Documentos de Académico
Documentos de Profesional
Documentos de Cultura
S t u d e n t : W h a t p r e v e n t s m e f r o m e x p e r ie n c in g m y in n e r m o s t
self?
T e a c h e r : N o t h in g .
Teacher: Fear.
S t u d e n t : B u t d id n ’ t y o u j u s t s a y t h a t f e a r is t h e r e a s o n I c a n ’ t
e x p e r i e n c e t h i s s t a te o f c o n s c i o u s n e s s ?
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2001 WingMakers LLC, All Rights Reserved
Student: Then what does?
T e a c h e r : N o t h in g .
S t u d e n t : T h e n w h a t r o le d o e s f e a r p la y ?
T e a c h e r : I f y o u a r e in p r is o n , w h a t d o y o u f e a r m o s t w h e n
you dream of being liberated?
S t u d e n t : R e t u r n in g t o p r is o n … S o , y ou ’ r e s a y in g t h a t I f e a r
ex perien cin g my in most self becau s e I w ill ret u rn t o my
ig n o r a n c e .
T e a c h e r : N o . I a m s a y in g t h a t y o u r f e a r o f ig n o r a n c e h o ld s
y o u in ig n o r a n c e .
S t u d e n t : I ’ m c o n f u s e d . I t h o u g h t y o u w e r e s a y in g t h a t I
f e a r e d t h e e x p e r i e n c e o f m y h ig h e s t s e lf , b u t n o w it s o u n d s
lik e y ou ’ re say in g t h at I f ear my h u man self . Wh ich is it ?
T e a c h e r : Y o u f e a r t h e r e t u r n t o y o u r h u m a n s e lf a f t e r
e x p e r i e n c i n g t h e G o d - f ra g m e n t w it h in y o u .
Student: Why?
Student: Water?
T e a c h e r : S o if I g a v e y o u a g la s s o f w a t e r , y o u ’ d b e s a t i s f i e d ?
Student: Yes.
T e a c h e r : F o r h o w lon g ?
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Student: Okay. I see your point. What I would desire above
all else is t o be n ear w a t er s o I c o u l d d r i n k w h e n e v e r I
w a n t e d , o r b e t t e r y e t , I w o u ld w a n t t o lea v e t h e d e s e r t
entirely.
T e a c h e r : A n d i f y o u l o v e d t h e d e s er t , w o u ld n ’ t y o u f e a r t o
leav e it ?
S t u d e n t : Y o u ’ r e s a y in g t h a t I f e a r t h e e x p e r ie n c e o f m y
in m o s t s e lf b e c a u s e I w o u ld w a n t t o lea v e t h is w o r ld b e h in d ,
b u t h o w c a n I f e a r t h is w h e n I h a v e n o e x p e r ie n c e o f it
whatsoever?
T e a c h e r : T h is is n o t t h e f e a r t h a t f lo o d s y o u r b o d y w h e n
someon e is abou t t o k ill y ou . It is t h e f ear of a sh adow so
m y s t e r i o u s , a n c i e n t , a n d p ri m o r d i a l t h a t y o u k n o w
immediat ely t h at it t r an scen d s t h is lif e an d t h is w orld, an d it s
k n ow in g w ill ch an ge y ou irrev ocably .
S t u d e n t : S o it ’ s r e a lly t h is c h a n g e t h a t I f e a r ?
S t u d e n t : B u t h o w d o y o u k n o w ? H o w d o y o u k n o w I f e a r t h is
so much that I cannot experience my inmost self?
T e a c h e r : I n o r d e r t o k e e p t h e h u m a n in s t r u m e n t in s t a b le
in t eract ion w it h it s w orld, t h e d e s i g n e r s o f t h e h u m a n
i n s t r u m e n t c r e a t e d c e r t a i n s e n so r y c o n s t r a i n t s . B e c a u s e t h e s e
w ere n ot absolu t ely ef f ect iv e, t h e r e w a s a l s o d e s i g n e d i n t o
t h e G e n e t i c M i n d o f t h e h u m a n s pecies an in st in ct u a l f ear of
b e i n g d i s p l a c e d f r o m i t s d o m in a n t r e a lit y . F o r t h e s e t w o
reasons, I know.
