Suppression

Being a child

Category: Events

Type

Involuntary

Introduction and description

Being a child

It would be helpful if you opened the description of the Model of the Mind in order to understand this description.

The Mind is split into three. Through the Subconscious we can access the Higher spirit, in effect the seat of Emotions is the key to the Composer and the spiritual realm at large.

What is in the way? The Intellect.

And what of the intellect is the biggest block? Memory and the ego - the Personality. Desires too can be a major block and these tend to be ego based.

Reason too is a block but it is a function - a function we all have from birth and it can only act on Memory, thus we can consider that Reason will be blocked if Memory gets blocked.

Now what marks out the prepubescent child? It has very very little Memory, its Desires are relatively simple and tend to revolve around love, warmth, food and safety. If other Desires are there, they have been put there by adults. A child surrounded by 'I want adults' learns 'I want' too, even though it doesn't really want at all and quickly discards what it gets.

The Personality is there and very much in evidence, but it has not developed into an ego, a block, it is just there, a sort of unique set of characteristics that make the little person who they are, not a great monumental belief in self.

Thus all children left as children and not forced into being premature adults, have a very good chance of having spiritual experiences and many do.

Background

I had an idyllic childhood by today's standards. No expectations were placed on me, I was allowed to run barefoot around the house and garden in dungarees and ladybird pyjamas and allowed to do anything I wanted within reason - light fires, climb trees, build play houses, draw, paint, bounce on the furniture, cut out and so on.

My infant's school taught me the basics, how to read and write, and numbers. This opened a wonderful world to me, but not of academic books but fairy stories, myths, adventure and poetry - especially poetry. I was allowed to paint and draw, and given lots of freedom to experiment with glue, scissors, shiny paper and poster paints. And we were introduced to music - wonderful music via the BBC children's programmes and instruments like the recorder.

Being a Child 1954

At junior school I was taught how to find things out. We were given projects and lent books, magazines, cigarette cards, cards that came with Typhoo tea and other tea companies and along with a host of other sources we learnt from curiosity. We were given a question and then given the opportunity to find out more. I wrote a whole anthology on the history of transport from penny farthings to the early automobile. I still remember its contents.

Then I passed my 11 plus and inside I died. I went to Grammar school and from that point on the objective was to cram as much of other people's beliefs into our memories. I was crammed, I hated it. I managed it and still got good enough results to go to university [so this is not some rant from a failed academic, I turned out to have a very good memory]. But apart from French, there is not a single thing that was crammed into me during those years that was either useful, or that I remember.

What was useful I learnt from my parents [map reading, banking, cooking, courtesy and manners, money management, how to drive, how to swim....] or friends, or from TV occasionally and books even less.

Things may have changed, but from what I hear in some cases they have not. What we learn from schools is generally pointless and it blocks all spiritual activity. So much so that many children seek very destructive ways in which to get back what they lost - notably drugs, glue sniffing and head banging.

There are schools [I believe the Rudolf Steiner schools are one set] that try to buck this trend. But there is the belief amongst parents that to succeed, a child must have examination results and have been to university. As such many of these schools are fighting an uphill battle trying to combine a more constructive way of schooling with the parents worry about their child's money making potential.

It may be helpful to know that having carefully forgotten all that I learnt at university and school [apart from the pure mathematics and logic which turned out to be quite helpful], I started afresh at work and in the end made plenty of money by discarding all the rubbish that was spewed out to me by academia.

Browse through the sources on this website - particularly the very successful creative and the geniuses and you will see many of them were lucky enough never to have gone to school.

So food for thought. For more on this see Home schooling.

If you stay a child, with all the love of 'finding out', and none of the belief systems of those who do not know, [but have a desperate need to get their belief systems inflicted on others], you stand a much better chance of being in touch with the spiritual world on an almost permanent basis.

Or as my Dad used to say, 'those that can, do; those that can't, teach, preach or criticise'

How it works

The Model of spiritual experience can be used in conjunction with How spiritual experience works, to see a generic description of how being a child works to get spiritual experiences.

WHAT AND WHERE IS HEAVEN?

VISIONS AND HALLUCINATIONS

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Suppression

Being a child

Type

Introduction and description

Background

How it works

Related observations

WHAT AND WHERE IS HEAVEN?

VISIONS AND HALLUCINATIONS

Navigation

Sub Navigation

Suppression

Being a child

Type

Introduction and description

Background

How it works

Related observations

Healing observations

Hallucination

Wisdom, Inspiration, Divine love & Bliss

Out of time

Enlightenment

In time

Prophecy

Dying

Environmental Influence

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