“Seth material” search engine (Jane Roberts)

Your child, in a past life, this child was an uncle, and in an accident you killed him. [...]

[...] Regardless of what you thought consciously therefore, you still inwardly blamed yourself for letting the child go, and therefore the difficulty with the womanly organs.

[...] But subconsciously you wondered what social environment your child would really (underlined) encounter, and whether or not you deprived him of the social and economic benefits that you have convinced yourself, consciously, you do not need.

The stronger those natural inclinations are, the more the child is directed to ignore them in your society, since certain characteristics, again, are considered exclusively male or female. The child is also coerced into ignoring or denying those portions of the personality that correspond with the sex it is being taught it cannot identify with. [...] Continuing guilt is generated because the child knows unerringly that its own reality transcends such simple orientation.

The sexual schism begins when the male child is taught to identify exclusively with the father image, and the female child with the mother image — for here you have a guilt insidiously incorporated into the growth process.

Children of either sex identify quite naturally with both parents, and any enforced method of exclusively directing the child to such a single identification is limiting. Under such conditions, feelings of guilt immediately begin to arise whenever such a child feels natural affiliations toward the other parent.

That child took a different course than this woman did (Jane indicated herself as she sat in her rocker). [...] The child’s mystical nature, while strong, was not strong enough to defy the church framework, to leave it or to rise above its provided symbolism. [...] That child (in the photo) joined a nunnery, where she learned to regulate mystical experience according to acceptable precepts — but to express it nevertheless with some regularity, continuously, in a way of life that at least recognized its existence.

In your terms, the intersection with probabilities occurred one day in an interview the child had with a priest. [...] The child in seventh or eighth grade wrote a poem, expressing the desire to be a nun, and brought it to a parish priest. In your probability, the priest told the child that she was needed by her mother; but intuitively he saw that Ruburt’s mysticism would not fit into the church organization.

Ruburt’s mother knew that the child could be taken away were it proven that she was an unfit mother in any way, or unable to give the child proper care. [...]

(10:26) A child may be born with a strong talent for music, for example. Say the child is unusually gifted. [...] Again, probabilities will be set into motion, so that each child’s intent reaches out. [...]

Consciousness forms the genes, and not the other way around, and the about-to-be-born infant is the agency that adds new material through the chromosomal structure.² The child is from birth far more aware of all kinds of physical events than is realized also. But beside that, the child uses the early years to explore — particularly in the dream state — other kinds of material that suit its own fancies and intents, and it constantly receives a stream of information that is not at all dependent upon its heredity or environment.

On these other levels the child knows, for example, of its contemporaries born at about the same time. [...]

(Pause at 9:46.) The child feels that it is not safe to interact with the world, however. No one is going to deprive a child of food, and yet food can be used in such cases, in terms perhaps of treats, if the child must ask for them, or in some way indicate a choice. [...] Some of this is often picked up from parents, so that the child expresses their own unacknowledged fears. The autistic child [can be] highly intelligent, however.

[...] They are upset because the children do not fit the norm — but no child ever fits “the norm.”

[...] When the child is fed and clothed and cared for, then it continues its behavior, and the behavior itself does (underlined) serve its needs.

He felt, as a child now, that he had no rights. [...] His mother frequently told him that she would keep him only if he was good, that only Marie’s good graces kept the child from going to an asylum. The mother’s affections were not the child’s by right, but dependent upon how well the child cared or performed.

[...] The mother frequently took away gifts that she had given the child, when the child misbehaved, making it clear that even these were not the child’s by right.

[...] The child feared punishment there by giving voice to any complaint. [...]

[...] There is a difference, however, between a story told to children about forests, and a real child in a real woods. [...] But in your terms the child entering the real woods becomes involved in its life cycle, treads upon leaves that fell yesterday, rests beneath trees far older than his or her memory, and looks up at night to see a moon that will soon disappear. Looking at an illustration of the woods may give a child some excellent imaginative experiences, but they will be of a different kind, and the child knows the difference.

[...] The child exists within the man, yes, but he is not the same child. The memories that he thinks are the child’s memories are not memories of a particular event that happened to the child. [...]