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S t u d e n t : B u t t h is is n ’ t f a ir . Y o u ’ r e s a y in g m y c a p a c it y t o
experience my inmost self has been diminished by the very
b e i n g s t h a t d e s i g n e d i t . W h y ? Wh y sh ou ld I be con t in u a lly
f r u s t r a t e d t o k n o w I h a v e a G od - f r a g m e n t i n s i d e m e , b u t n o t
be allow ed t o in t eract w it h it ?
T e a c h e r : D o y o u lov e t h is w o r ld ?
Student: Yes.
T e a c h e r : Y o u a r e h e r e a s a h u m a n i ns t r u m e n t t o in t e r a c t w it h
t h is w o r ld a n d a t t u n e t o it s d om i n a n t r e a l i t y , a n d b r i n g y o u r
u n d erst an din g of y ou r in most self t o t h is w orld ev en if t h is
u n d e r s t a n d in g is n o t p u r e , s t r o n g , o r c le a r .
T e a c h e r : T h is is t h e f a llac y t h a t f r u s t r a t e s y o u . D o y o u t h in k
t h e ex perien ce of t h is su blime en ergy an d in t elligen ce can be
reduced to human translation?
Student: Yes.
S t u d e n t : I c a n t e a c h o t h e r s h o w it f e e ls t o b e in r a p p o r t w it h
t h eir sou ls. I can brin g more ligh t t o t h is w orld an d in spire
o t h e r s t o s e e k t h is o u t w it h in t h e m s e lv e s . I s n ’ t t h is w h a t y o u
do?
T e a c h e r : H a v e I t a u g h t y o u h o w t o a c h ie v e t h is s t a t e ?
S t u d e n t : N o . B u t y o u h a v e in s p ir e d m e .
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T e a c h e r : A r e y o u s u r e ? H a v e n ’ t I j u s t t o ld y o u t h a t y o u c a n ’ t
e x p e r i e n c e t h i s s t a t e i n t he h u m a n in s t r u m e n t ? I s t h a t
in spirat ion by y ou r def in it ion ?
T e a c h e r : I t ’ s t r u e t h a t t h e r e a r e t e a c h e r s w h o c a n s w it c h t h e ir
domin a n t realit ies, an d h a v e learn ed t o in t egrat e t h is in t h eir
lif e w it h ou t losin g balan c e or ef f ect iv en ess in t h is w orld, bu t
they are extremely rare.
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S t u d e n t : I ’ m s u r p r is e d t o h e a r t h is . W h y is t h is s o ?
T e a c h e r : F o r t h e s a m e r e a s o n s I t o l d y o u e a r lier . D o y o u n o t
t h in k t h is applies t o all h u man s?
S t u d e n t : T h e n w h y d o I h a v e t h is d e s ir e ? W h o p u t t h is n o t io n
in t o m y h e a d t h a t I s h o u ld b e a b le t o e x p e r ie n c e t h is in m o s t
s e lf o r G o d - f r a g m e n t ?
Student: I suppose.
T e a c h e r : A n d i f t h e y e x p e r i e n c e t h e r a in , d o n ’ t t h e y
u n d e r s t a n d e v e n m o r e a b o u t h u r r ic a n e s ?
Student: Yes.
T e a c h e r : I f y o u n e v e r e x p e r ie n c e d a h u r r ic a n e , b u t y o u
e x p e r i e n c e d w i n d a n d r a i n , m i g ht y ou be able t o imagin e a
h u r r ic a n e b e t t e r t h a n if y o u n ev e r e x p e r i e n c e d w i n d a n d r a i n ?
S t u d e n t : I sh ou ld t h in k so.
T e a c h e r : S u c h is t h e c a s e o f t h e G o d - f r a g m e n t w it h in t h e
h u m a n in s t r u m e n t . Y o u c a n e x p e r ie n c e u n c o n d it io n a l lov e ,
s u p e r n a l b e a u t y , h a r m o n y , r e v er e n c e , a n d w h o l e n e s s , a n d i n
so doin g, y ou can imagin e t h e f eat u r es an d capabilit ies of t h e
G o d - f r a g m e n t w it h in y o u . S o m e t e a c h e r s h a v e s im p ly t o u c h e d
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more of the edges of the God-fragment than others, but I
assu re y ou , n on e h a v e en t ered in t o it s dept h s w h ile liv in g in
t h e h u m a n in s t r u m e n t .
