A Strange And Wonderful Planet (Part 3 of 3)

It never will be. For any of it. You don't move toward your joy. I know it seems like that in your linear space-time reality, but you're not moving toward your joy. Your joy is totally present. You have all the joy in creation. All you're doing in... You have all the joy in creation. All you're doing in any of your autopsy is giving yourself an opportunity to either realize that or not. To be aware of the joy you already have or not. To be aware of the joy that is already contained in everything that's happening. To realize that what is happening is happening is the product of your power and your joy. Every component of it. Every aspect of it. You're not moving toward your joy. That is what is tripping you up. To think that that's what you need to do. Does it make sense to me? It makes sense that when I when I... When I saw myself and I look at it that way, what I have, and I... as present with my joy in my home as I am capable in the moment. Yes. I'm capable of so little. That's all right. Don't judge yourself. How do you know how much it is? It's not much. But you're making a comparison. You're measuring yourself against some kind of ideal and you find yourself coming up short. That's a self-judgment. You understand? You have no business doing that. Do you follow? You can do it if you want. But that doesn't really serve who you are. Your joy is your joy. Whatever that may mean. You don't have to judge it as being too little. As opposed to what you think you should be doing. Again, remember, if what you're experiencing is simply your joy in another form, then you really still have all the joy you've ever had. It's just expressing you're experiencing. itself differently. If you have a red cloth, you follow me? No. A piece of red cloth. And you die it mostly blue. But there is still one little corner that is red. Do you have any less cloth than you had before? No. It's still all there. The whole piece of cloth is still there. You have to understand. You have to understand that all your joy is still there, all your energy, all your power is still here. But you're using it to look at something. You're changing it into another form so that you can look at something. You can look at another piece of yourself. Your joy is not going away. And you cannot say that just because there's just this little corner of red that you no longer have a whole cloth. But that's what you're doing. Oh, the whole cloth should be red. What's wrong with me? There's nothing wrong with a cloth that is mostly blue. It's just a different piece of cloth in a sense.

look at something. You can look at another piece of yourself. Your joy is not going away. And you cannot say that just because there's just this little corner of red that you no longer have a whole cloth. But that's what you're doing. Oh, the whole cloth should be red. What's wrong with me? There's nothing wrong with a cloth that is mostly blue. It's just a different piece of cloth in a sense. But it's still all the same whole cloth. You still have the whole thing. You're just using it differently. It's still your joy. It may not feel like it because of your definition. But if you know that it is, you can use it as if it is. And then it will serve you in a constructive and positive way. This is making sense in any way, shape or form to you. Of course, I can always ask you the question, and I think I will. Because you know me. Yes. Here comes the big uh-oh. The big uh-oh question. You know how much we love to ask all of you the big uh-oh question. What question is that? Why thank you for asking? I'd be very happy to tell you. That question is, why do you enjoy beating yourself? beating yourself up so much. Yeah. What do you get out of it? Poor little, Tammy. You get to play poor little me. Maybe. Which is what you were taught and what you are identifying with with regard to your child. Poor little child. That is what you are being reminded of by your child. That you still feel still feel like the poor little girl. You understand? Let her go. If you wish, or not. But you do not have to be the poor little girl anymore. You don't have to keep beating yourself up in order to continue to be the poor little girl. Do you understand? Yes, no? Yes. And when you stop being the poor little girl who needs to constantly beat herself up to remind herself that she is the poor little girl and nothing else, when you stop being that poor little girl, maybe, just maybe, maybe, maybe. Maybe. your son can stop reflecting that to you. Maybe. Maybe. Does this make some sense to you? Oh, yeah. By the way! This is not an uh-oh. Why the way? Do you know that we love you love you unconditionally? Do you know that the infinite loves you unconditionally? And how do you know that? You know that the infinite loves you unconditionally because the infinite allows you to choose to beat yourself up. That's how much you are loved. You can do whatever you want. That's how much you are loved. You can even beat yourself up and it will still love you because it lets you. because it lets you do anything you want. That's how much all that is loves you. Because what you say goes.

