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NoME Part Two: Chapter 4: Session 824, March 1, 1978 3/36 (8%) Cinderella fairy tale godmother adult
– The Individual and the Nature of Mass Events
– © 2012 Laurel Davies-Butts
– Part Two: Framework 1 and Framework 2
– Chapter 4: The Characteristics of Framework 2. A Creative Analysis of the Medium in Which Physically-Oriented Consciousness Resides, and the Source of Events
– Session 824, March 1, 1978 9:40 P.M. Wednesday

[... 7 paragraphs ...]

The tale has always appealed to children because they recognize the validity behind it.2 The fairy godmother is a creative personification of the personalized elements in Framework 2 — a personification therefore of the inner ego, that rises to the aid of the mortal self to grant its desires, even when the intents of the mortal self may not seem to fit into the practical framework of normal life. When the inner ego responds in such a fashion, even the commonplace, ordinary, seemingly innocuous circumstances suddenly become charged with a new vitality, and appear to “work for” the individual involved. If you are reading this book you are already too old to clearly remember the constant fantasies of your early childhood. Children however know quite well, automatically, that they have a strong hand in the creation of the events that then seem to happen to them.

[... 3 paragraphs ...]

The child knew “that it came from somewhere else” — not by chance but by design. The child knew that in one way or another its most intimate thoughts, dreams, and gestures were as connected with the natural world as blades of grass are to a field. The child knew it was a unique and utterly original event or being that on the one hand was its own focus, and that on the other hand belonged to its own time and season. In fact, children let little escape them, so that, again, they experiment constantly in an effort to discover not only the effect of their thoughts and intents and wishes upon others, but the degree to which others influence their own behavior. To that extent, they deal rather directly with probabilities in a way quite foreign to adult behavior.

[... 3 paragraphs ...]

Children understand the importance of symbols, and they use them constantly to protect themselves — not from their own reality but from the adult world. They constantly pretend, and they quickly learn that persistent pretending in any one area will result in a physically-experienced version of the imagined activity. They also realize that they do not possess full freedom, either, for certain pretended situations will later happen in less faithful versions than the imagined ones. Others will seem almost entirely blocked, and never materialize.

[... 19 paragraphs ...]

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