S t u d e n t : B u t d o n ’ t s o m e t e a c h e r s t r a v e l o u t s id e t h e ir b o d y ?
S t u d e n t : S o w h a t d o I d o ? G iv e u p t h e d e s ir e t o h a v e t h is
experience?
S t u d e n t : I s u p p o s e i t ’ s a n i n s ti n c t , s o m e t h i n g o f a n
e v o lu t ion a r y imp e r a t iv e —
T e a c h e r : E x a c t ly .
S t u d e n t : S o y o u ’ r e s a y in g t h is is t r u e o f h u m a n s a s w e ll. W e
s t r i v e t o e x p e r i e n c e o u r G o d - f ra g m e n t o u t o f a n e v o l u t i o n a r y
imperative or compulsion?
Teacher: Yes, and like the flying fish, when we break from our
w o r ld it is o n ly f o r a s h o r t t im e a n d w e f a ll b e n e a t h t h e
surface once again. But while we are above the surface of our
w o r ld , w e m o m e n t a r ily f o r g e t w e a r e j u s t a h u m a n w it h a
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b e g i n n i n g a n d a n e n d . Y e t , w he n w e d o t h is , w e d o n o t
ima g in e t h a t w e c a n t o u c h t h e f a c e o f G o d w it h in o u r s e lv e s .
Student: But I do. I feel that I can, and even should, touch
t h is G o d - f r a g m e n t .
T e a c h e r : Y o u t h in k t h is w a y b e c au s e y o u h a v e t h e h o p e f u l
e x u b e r a n c e a n d n a ï v e t é o f a p e r s o n u n a c q u a in t e d w it h t h e
experience of First Source.
S t u d e n t : S o y o u d o n ’ t f e e l t h is w a y ?
T e a c h e r : A n y o n e a t t u n e d t o t h e h ig h e s t v ib r a t ion s o f t h e ir
in n ermost self w ill f eel t h is an d be gu ided by it . T h e on ly
dif f eren c e is t h at I am con t en t in k n ow in g t h at I w ill n ot
ex perien ce it w h ile I am embodied in a h u man in st ru men t .
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Teacher: This is a world of shadows and echoes. You can
ch ase t h e sou r ce of t h ese if y ou desire, bu t y ou w ill lik ely do
so at t h e loss of liv in g in t h is w orld. Y ou w ill dimin ish y ou r
experience of the shadows and echoes, and this is the very
r e a s o n y o u i n c a r n a t e d u p o n t hi s p l a n e t a t t h i s t i m e .
T e a c h e r : W h e n y o u e x p e r i e n c e t h e w ar m t h o f t h e s u n , d o y o u
change the sun?
Student: No.
T e a c h e r : A n d if y o u h o ld a p ie c e o f ic e in y o u r h a n d s , d o y o u
change it?
S t u d e n t : Y e s . I t b e g in s t o m e lt .
S t u d e n t : A n d I s h o u ld k n o w t h e d if f e r e n c e .
T e a c h e r : I t h e lp s .
T e a c h e r : Y o u k n o w t h is , I a g r e e , b ut y o u h a v e n o t n e c e s s a r ily
practiced it. It is a principle of life to practice discretion and
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discern men t , an d w h ile people w ill t h in k t h is con c ept
elemen t a ry , it is a crit ical dif f eren c e in liv in g lif e in a st at e of
f u lf illmen t or, as y ou pu t it , f r u s t r at ion .
Teacher: No.
S t u d e n t : T h e n w h a t is ?
S t u d e n t : T h a n k y o u . Y o u r t e a c h in g j u s t s t r u c k t h e c h o r d I
have been seeking since I found this path, and I feel its
resonance.
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LYRICUS DISCOURSE
Calling Forth the Wholeness Navigator
Student: Of course.
