Workbook · Part I · Review
Lesson 52
Review of lessons 6–10
What this lesson is saying
Today is a review, not a new idea. The workbook asks you to take earlier lessons — 6 (“I am upset because I see something that is not there.”); 7 (“I see only the past.”); 8 (“My mind is preoccupied with past thoughts.”); 9 (“I see nothing as it is now.”); 10 (“My thoughts do not mean anything.”) — and use them on one real irritation. Reciting titles is not the review.
Pick one person, one thought about yourself, or one situation that is actually bothering you. Run each reviewed idea on that same thing. Notice which one you want to skip. That one is the work.
You still need not believe any of it. Use it. Then live the hour — work, home, the next encounter — from the one you actually used.
This is not saying
This is not a lighter day and not a reading assignment. A review that never touches a real face is how the ego keeps the year as a book report.
Why this can change a day
The early ideas only become yours when they meet a life. Review is the test: which sentence did you actually use on a judgment, an attack thought, a belief about yourself, or a relationship? That is the curriculum.
In your day
Same idea, three ordinary places — a relationship or encounter, the case against yourself, and a situation at work or at home. You do not need a special mood.
With someone
You are collecting evidence. The world is a courtroom. Someone should pay.
What to do
Say the words as written: “Review of lessons 6–10.” Drop the wish that someone lose. If a fact must be stated — a bill, a boundary, a time — state only the fact.
Toward yourself
The day looks hostile before anything has happened. The painting is already up.
What to do
Say the words as written: “Review of lessons 6–10.” Your thoughts are painting the world, then showing it to you. Notice the loop. Stop treating the painting as God. Then look away and do the next kind thing.
At work, at home, or in a situation
Someone at work you have ranked as incompetent, in the way, or not trying.
What to do
Say the words as written: “Review of lessons 6–10.” Do the useful part of the work. Drop the claim that their job is to complete you. A fact can still be said. A ranking cannot.
Two voices in the same mind
Hear which one is running. Then today’s idea, on a real person — or on you.
Unloving thought
Sight is for winning. When I have enough proof I can rest. Vengeance is justice. Reciting the titles is enough. This situation can wait.
Jesus’s way
“Review of lessons 6–10.” Review is whether you used the ideas on a real person — this situation, not a new philosophy. The ones you only admired are the curriculum.
Spalding · 2019 · episode #250
Jesus’s commentary for Lesson 52
Tina reads the official workbook lesson first. Then she channels. The video is the source. The notes below are study notes of that sitting — not a transcript, and not A Year of Forgiveness.
After the reading
In the video · Jesus speaking
This is the channeled portion — after Tina has read the lesson. Study notes of that sitting. Not a transcript.
- After the reading, this sitting is a review. He checks whether you used the ideas on an irritation — not whether you can recite “Review of lessons 6–10.”
- The ideas under today: 6, 7, 8, 9, 10. Which did you actually use on a person? The ones you only admired are the curriculum.
How to sit today
Review I · Lessons 1–50
The idea is above. This is the one sitting this number asks — how often, how long, and the words. Not a second lesson.
- How often
- Begin the day by reading all five ideas with their comments. Practice each at least once. End the day by reviewing all five again
- How long
- Two minutes or more for each practice period, as often as possible during the day
- Through the day
- As often as possible. If one of the five appeals more, you may concentrate on that one — but all five are reviewed morning and night.
- When shaken
- You will need this most in situations that appear upsetting, not only in calm rooms.
- Eyes
- Closed
How
- Eyes closed, alone in a quiet place if possible. Think about the idea and the related comments. Emphasize the central point; you need not cover every sentence.
- Use the ideas as they are given in the review, not in their original wording, and not with the original Lesson 1–50 methods.
- The aim is the relationship among the first fifty ideas, not a rerun of the first drills.
Longer sitting
Morning: read all five ideas with their comments. Evening: review all five again
- Review I. The five ideas today: 6. I am upset because I see something that is not there. · 7. I see only the past. · 8. My mind is preoccupied with past thoughts. · 9. I see nothing as it is now. · 10. My thoughts do not mean anything..
- Use the ideas as they are given in the review, not in their original Lesson 1–50 methods, and not with the original drills.
- Eyes closed, alone in a quiet place if possible. Think about each idea and the related comments. Emphasize the central point; you need not cover every sentence.
- The aim is the relationship among the first fifty ideas, not a rerun of the first week.
Short / hourly
Each idea at least once during the day — two minutes or more
- Hold Lesson 6: “I am upset because I see something that is not there.” for two minutes or more. Eyes closed. Think the comments, not the original drill.
- Hold Lesson 7: “I see only the past.” for two minutes or more. Eyes closed. Think the comments, not the original drill.
- Hold Lesson 8: “My mind is preoccupied with past thoughts.” for two minutes or more. Eyes closed. Think the comments, not the original drill.
- Hold Lesson 9: “I see nothing as it is now.” for two minutes or more. Eyes closed. Think the comments, not the original drill.
- Hold Lesson 10: “My thoughts do not mean anything.” for two minutes or more. Eyes closed. Think the comments, not the original drill.
When shaken
Situations that appear upsetting
- You will need this most in the actual situation, not only in a calm room. Use whichever of the five ideas is nearest the need.
A quiet place is emphasized now, but you are learning to require no special setting. Peace is what you bring.
Ideas in this review
These scripts follow the workbook’s own method for this number — duration, frequency, and the sentences it asks you to use. They are a study paraphrase, not a replacement. Read the official lesson at acim.org and follow any wording it gives that is more specific than this card.
Words you may not know
Full glossaryCourse words do not mean what church, psychology, or ordinary English usually mean. These notes are for this lesson — tap a word.
Other voices — Tina, Ra, Carla
Short notes from the four streams. The teaching above is the lesson. These are doors if you want them.
Spalding
Review is not a lighter day. In the 2019 commentary he treats “Review of lessons 6–10” as a check: which of these ideas did you use in a real situation, and which did you only admire? Skimped ideas are the curriculum. Do the review as the workbook asks, then let him speak to the ones you still argue with.
Watch this lesson’s commentaryRa
This lesson is practice in polarizing with the person in front of you. Service to others is not a slogan. It is whether you treat them as the same being you are.
Open streamRueckert
Carla's Channeling Handbook begins before any voice arrives: purity of desire, care of the instrument, harmony in the group. Today's idea is that care, applied to ordinary life.
Open stream