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presented the names of the authors and sources of the quotes to my students. Before long, we were studying writings of Plato, Socrates, Aristotle, and several lesser-known philosophers as well. The students did not mind the addition of this enriching material to their studies; in fact, they had become quite enthusiastic about it.
    O ne afternoon, a student named Greg asked to meet with me to discuss the quotes. He joined me in my classroom after school. Instead of discussing the philosophy or the authors, however, he wanted to talk about where I was getting the material. I was as evasive as possible.
    He stood there, shaking his head, as I tried to dodge a direct answer. Finally, he laughed gently to himself.
    “What is it?” I asked. “Why are you shaking your head like that?”
    “We know what is going on,” he answered with a grin on his face.
    My eyebrows shot up in surprise. “What do you mean?” I was anxious about his challenging approach.
    I asked as calmly as I could, “Who are ‘we’? And what do you believe is going on?”
    Greg’s answer stunned me. “You’re getting that information inwardly, directly in response to the questions that we bring into the classroom.”
    “Why did you say ‘we’ a moment ago?”
    He remained perfectly calm as he gently confronted me. “There’s a group of us. We’ve been discussing it for a while. We’ve noticed what’s happening. We don’t know how you are doing it, but we know what you are doing.”
    I began to feel a little caged in. I felt drawn to share more with him, yet simultaneously ill at ease. “And what Inner Guidance_CH 01-05.p65
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    Inner Guidance: Our Divine Birthright
    is it that you think is going on?” I asked.
    He replied in a relaxed and self-assured manner, telling me what my brightest students seemed to believe was happening. “You’re pulling this information out of the ethers somehow. We don’t know how, but it has something to do with us—with each entire class maybe.
    A group of us has realized that if we come to class with a deep question or problem—something that’s intriguing us—your quote will answer it.
    “If we collectively decide on a question,” he continued, “your quote answers it even more specifically—not directly, but in a larger way. I just thought you would want to know what we’ve figured out.”
    Now I was more baffled than ever. To make my frustration even worse, I was speaking to a student who seemed to know more than I did. I was outmaneuvered by his straightforward manner and cornered into making a full confession. I wanted to know whatever he knew so I could add it to the little I knew and possibly be able to find some real answers.
    Greg was a bit of a paradox himself—a popular athlete, he was also very bright and loved philosophy, poetry, and art. I liked him. He was perceptive in class discussions and original in his thinking.
    We sat facing each other at my desk. Leaning forward, I sighed and spoke in a low voice.
    “I don’t exactly know what’s going on,” I admitted.
    “I don’t understand it. I do not know where the quotes are coming from, and even though I now know who wrote some of them and what the sources are, I don’t know how or why I am getting them.
    “It’s just happening,” I said, “and I don’t understand it at all. I put my chalk on the board, and they just seem to flow out!”
    Greg laughed lightly at my plaintive confession and Inner Guidance_CH 01-05.p65
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    Portal to an Inner Library:
    Inner Guidance Reveals Mysterious Quotes
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    the image of a hand and chalk with a life of its own.
    “That’s what we thought,” he said, looking at me sweetly.
    “You’re not worried about it, are you?”
    I admitted that I was perplexed—a little concerned by it all—and asked him about the group that had been discussing the events in my classroom.
    “Do any of you have any clues as to how this is happening?” I