Student: No.
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S t u d e n t : F ir s t S o u r c e in h a b it s a b o d y l i k e y o u a n d m e ?
T e a c h e r : C a n a n y p e r s o n u p o n E a r th c r e a t e s o m e t h i n g m o r e
m a g n if ic e n t t h a n t h e ir h u m a n in s t r u m e n t ?
S t u d e n t : Un less it is a ch ild.
T e a c h e r : A n d w h o i s t h e c h i l d o f F ir s t S o u r c e ?
Student: We are.
T e a c h e r : N o . H u m a n s a r e t h o u s a n d s o f g e n e r a t io n s r e m o v e d
f r o m F i r s t S o u r c e . W h o w a s t h e o rigin al ch ild or f irst creat ion
of God?
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s c o p e . A n d y e t , i s i t n o t a c c u r at e t o s a y t h a t t h e c lo u d w a s a
ch ild of t h e sk y ?
S t u d e n t : I s u p p o s e , b u t w h a t d o e s t h is h a v e t o d o w it h t h e
physical body of God?
T e a c h e r : T h in k o f F ir s t S o u r c e a s t h e s k y , a n d t h e p h y s ic a l
body of First Source as the cloud.
Student: So, the first child of God was the physical body of
God?
Teacher: Yes.
T e a c h e r : D o y o u e le c t a p r e s id e n t b e f o r e y o u h a v e a n a t io n ?
S t u d e n t : O k a y , I s e e y o u r p o in t . I s it t r u e t h a t w e w e r e
created in the image of God?
T e a c h e r : T h e r e a r e g e n e t i c a r c h e t y p e s t h a t r e s id e w it h in t h e
p h y s i c a l m a n i f e s t a t i o n o f G od , a n d t h e s e a r c h e t y p e s a r e
seven-fold.
S t u d e n t : S o t h e r e a r e seven m a n if e s t a t ion s o f G o d ? A r e t h e y
all ph y s ical?
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S t u d e n t : A r e y o u r e f e r r i n g t o t h e s ev e n r o o t r a c e s o f E a r t h ?
T e a c h e r : N o . T h e s e v e n r a c e s o f h u m a n k in d a r e p a r t o f t h e
m o s t a n c ie n t g e n e t ic lin e o f t h e u n iv e r s e in w h ic h E a r t h is a n
i n f i n i t e s i m a l c o m p o n e n t . I ’ m r ef e r r in g t o t h e s e v e n g e n e t ic
a r c h e t y p e s t h a t r e s id e w it h in t h e S e v e n T r ib e s o f L ig h t t h a t
a r e k n o w n a s t h e C en t r a l R a c e . T h e y a r e s o m e t i m e s r e f e r r e d
t o a s t h e E lo h im, S h in in g O n e s , o r W in g M a k e r s .
S t u d e n t : A n d y o u ’ r e s a y in g t h a t t h e s e b e i n g s a r e s e p a r a t e d
into seven, genetic groups?
Teacher: There is only one God, but there are seven human
in st ru men t s — each w it h dif f eren t at t r ibu t es an d capabilit ies
— that the one God inhabits. Our universe is associated with
t h e S e v e n t h A r c h e t y p e , a n d i t is t h is ex pression of F irst
Source that interacts with, and governs, our universe.
S t u d e n t : A r e a ll s e v e n u n iv e r s e s lik e o u r o w n ?
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S t u d e n t : A h u m a n in s t r u m e n t f r o m u n iv e r s e o n e w o u ld n o t b e
s im ila r t o a h u m a n in s t r u m e n t f r o m a n y o f t h e o t h e r s ix
u n iv e r s e s ?
Teacher: Correct.
S t u d e n t : B u t is n ’ t t h is t r u e e v e n w it h in o u r o w n u n iv e r s e ? N o t
all h u man oid lif e f orms look t h e same?
T e a c h e r : C o r r e c t , b u t y o u c a n e x t e n d t h is t o in c lu d e a b r o a d
s p e c t r u m o f o t h e r lif e f o r m s a s w ell. In ot h er w ords, it ’ s n ot
j u s t t h e h u m a n in s t r u m e n t .