[...] The idea is current in academic psychologicalcircles that the child exists psychologically intact in the man, that the man contains within him the psychological replica of the child that was.

He was very fond as a child of Edward Briscoe, who was also Negro. [...]

(Pause at 10:48.) A young mother may believe that her child is even more important than her husband, and according to the circumstances this belief may help her pay the necessary attention to the child — but if the concept is held as the child grows older, then this can also become highly restrictive. [...]

“I feel inferior because my mother hated me,” or, “I feel unworthy because I was scrawny and small as a child.” [...] It is up to you as an adult to get on top of your beliefs, to realize that a mother who hates her child is already in difficulties, and that such a hate says far more about the mother than it does about her offspring. It is up to you to understand that you are now a grown person, and not a child to be bullied.

The child knew well what he was doing, and subconsciously you also knew. He is not an infant to be pitied, nor a child taken from you before his promise was achieved. [...]

The child was not a child. [...]

[...] (Now Jane, as Seth, pointed to Dave and Estelle) And yes, here, for another child—one who needs to be cherished and guarded and has a fate to fulfill in physical reality, who will need you. [...] The other child will need you.

A connection with a letter or phone call and a small child. I am not certain, a female child. [...]

[...] Is there perhaps a third grade child?

[...] I do not know if it refers to the third grade or a child three seats away.

The parents who say “Brush your teeth because it is good for you, and I want you to be healthy,” may mean “I love you,” but the child would usually prefer a hug and a kiss. And if the hug and kiss is not given then the brush-your-teeth suggestion becomes an order to the child.

Now: While Ruburt is not a child he operates emotionally with a child’s simplicity, and is at his best in direct personal encounter with you or with his friends, for example. [...]

[...] A child does not always understand that concern for its welfare is the same thing as love. [...]

Some animosity between the child and I believe the grandmother at a later date. Or with the child and the mother about the grandmother, on the mother’s side. [...] The initials S A G will be important to the child at a later date. [...]

[...] Ruburt’s image is indeed imprinted most strongly in the mind of every child in his classes yesterday, and this focused energy made this possible. [...]

Your niece’s child. [...]

[...] We now learned that Barbara had taken another child along also—for a total of two. The other child being one of Barbara’s sister’s in Ft. [...]

[...] She feels like a child when a parent says, “Now, we must discuss this seriously.” [...]

One of the children is suffering to some extent psychologically because of the dilemma, and you are too much the autocrat with this child, a female.

[...] The idea should be communicated when you are not emotionally upset, and you should not adopt the tone of a parent speaking to a child.

(Long pause at 9:10.) The natural person is understood perhaps more clearly by considering any person as a child. In a fashion the child discovers its own intellect, as it discovers its own feelings. [...] The child’s feelings give rise to curiosity, to thoughts, to the operation of the intellect: “Why do I feel thus and so? [...]

[...] The child in a fashion feels — feels — its own thoughts rise from a relative psychological invisibility into immediate, vital formation. [...] The child identifies with its own psychic reality first of all — then discovers its feelings, and claims those, and discovers its thoughts and intellect, and claims those (all quite intently).

The child first explores the components of its psychological environment, the inside stuff of subjective knowledge, and claims that inner territory, but the child does not identify its basic being with either its feelings or its thoughts. [...]

New paragraph: When racial conditions require it, it is quite possible for an individual to both father and mother a child.^* In such cases, what you would call complete spontaneous sexual reverses or transformations would occur. [...]

Some individuals known as men could give birth to a child fathered by the same person — could (underlined). [...]

[...] If each act of intercourse were meant to produce a child, you would have overrun the planet before you began. [...]

You intruded upon the child in no way. You were there within the child like air. [...] The child became old. [...]

[...] A child stands nearby and you entered the child.

[...] When the child is playing, its sense of joy or anger or danger is very strongly felt. The child’s body will often reflect those conditions and reflexes that would be elicited if the so-called “play” events were real.

[...] Like the child play-acting, however, events occur within events, all dramatically real and vivid, all eliciting specific responses and actions, and each one possessing its own private living area (intently).

(“A child, and seven.” [...] I tried to clear up the child and number reference later in the questions.

[...] A child, and seven.

(“The child mentioned earlier: Male or female?”)