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What are children taught in spirit schools? An unnamed spirit communicator gives us a fascinating glimpse into their curriculum:
“Besides learning all about the universe and other worlds, about their kingdoms under God’s rule, [the children] are taught lessons of unselfishness and truth and honour.” (1)
So the divine qualities plus the Divine Plan plus extraterrestrial civilizations, perhaps like the Pleiadians, Sirians, Andromendans and Arcturians, our ancestors from deep space. Definitely not Watch Spot Run.
In what earthly school, including home-schools, do children learn these subjects?
It’s not surprising therefore to hear the Abbe Henry Bolo tells us that children on the spirit planes have one advantage over adults who cross over: “They have not so much to unlearn.” (2) He continues:
“They are all taught to develop from infancy the thinking and reasoning faculties and, even from babyhood, self-mastery and thought for others is a dominant note in the celestial curriculum. Systematized play and joyous games are [also] necessary to the young life.” (3)
Wow, taught to think for themselves. And self-mastery and thought for others! What concepts, in a cabal-dominated, dog-eat-dog world.
Apparently, the teachers have the ability to modify themselves to suit the needs of their young students, says Child Elizabeth B.: “They make their own shapes with their minds and come in them so we shouldn’t be frightened.” (4)
If we wish to go deeper into what’s being described here, we can find examples of new residents to the spirit planes playing with thought-manifested costumes. Here’s Judge David P. Hatch, for instance, experimenting with creating a toga for himself. Just because he wants to.
“There are many people here in costumes of the ancient days. I do not infer from this fact that they have been here all those ages. I think they wear such clothes because they like them. …
“One day, when I had been here only a short time, I saw a woman dressed in a Greek costume, and asked her where she got her clothes. She replied that she had made them. I asked her how, and she said:
“‘Why, first I made a pattern in my mind, and then the thing became a garment.’ …
“I began to experiment to see if I also could make things. It was then that I conceived the idea of wearing a Roman toga….
“When next I met the Teacher I told him of my wish to wear a toga of my own making, and he carefully showed me how to create garments such as I desired: To fix the pattern and shape clearly in my mind, to visualise it, and then by power to desire to draw the subtle matter of the thought-world round the pattern, so as actually to form the garment.” (5)
Just as the children have teachers, so does every soul who transitions have a mentor or a guide. This keeps us all moving up Jacob’s ladder of consciousness by the process of spiritual evolution to our final rendezvous with God.
“Dee“ tells us that youngsters who come over are allowed to rest, then studied, and then sent to the best situation for them:
“When they are awakened enough and experienced enough to understand the loving thoughts that are sent to their minds, they are examined carefully as to their different characteristics and as to their real mental ability; for we have learned that these manifest at a very early stage. No doubt this is much easier for us than for you, because we can usually read their thoughts quite readily.”
“When they have been studied and cared for in this manner for a time, they are placed in groups under such teachers as will be best fitted for their special characteristics. We have found that we make astonishing progress in their education by following this procedure, and we have wondered why it is not more understood on earth.” (6)
The care the teachers give them would reassure a lot of parents if they knew about it, Dee says.
“It is such dear work that it attracts a very loving class of workers, and, if mothers on earth only knew what tender care they always have, there would certainly be less grief over the loss.” (7)
The education given them would interest most lightworkers, Phyllis McLean predicts:
“The education of children is conducted on lines of self-expression and service. If this method were to be used on Earth, there would be far fewer cases of maladjustment. Your problem of juvenile delinquency would fall away.” (8)
What knowledge is important to establish?
“It is important to establish the knowledge that each soul is an individual idea of the Great Spirit of Creation; one who has been granted the gift of self-expression in his service and thus has a responsibility to God and his entire creation which can only be completed by the individual.
“This is achieved with greater rapidity on this sphere, as children are not restricted by hampering endeavours of their teachers to make them conform to a pattern, as unfortunately is the case in your schools.” (9)
The children of heaven, then, are not regimented or forced to conform to another unsatisfying way of learning.
The teachers have instructional aids that would turn today’s earthly teachers green with envy. For instance:
“A large globe of glass, about six or seven feet in diameter … stood at the crossing of two paths, and reflected them. But as you looked into the globe you could see not only the flowers and trees and plants which grew there, but also the different orders from which they had been derived in time past.