S t u d e n t : T h e n in t h e o t h e r s ix u n iv e r s e s , e a c h h a s it s o w n
archetype that is embodied by God, and the life forms of
these universes conform to this archetype — at least from a
genetic perspective, if not in appearance. Is this accurate?
Teacher: Yes.
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S t u d e n t : A s s u r a n c e t h a t t h e u n iv ers e s w i l l n ot b e d e s t ro y ed .
T e a c h e r : A s s u m e t h a t y o u h a v e n o d o u b t o f t h is — s o p e r f e c t
is y ou r plan .
S t u d e n t : T h e n I w o u l d p r o b a b l y w a n t t o in h a b it w h a t I c r e a t e d
and explore it.
T e a c h e r : A n d h o w w o u ld y o u d o t h is ?
T e a c h e r : L e t m e r e m i n d y o u t ha t w e a r e d i s c u s s i n g a physical
expression of God. The Seventh Archetype of First Source is
n o t a b le t o t r a v e l a b o u t t h e u n iv e r s e in d e p e n d e n t o f t h e la w s
of the universe. You may think of these seven Archetypes as
t h e H u m a n I n s t r u m e n t s o f F ir s t S o u r c e , a n d a t t r ib u t e s im ilar
characteristics and limitations to them, as we ourselves must
bear.
S t u d e n t : S o , t h e p h y s i c a l a r c h e t y p e s o f F ir s t S o u r c e d o n o t
s h a r e t h e o m n i p r e s e n c e a n d o mn i s c i e n c e o f t h e i r F a t h e r ?
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Student: Do they operate as a team, or are they independent?
T e a c h e r : T h e y o p e r a t e i n c o o p e r a ti o n a n d c o l l a b o r a t i o n , b u t
t h ey ex ercise t h eir sov ereign w ills as it pert ain s t o t h e
u n iv e r s e u n d e r t h e ir c h a r g e .
S t u d e n t : W e r e t h e a r c h e t y p e s o f F ir s t S o u r c e c r e a t e d r ig h t
a f t e r t h e c r e a t io n o f t h e G r a n d U n i v e r s e ?
Student: Why?
T e a c h e r : T h e r e is m u c h t o lea r n f r o m t h e c r e a t i o n o f o n e t h a t
can be passed on to the next.
Teacher: Yes.
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S t u d e n t : An d t h is repeat ed it self six more t imes?
T e a c h e r : E a c h u n i v e r s e w a s p o p u l a t ed w i t h g e n e t i c s t r u c t u r e s
t h a t w e r e b a s e d o n t h e A r c h e t y p e o f F ir s t S o u r c e f o r t h a t
p a r t ic u la r u n iv e r s e . E a c h g e n e t ic s t r u c t u r e h a d u n iq u e
capabilit ies t h at w ere su it ed f or t h e ex plorat ion an d
c o lon iz a t io n o f t h e ir p a r t ic u la r u n iv e r s e .
S t u d e n t : S o , t h e r e a r e s e v e n , d i f f e r en t , g e n e t i c s t r u c t u r e s o f
s o u l c a r r i e r s e x p l o r i n g t h e G r a nd U n i v e r s e . F o r w h a t r e a s o n ?
W h y d o e s F i r s t S o u r c e d e s ig n t h e u n i v e r s e t h i s w a y ?
S t u d e n t : A r e y o u s a y in g t h a t e v o lu t ion ’ s f in a l f o r m is u n it y ?
Student: Why?
S t u d e n t : L e t it g o ?
T e a c h e r : C o r r e c t . Y o u w a n t y o u r c r e a t io n t o e x p lo r e a n d
c o lon iz e t h e u n iv e r s e , b u t y o u a ls o w a n t y o u r c r e a t io n t o
ret u rn . T h u s , y ou in st ill a f u n d amen t a l in st in ct w it h in y ou r
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c r e a t io n t o d e s ir e t o r e t u r n t o t h e ir p la c e o f o r ig in . T h is is t h e
u n if icat ion in st in ct an d it is on e o f t h e m o s t p o w e r f u l i n s t i n c t s
d e s i g n e d i n t o t h e s o u l c ar r ie r s , o f w h ic h t h e h u m a n
in st ru men t is on e.
