The reason that some of us fail to demonstrate the power of the breath is because we have studied breath, instead of really breathing and exercising that breath. That is where our trouble comes in—we accept the lessons on breath and think of them as applicable, wonderful and demonstrable, but we fail to the extent that we do not apply and demonstrate the breathing. We cannot overcome many of the little irritations and ills that may come to us, because we breathe mostly through one nostril only, either the right or the left. When we breathe through only the right we are too electric and when we breathe only through the left we become too magnetic, too negative—the electric is the positive and the magnetic is the negative side; either of these conditions is not beneficial, for there should be a balance between the two if we would express health of body and power of mind.
This can only be corrected through rhythmic breathing. When this regime is followed for some time there will be an adjustment of this condition. We should breathe in and out through both nostrils at the same time. We should test ourselves and find out what and how we are breathing. When we breathe rhythmically and with both nostrils, many of our shortcomings will soon be corrected. It is for this reason that we should stop and take a few conscious and rhythmic breaths at least at the end of each hour or so. It is the careful study of the breath as practised by ourselves that counts. We should test this power of the breath on ourselves first before talking about it to others.
Before attending to our studies or going to the classroom, we should have a few moments‘ time to take a few breaths. It is well to do so in this manner: breathe out and out, out and out, until it seems one is emptying out all that one possibly can from the lungs; then breathe out until it seems that the veins on the forehead are standing out; then stop and test the in-breathing by putting your finger to the nostrils. Do this several times and you will find that the mind is almost a blank—there is no thought of anything. Then one may take up one’s studies or go before the class without a thought in one’s mind.
In this way one becomes receptive and able to receive new thought-waves—to sense what is most needful. If giving instruction to students, there will be a bond of harmony and understanding between the teacher and jmpil that could not take place if one went before thenuvith a set plan, a something prepared, for in that case one would be labouring under the influence of suggestion and could not adjust onself to their needs.
It is necessary to first empty the lungs of all the air they contain and drink in new life-imparting elements from the atmosphere surrounding us, that air flows freely if one will allow it and not close the avenues. Drink it in, and as freely and gladly give it out again to those who ask for it. The realization will come to us, more than ever dreamed of, that breath is indeed the carrier of the life-principle.