“It was very much like a lesson in progressive botany, such as might be given on earth and deduced from the fossil plants of geology. But here we saw the same plants alive and growing, and all the species of them from the original parent down to the present representative of the same family.” (10)
This particular device helps students to conceive of the evolution and design of plant species.
“We learned that the task set for the children was: to consider this progression up to this particular plant or tree or flower actually growing in that garden and reflected in the globe, and then to try to construct in their minds the further and future development of that same species. This is excellent training for their mental faculties, but the results are usually amusing.
“It is the same study which full-grown students are also at work upon in other departments here, and is put by them to a practical end. One of them thought it would be a useful method to help the children to use their own minds, and so constructed the ball for their especial use. When they have thought out their conclusion, they have to make a model of the plant as it will appear after another period of evolution, and fearful and wonderful some of those models are, and as impossible as they are strange.” (11)
Education has none of the tediousness on the spirit planes that it does on Earth, Phyllis McLean tells us.
“Education is not the tedious affair it is on Earth. Knowledge is absorbed without undue effort. The mind retains the impression it has received.
“You would be amazed at the extent of the knowledge of quite small children on this sphere. Yet they are in no way precocious. Laughter and happiness are the keynote of this life for the children are one with the spiritual forces of nature, which they know and understand.” (12)
Mental development on the spirit planes is much faster than it is on the Earth plane.
“The mental and physical growth of the child in the spirit world is much more rapid than in the Earth world. You will recall what I told you about the absolute retentiveness of the memory here. The retentiveness begins as soon as the mind is capable of grasping anything at all and that is very early.
“This seeming precocity is perfectly natural here because the young mind absorbs knowledge evenly. The temperament is carefully guided along purely spirit lines so that the possession of knowledge in one so young never takes upon it the obnoxiousness of earthly precociousness.
“The children are trained in strictly spirit matters first, and then they are usually taught about the Earth world, if they have not already lived in it or if their Earthly lives were very brief.” (13)
Children are more creative than adults, learning how to mould spirit matter rapidly, Phyllis tells us.
“Their creative ability far surpasses that of adults for they have the necessary faith in their creations and require very little help or direction in their moulding of spiritual matter.
“The result may not always be perfect, according to architectural standards, but it is certainly picturesque and colourful. Towers and turrets are popular on houses. These are often placed at precarious angles, but that does nothing to detract from their beauty.” (14)
Thus children on the spirit planes are taught spiritual truths and the divine qualities. They’re not regimented. They’re encouraged to think for themselves, to use thought to manifest such things as play homes and costumes and to study matters like evolution in ways that would be impossible for us.
Their teachers have the ability to read their thoughts and so can assess their abilities much more profoundly than we can.
Their schooling takes in inculcating the knowledge that all are in effect Ideas of God, have a part in the Divine plan, and participate through their unique self-expression.
Education has none of the tediousness there that it has here and children have access to learning aids that we could only dream of.
In another article, we’ll look at the child’s understanding of such matters as thought manifestation and subdivided consciousness. Looking at life on the spirit planes is the nearest thing we can come to to a view and understanding of what awaits us on the higher dimensions.
Footnotes
(1) Unnamed spirit communicator in SRE, 53-4.
(2) Abbe Henry Bolo in SRE, 90-2.
(3) Ibid., 92.
(4) Child Elizabeth B. to E.B. Gibbes in Geraldine Cummins, TS, 67.
(5) Judge David P. Hatch in Elsa Barker, medium, Letters from a Living Dead Man. Mitchell Kennerly, 1914, Letter XV
(6) Spirit control Dee to Charlotte E. Dresser, LHH, 119.
(7) Ibid., 119-20.
(8) Phyllis McLean in LFM, 89..
(9) Ibid., 90.
(10) G. Vale Owen’s mother in LBV1, 92-3.
(11) Ibid., 93.
(12) Phyllis McLean in LFM, 92.
(13) Monsignor Robert Hugh Benson, LIWU, 161.
(14) Phyllis McLean in LFM, 89.