S t u d e n t : T h e n h u m a n - lik e , s o u l c a r r ie r s e x is t t h r o u g h o u t t h e
Grand Universe, and all of them are designed to explore the
e x p a n d in g u n iv e r s e , b u t a ls o t o r e t u r n t o t h e c e n t r a l- m o s t
r e g io n a f t e r t h e y ’ r e d o n e . T h is d o e s n ’ t m a k e a lot o f s e n s e .
Student: Where does one draw the line between First Source
and other life forms?
T e a c h e r : H o w d o y o u m e a n t h is ?
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Student: And each of these rings of life draws their identity
f r o m F ir s t S o u r c e ?
Teacher: Yes.
Student: How?
T e a c h e r : T h e f iv e r in g s o f lif e a r e d is t in c t f o r m s o f
consciousness. In the formless state, each ring of life is
a w a r e o f it s u n it y , p u r p o s e , a n d in h e r e n t k in s h ip w it h t h e
o t h e r s . I n t h e p h y s i c a l r e a lm s , w h e r e c o n s c i o u s n e s s i s
e x p r e s s e d t h r o u g h a d im e n s ion a lly f o c u s e d s o u l - c a r r i e r , t h e y
h a v e a d im in is h e d a w a r e n e s s o f t h is c o n n e c t ion . T h u s , t h e y
a r e b o t h s e p a r a t e a n d u n i f i e d , d ep e n d in g u p o n w h ic h s t r a t a o f
consciousness the entity is focused.
T e a c h e r : N o o n e w it h in t h e C e n t r a l R a c e p r e t e n d s t o k n o w t h e
degree in which the Archetypes of First Source have a
d i m i n i s h e d c a p a c i t y t o r e c a l l t he ir S o u r c e v ib r a t ion . H o w e v e r ,
t h o s e w it h in t h e C e n t r a l R a c e a r e w e l l a w a r e o f h o w t h e s o u l
c a r r i e r s o f t h r e e - d i m e n s i o n a l s ub s t a n c e , c r e a t e t h e c o n d it ion
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of separation in which divine recall is reduced to such a
d e g r e e t h a t t h e e n t it y r e g a r d s its e lf a s s e p a r a t e f r o m F ir s t
Sou r ce, an d t h eref ore it s capabilit ies.
T e a c h e r : I f y o u b e liev e y o u a r e a n a n t , h o w d o y o u b e h a v e
d if f e r e n t ly t h a n a n e a g le ?
S t u d e n t : B u t a n a n t is n o t a n e a g le .
T e a c h e r : B u t t h e W h o l e n e s s N a v i g a t o r is F ir s t S o u r c e . I f t h e
a n t w e r e a n e a g l e , i n e v e ry r e s p e c t e x c e p t f o r m , b u t
associat ed it s capabilit ies w it h t h at of an an t , t h e eagle w ou ld
slow ly loose it s abilit y t o f ly , it ’ s en t ire ph y s ical body , min d ,
and emotional make-up would change. Its soul carrier would
lit erally dev olv e.
S t u d e n t : T h e n t h e g o a l i s t o a w a k e n t h i s S o u r c e v ib r a t i o n a n d
b e g i n t o r e - a s s o c i a t e w it h it s d iv in it y – t h is is w h a t c a u s e s
t h e h u m a n in s t r u m e n t t o e v o lv e in t h e d ir e c t ion o f t h e
Wholeness Navigator?
S t u d e n t : D r y w o o d , k in d lin g a n d a lot o f w o r k g e n e r a t in g
s u f f ic ie n t h e a t t o c o m b u s t t h e k in d lin g .
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Student: I suppose the kindling.
T e a c h e r : C a n y o u s t a r t a f ir e w it h o u t a n y o f t h e e le m e n t s ?
Student: No.
S t u d e n t : W e ll, I c o u ld s t a r t a f ir e w it h t h e k in d lin g , b u t
w it h o u t t h e d r y w o o d , it w o n ’ t las t v e r y lon g .
Student: Yes.