that? You know that the infinite loves you unconditionally because the infinite allows you to choose to beat yourself up. That's how much you are loved. You can do whatever you want. That's how much you are loved. You can even beat yourself up and it will still love you because it lets you. because it lets you do anything you want. That's how much all that is loves you. Because what you say goes. That's how much you are loved. So if you are loved that much, how can you really possibly be a poor little girl? Unless that's what you get your kick in being. And all that is will love you enough to let you be that poor little girl because it loves you so much that you can be whatever you say you want to do. But if you remember that you are only capable of being the poor little girl because all that is loves you enough to let you be, then all of a sudden you realize and remember how loved you are and you're no longer feeling so poor. Make sense? Yeah. This is healthy. I love you very much. I love you as well. Pleasant dreams. You have help. Ask for it. You all have guys. Ask for it. It is always given. But be at peace. It will come. Number three. Good day. And are you good day? I want to thank Sam for being vulnerable and sharing that because that was very powerful for me and I'm sure other people as well. You see what a service you provide. There are no accidents. You see how even what you feel to be powerlessness, powerlessness can help empower others as well as yourself. You are all blessed. It is our deepest wish that you all remember that. I have three areas I want to discuss with you. Oh, number one. This summer I worked summer school. When I took the job, it was supposed to be eighth graders and about 30 students. When I started, it turned out to be 40-some-od and it was 8th, 9th, 10th, and 11th graders. Oh, all right. there was no textbook and there was no support and no I couldn't find out what their background was to know their specific needs and so on. So it was like... How exciting! Well, it was a challenge, and I realized that I'd set this challenge up for myself. Which means you are capable of handling it. And I did handle it. It is now over, and I'm glad it's over. All right. And you have learned things? What it did, and I want your perspective from part of this, was that in... You don't have to ask you. put it, I'm a big blabber mouth. If I have a perspective to give, nothing will stop me from giving it unless you tell me you don't want it. So you don't have to ask for it.

it. It is now over, and I'm glad it's over. All right. And you have learned things? What it did, and I want your perspective from part of this, was that in... You don't have to ask you. put it, I'm a big blabber mouth. If I have a perspective to give, nothing will stop me from giving it unless you tell me you don't want it. So you don't have to ask for it. In two of these classes, there were several students' males in both of them. Yes. That turned out that they were ADD. They were also not... Or at least what many of your people call. Right. Right. That kind of symptom, symptomology. Yes. They also... We're totally turned off by school and we're obnoxious in behavior as well. Yes. And in dealing with them, it... You understand that sometimes, in some cases, what you have said is redundant. In other words, the scholastic programs in many cases that are created for the dispensation of information are in many cases what causes what you perceive to be ADD. How so? In other words, if information is not done... given in a way that actually inspires and ignites the core of the individual, but is only done in a rote fashion that compartmentalizes, then individuals will certainly, in their own best interest, learn to not pay attention. Okay. It is not a disorder, except in the recognition that much of the information is not coming in the orderly fashion that actually would help ignite and inspire the individual to which the information is being given. In a sense, and of course we understand that there are always exceptions, case has to be taken, case by case specifically. But in a sense, it is actually a case of IDD, information deficit disorder. And it is mostly on the part of the systems dispensing the information more than it is on the part of the individuals receiving the information. You follow? Yes, I do. This is why it is so important for very new and creative, multi-level, interest, interactive, interesting, creative, active programs to be introduced into many of the educational systems on your planet to entice and solicit participation by inspiring the creative centers of the individuals who apply the information in areas and ways that they find are aligned with their highest joy. Then you will find they'll be more than willing and more than capable of learning anything you have to throw at them because they will be learning how to use it in ways that are germane for who they are instead of simply being given information that forces them to become like everyone else. Do you follow this? Yes. And that was part of my intention. I don't think I accomplished it. I did bring in... You accomplished what you needed to accomplish for yourself at that time. Okay.

