurrection of the dead, neither did they believe concerning the coming of Christ. And now because of their unbelief they could not understand the word of God; and their hearts were hardened. #RandolphHarris 20 of 26

“And they would not be baptized neither would they join the church. And they were a separate people as to their faith, and remained so ever after, even in their carnal, and sinful state; for they would not call upon the Lord their God. And now in the reign of Mosiah they were not half so numerous as the people of God; but because of the dissension among the brethren they became more numerous. For it came to pass that they did deceive many with their flattering words, who were in the church, and did cause them to commit many sins; therefore it came expedient that those who committed sin, that were in the church, should be admonished by the church. And it came to pass that they were brought before the priests, and delivered up unto the priests brought them before Alma, who was the high priest. Now king Mosiah had given Alma the authority over the church. And it came to pass that Alma did not know concerning them; but there were many witnesses against them; yea, the people stood and testified of their iniquity in abundance. Now there had not any such thing happened before in the church; therefore Alma was troubled in his spirit, and he caused that they should be brought before the king. And he said unto the king: Behold, here are many whom we have brought before thee, who are accused of their brethren; yea, and they have been taken in divers iniquities. #RandolphHarris 21 of 26

“And they do not repent of their iniquities; therefore we have brought them before thee, that thou mayest judge them according to their crimes. However, king Mosiah said unto Alma: Behold, I judge them not; therefore I deliver them into thy hands to be judged. And now the spirit of Alma was again troubled; and he went and inquired of the Lord what he should do wrong in the sight of God. And it came to pass that after he had poured out his whole soul to God, the voice of the Lord came to him, saying: Blessed art thou, Alma, and blessed are they who were baptized in the waters of Mormon. Thou art blessed because of thy exceeding faith in the words alone of my servant Abinadi. And blessed art thou, Alma, and blessed are they who were baptized in the waters of Mormon. Thou art blessed because of thy exceeding faith in the words spoken unto them. And blessed art thou because thou hast established a church among this people; and they shall be established, and they shall be my people. Yes, blessed is this people who are willing to bear my name; for in my name shall they be called and they are mine. And because thou hast inquired of me concerning the transgressor, thou art blessed. Thou art my servant; and I covenant with thee that thou shalt have eternal life; and thou shalt serve me and go forth in my name, and shalt gather together my sheep. #RandolphHarris 22 of 26

“And one that will hear my voice shall be my sheep; and one shall ye receive into the church, and one will I also receive. For behold, this is my church; whosoever is baptized shall be baptized unto repentance. And whosoever ye receive shall believe in my name; and one will I freely forgive. For it is I that taketh upon me the sins of the World; for it is I that hath created them; and it is I that granteth unto one that believeth unto the end a place at my right hand. For behold, in my name are they called; and if they know me they shall come forth, and shall have a place eternally at my right hand. And it shall come to pass that when the second trump shall sound then shall they that never knew me come forth and shall stand before me. And then shall they know that I am the Lord their God, that I am their Redeemer; but they would not be redeemed. And then I will confess unto them that I never knew them; and they shall depart into everlasting fire prepared for the devil and his angels. Therefore I say unto you, that one will not hear my voice, the same shall ye not receive into my church, for one I will not receive at the last day. Therefore I say unto you, Go; and whosoever transgreseth against me, one shall ye judge according to the sins which one has committed; and if one confess one’s sins before thee and me, and repenteth in the sincerity of one’s heart, one shall ye forgive, and I will forgive one also. #RandolphHarris 23 of 26

“Yea, and as often as my people repent will I forgive them their trespasses against me. And ye shall also forgive one another your trespasses; for verily I say unto you, one that forgiveth not one’s neighbour’s trespasses when one says that one repents, the same hat brought oneself under condemnation. Now I say unto you, Go; and whosoever will not repent of one’s sins the same shall not be numbered among my people; and this shall be observed from this time forward. And it came to pass when Alma had heard these words one wrote them down that one might have them, and that one might judge the people of that church according to the commandments of God. And it came to pass that Alma went and judged those that had been taken in iniquity, according to the word of the Lord. And whosoever repented of their sins and did confess them, them one did number among the people of the church; and those that would not confess their sins and repent of their iniquity, the same were not numbered among the people of the church, and their names were blotted out. And it came to pass that Alma did regulate all the affairs of the church; and they began again to have peace and to prosper exceedingly in the affairs of the church, walking circumspectly before God, receiving many, and baptizing many. #RandolphHarris 24 of 26

“And now all these things did Alma and his fellow labourers do who were over the church, walking in all diligence, teaching the word of God in all things, suffering all manner of afflictions, being persecuted by all those who did not belong to the church of God. And they did admonish their brethren, and they were also admonished, every one by the word of God, according to one’s sins, or to the sins which one had committed, being commanded of God to pray without ceasing, and to give thanks in all things,” reports Mosiah 26.1-39. Supreme Ruler of the Visible and Invisible Worlds, my heart is drawn out to Thee for Thy amazing grace and condescension. Thou hast kept my conversion fresh before me, that season of my first spiritual comfort when I passed through the Red Sea by a way I did no expect. I rejoiced then for that unthought-of passage, that delivered me from the fear and lively in my mind. My soul melts when I think of Thy says of old with me, when a poor worthless creature without wisdom to direct or strength to help myself was laid under the happy necessity of living upon Thee and finding Thy consolations large. Thou art my divine treasury in whom all fullness dwells, my life, hope, joy, peace, glory, end; may I be daily more and more conformed to Thee, with the meekness and calmness of the Lamb in my soul. #RandolphHarris 25 of 26

My I also feel a sense of the felicity of Heaven, where I long to join angels free from imperfections, where in me the image of my adored Saviour will be completely restored, so that I may be fit for his enjoyments and employments. I am not afraid to look the king of terrors in the face, for I know I shall be drawn, no driven, out of the World. Until then let me continually glow and burn out for Thee, and when the last great change shall come let me awake in Thy likeness, leaving behind me an example that will glorify Thee while my spirit rejoices in Heaven, and my memory is blessed upon Earth, with those who follow me praising Thee for my life. O God, Who visitest the humble, and consolest us by the affection of our brethren; please extend Thy grace to our fellowship, that by means of those in whom Thou dwellest, we may feel that Thou art come to visit us; through Jesus Christ our Lord. O God, Who makest manifest to us in Thy servants the signs of Thine own Presence, send forth upon us the Spirit of love; that by coming of our brethren and fellow-servants, Thy bountiful grace may be increased in ourselves; through Jesus Christ our Lord. Bless, O Lord, Thy gifts, which we are about to receive from Thy bounty. May Thy gifts, O Lord, be our refreshment, and Thy grace our consolation; through our Lord. #RandolphHarris 26 of 26

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We have been satisfied, O Lord, with Thy gifts and bounties. Please fill us with Thy mercy, Who art blessed, Who with the Father will always lift the veil and allow us to come into sympathetic and receptive contact with the Kingdom of Heaven and your Divine Will. #CresleighHomes