from the newly released How to Raise an Indigo Child

Hungry all the Time
Insatiable Appetites for Learning

When Ki turned seven I knew it was time to organize my thoughts so I could give guidance and a sense of mental structure to his learning. Seven was when the ancient Greeks began to school their boys. Seven was when youth were admitted into monasteries. If it seems like a magical number, it is. The physical world is based upon cycles of seven. For a newly incarned soul, this means the first seven years of life the child is using the body constructed for him or her primarily by the genetics of both parents and the thoughts of the pregnant mother.
During the nine months of gestation, her thought-energy goes into building the body that the new soul will claim around the time of physical birth. What she builds will continue to express its cycle, serving the soul throughout the next seven years. This dovetails as the soul’s new conscious mind begins growing thus allowing the child to claim his responsibility for forming his own vehicle. This is one reason why children’s mental and emotional disposition as well as physical appearance can during one stage pattern the father’s, during another take after the mother, and in another manifest completely new expressions.
As a teacher of soul, I am concerned with how Hezekiah learns as well as what. My metaphysical practices spanning twenty five years have brought very rich experiences. The value of the ten essential life skills – the backbone of School of Metaphysics teachings – increases every day of my life. Raising an Indigo child brought the need to translate these skills for the young.
Both Daniel and I have taught thousands of people the principles of Universal Law and how to harmonize consciousness for peace, security, and prosperity. I love teaching the metaphysics course because I learn how to make the teachings a part of myself. Teaching metaphysics in and out of the classroom, to people 14 to 70, is how I became a teacher. For me, teaching – the act of passing on to another what is most valuable in my experience – is as important as breathing. The ability to use your own influence to illuminate another’s way is precious. It is the height of human relations for it fulfills an inner need while helping others increase in some way. Teaching another soul is the highest form of giving.
Until our son was born, the youngest person I had ever taught with any degree of regularity was a fourteen-year-old boy who wanted to be in the SOM classes so much he convinced his father to drive him and a fifteen-year-old friend to class each week. Their trek from Winfield, Kansas to Wichita, was sixty miles round trip. The young men had phenomenal success with the mental disciplines (they particularly enjoyed the ESP exercises) and devoured the concepts in the most brilliant manner, asking questions frequently, considering the response and asking a new question. The ability to assimilate constructs beyond the physical world is characteristic of Indigos.
Indigos “see” the world differently than most. Like the geniuses and masters in mankind’s history, they are driven by a connection with an inner urge that must be satisfied. Experience has taught me that how our brains are programmed has a lot to do with the direction that genius takes. Our early exposure to the physical world shapes the conscious, waking mind. Since birth, Hezekiah’s experiences have been in support of the Universal Principles his father and I live and teach. Living at the College of Metaphysics gives Ki an amazing wealth of experiences. He lives with people of all ages, colors, sizes, shapes, backgrounds, faiths, and from several countries. He is not learning them by neighborhood or nationality or class or grade. His experience is of people, living together, working together, laughing and crying together. Here the seeds are planted and nourished daily in Ki’s mind for “loving one another” and “loving your neighbor as yourself.”
Love is the ultimate human lesson. Everything in our existence substantiates this, from personal accounts of near-death experiences, to the thoughts and feelings that rise within the newborn’s parent, to the teachings of every great master. Love is why Kiah’s first seven years were spent with almost constant companionship. We have spent every night in the same house with the exception of four nights when his granddad needed Daniel’s help. From even before Ki was born, our lives changed, willingly, to accommodate this new soul.
The physical stimulation is intentionally broad. In his first six months his father would walk him up and down the hall repeatedly reciting addition tables (1+1 is 2, 1+2 is 3, 1+3 is 4, etc.). It sounded like a sacred Indian ritual, with the steady pad of feet and chanting. The fruit of this effort would make itself known a few years later when at six Ki was doing mental math at a fourth grade level.
One of us is accessible to him twenty-four hours a day. As he is aging, he spends increasing amounts of time with others, enjoying the benefit of their experience and energy. These people are an important part of Ki’s learning, feeding him attitudes and points of view with each answer to his endless stream of questions.
Like most Indigos his questions are probing ones. “How come your brother wanted a room of his own?” “Where did your daddy live if he didn’t live with you and your mommy?” “How come she got her feelings hurt?” “What do you want to be when you grow up?” Since we live with a new group of people every six months (students come to study for a year at the College of Metaphysics each January and July), the answers are varied. Ki’s socialization comes from people from four to eighty. This is a reality of multicultural education few have even dreamed of and it is a grand experiment in the making.
Hezekiah is learning global community from living it.


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