learning anything you have to throw at them because they will be learning how to use it in ways that are germane for who they are instead of simply being given information that forces them to become like everyone else. Do you follow this? Yes. And that was part of my intention. I don't think I accomplished it. I did bring in... You accomplished what you needed to accomplish for yourself at that time. Okay. Now you are learning and now you are growing and now you are becoming another version of you who will now do things that are appropriate for this version of you. Don't judge yourself. Well, those particular students were very resistant to any of you. anything creative that I brought into the classroom. Because they, in a sense, really were not given the foundations to learn how to open up to that idea. This may take some time. That's kind of what I got. When I have more time over the school year, I build a relationship and there is trust and there is community and then it's easier to have things happen. Just continue to be as creative as you possibly can be. It will, in that sense, ultimately make a difference in the way that it needs to. Don't necessarily assume. that it will make the kind of difference you think it needs to in every individual, but you will make a difference that I can guarantee you, hands down, or hands up, however you wish it. For me, the challenge seemed to be to not shut down because they were obnoxious, to stay open and keep my solar plexus open and just not become polarized with them. And engage them, engage them in the challenges that they throw at you. Engage them creatively. in those challenges. It may take a little more familiarity and a little more growing for you to understand exactly how to do that, but you can engage them. You can learn to engage them in a sense, in a sense on their own level, but with a twist that is unexpected, you can plant that little unexpected surprise underneath that they will then, by thinking that you're engaging them on the same level, they will jump in with you and all of a sudden find out that they will be surprised if you've thrown something into the mix they didn't expect and they will respect you for that creatively and they will open up it's making some sense to me it is although i don't see the specifics as it would apply to these particular students and the five weeks is over yeah so this particular session you know is finished that that's all right they'll move on to something else you'll move on to something else again there are no accidents. Timing is what it is.

they will respect you for that creatively and they will open up it's making some sense to me it is although i don't see the specifics as it would apply to these particular students and the five weeks is over yeah so this particular session you know is finished that that's all right they'll move on to something else you'll move on to something else again there are no accidents. Timing is what it is. Be who it is you have learned to be from this experience and apply it where and when it is germane to apply it in your upcoming scenario. Well it certainly gives me more information in dealing with parents on the regular school year about when they... And in fact you may have, as you say in your colorful language, hit the nail on the head. Sometimes dealing with the parents is the way to understand why the children are the way they are. Well, it was very obvious that either the parents had abdicated any kind of authority or structure for their family or they were in a total blame situation. It was everybody else's fault. Okay. And so in understanding that, you can learn to generate environments and atmospheres that will allow vibrations to rub off on the children that will give them an opportunity to kind of go back to a type of zero point and allow them to build up from scratch. It just takes being a little bit more blatant about what's going on. Well, I'm going to go down to first grade this next year, so I feel I'll have more opportunity. Maybe. Maybe not. Let me give you an example, if I may. Please. Let us say you are dealing with one of the older children that you feel, in a sense, has developed certain behaviors based on the family dynamic. All right. All right. Now, I'm going to be a little bit colloquial about what is about to be said. I do not mean it in a judgmental way, but only to illustrate a point for perhaps how you can engage their interests a little bit. You can be creative with this, and I think you will understand the way in which we mean this. You follow? Yes. So, first day, there they are, you observe the behavior, and you open up the dialogue. With this understanding paraphrased, however it is, you best need to deliver this information. You don't have to take me verbatim, but you'll get the general essence. And that dialogue would be, in a sense, all right, let's all admit, right up front, right up front, let's all admit right up front. I can see it. It's as plain as the noses on your faces. I can see it. Your parents really messed you up. Oh, boy.

understanding paraphrased, however it is, you best need to deliver this information. You don't have to take me verbatim, but you'll get the general essence. And that dialogue would be, in a sense, all right, let's all admit, right up front, right up front, let's all admit right up front. I can see it. It's as plain as the noses on your faces. I can see it. Your parents really messed you up. Oh, boy. You've been hamstrung, you've been straightjacketed, you have been turned upside down, inside out, and backwards, you don't know up from down, you don't know which way you are going, you don't know you know what from a hole in the ground. This is what your parents have given you, yes, they love you. Yes, they thought they were doing their best, but their parents did it to them so they don't know what the heck they're doing to you. but they did the best they could. Well, now you're with me, and I know who you really are. I know who you really want to be, and I can help you be that you. If you want to, I'm not going to force you, but I know your parents really messed you up. So I can provide you an opportunity to find out who the heck you really are, not who your parents thought you should be. If you are interested in finding out who the heck you really are, I can help you. you'll help you with that. If you're interested, let's work together. Now, how often do you hear that kind of a speech in your school? Never. Thank you. That's what it takes. You follow? Yes, I do. Now, again, you can paraphrase, but you get the point. Yes, I do. You get the energy. Yes. Anything else you wish to talk about? In this connection or my other two questions? Your other question. Okay. The second. The second is we've had trouble with rats this year, and I've tried to find the symbology they are not listed in the Native American medicine card. In this case, do you find that they are not in what you call, again, no judgment, but just using your colloquial vernacular, annoying because they get in the walls and you can't get them out? Exactly. They're where, you know, we can't trap them until they do come out. come out. These are the belief systems trapped between the walls. You understand the analogy? This is the gnawing, nagging things eating away at the insides of these children and all people who have deteriorative belief systems. You have to open those walls up so the rats will have no walls to hide in. They're in my home. I understand. Okay. Yes, all right. We've caught about 17. Yes. But there, I think that we're all through with it, but then, you know, after a while, then there's another one. All right.

the gnawing, nagging things eating away at the insides of these children and all people who have deteriorative belief systems. You have to open those walls up so the rats will have no walls to hide in. They're in my home. I understand. Okay. Yes, all right. We've caught about 17. Yes. But there, I think that we're all through with it, but then, you know, after a while, then there's another one. All right. Again, physical reality is reflecting something for you. Allow yourself to begin to learn to communicate with them in the manner that allows you to understand what they are reflecting to you. When they no longer serve a purpose of reflection, they will no longer need to be in your presence. Do you follow? Yes, I do. I do. And number three? You had said before that you needed to have more time passed before you could tell me more about my connection with Brittany Ann. Yes. My granddaughter. Yes. Can you tell me anything about her at this point? She's now three and a half months old. No. No. All right. Thank you for sure. One moment. At this time, let us point out that the time, that the structures that have been generated are of a nature wherein, as many of you already know, they can function as we have discussed as dimensional gateways and doorways in moving them around in your mind to open up and shift avenues of intention of perspective. The idea of the 27 points are all the points that can be described in the first three vectors of 180, 90, and 45 degrees. 45 degrees on a sphere. That is why 27 is so important. It is the three directions of physical reality described on a sphere. You will arrive at 27 points, 26 on the surface and one in the center. Also, why it is the number of the letters in what you would call the Hebrew alphabet, which are intimately connected in the idea of the opening of gateways through their total vibration and meditation thereupon. So the idea of the description of the cube in the tetrahedron through the intercedes of the 27 points is a physical shadow description of the vibratory key that is representative of all the doorways, all the perspectives, all the tonal vibrations, all in one form holographically, that can open up all the doorways all at once. It is similar, in essence, to the idea of what we have already talked about, about the two interpenesional penetrating tetrahedrons, one pointing up, one pointing down, like a three-dimensional star of David, with one rotating clockwise, one rotating counterclockwise as they interpenetrate. It is another variation, an exploded form of that idea as if you were x-raying the dimensional gate and the pathways, the energy pathways, within that form, inside that form, and discovering the doorway in the center, that is the tesserax. That is the hypercute.

talked about, about the two interpenesional penetrating tetrahedrons, one pointing up, one pointing down, like a three-dimensional star of David, with one rotating clockwise, one rotating counterclockwise as they interpenetrate. It is another variation, an exploded form of that idea as if you were x-raying the dimensional gate and the pathways, the energy pathways, within that form, inside that form, and discovering the doorway in the center, that is the tesserax. That is the hypercute. This is what in general this shape represents. It represents much more on higher dimensional levels. But this is one of the shadow forms, as it translates into your three-dimensional reality. This is what we will discuss at this time. This is all we will say for now. At this timing, we will now extend, once again, to each and every one of you. Our deep appreciation in allowing our civilization to interact with you in this way through this window at this time. Our unconditional love to each and every one of you. And we remind you once again that you are dreaming right now. So you might as well be living the dream that you prefer. Define it, live it, trust it, it is you. Good day. Thank you.