S t u d e n t : P r o b a b ly n o t .
T e a c h e r : I m ig h t n o t e v e n k n o w , if s o m e o n e w e r e t o g i v e m e
all of these items, that their purpose was to create a fire.
Correct?
Student: Correct.
Student: Yes.
T e a c h e r : A n d w h a t if I d id n ’ t s e e t h e n e e d f o r a f ir e ?
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Teacher: Yes. Desire and purpose is critical.
S t u d e n t : I u n d e r s t a n d , c o n d it ion s m u s t b e r ig h t .
Student: Yes, but where are you going with this? I don’t
u n d e r s t a n d h o w t h is a p p lies t o m y q u e s t io n a b o u t w h a t c a u s e s
the Wholeness Navigator to evolve?
T e a c h e r : T h a t ’ s m y p o in t . Y o u c a n n o t .
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T e a c h e r : N o , n o t w it h a n y d e g r e e o f a c c u r a c y . E v o lu t ion a r y
circuits are dependent on complex systems, and these
s y s t e m s a r e s o v a s t a n d m u l ti f a c e t e d t h a t w o r d s – w h e n
applied to depict them – only serve to bring focus on one
e l e m e n t a n d t h i s e l e m e n t i s n ev er – in it self – pow erf u l
en ou gh t o cat a ly z e or mobiliz e t h e ev olu t ion a ry pat h .
S t u d e n t : I ’ d lis t e n t o t h e m . I ’ d a s k t h e m f o r d ir e c t ion s a n d
gu idan ce. I’ d f ollow as closely b e h in d t h e m a s I c o u ld .
T e a c h e r : E v e n if t h e y led y o u t o a c lif f a n d j u m p e d o f f .
T e a c h e r : W h at if t h ey d id n ’ t k n ow y o u w e r e f o llow in g a n d t h e y
h a d capabilit ies t h at y ou did n ot ? In t h is ex ample, t h ey cou ld
f ly , b u t y o u c o u ld n o t .
S t u d e n t : I g u e s s I w o u l d h a v e m ad e a t e rri b l e m i s t a ke i n
following them, and I’d die as a result.
T e a c h e r : S o y o u r f r ien d ’ s j u d g m e n t , e v e n t h o u g h it w a s
in f a llible f or h erself , led t o y ou r ow n dest ru ct ion .
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Student: Yes.
S t u d e n t : M y s e lf .
T e a c h e r : So w h at do y ou t h in k is t h e mobiliz in g f a ct or f or
o n e ’ s e v o l u t i o n a r y p a t h t o W h o le n e s s a n d u n it y ?
S t u d e n t : Y o u m e a n if I c o u ld s u m it u p in a s in g le c o n c e p t –
d e s p i t e t h e f a c t y o u s h o w e d m e earlier t h at it cou ldn ’ t be
done?
T e a c h e r : Y o u ’ r e lea r n in g v e r y w e ll.
S t u d e n t : I t w o u ld b e t o t r u s t m y s e lf .
T e a c h e r : W h a t p a r t o f y o u r s e lf ?
S t u d e n t : T h e s o u l.
T e a c h e r : A n d n o t t h e c a r r ie r ?
S t u d e n t : O k a y , I w o u ld n e e d t o t r u s t t h e w h o le o f m e .
T e a c h e r : T r u s t t h e p a r t s a n d t h e w h o le . T r u s t t h e c o n n e c t ion
o f t h e s e t o F ir s t S o u r c e . T r u s t t h e G o d - F r a g m e n t t h a t
orch est r at es all of t h is complex it y in t o coh eren t ex perien ce
a n d k n o w l e d g e t h a t a s s u r e s t h e r e c o llec t ion o f y o u r d iv in it y .
T r u s t t h e e v o lu t ion a r y p r o c e s s d e f i n e d b y F i r st S o u r c e . T r u s t
each of these above the external voices that meet you, no
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mat t er h ow in f a llible t h ey may appear t o be. T r u s t y ou r self -
k n ow in g an d it s abilit y t o gu ide y ou in t h e ascen d in g spiral of
your journey.
T e a c h e r : A r e w e n o t a ll s t u d e n t s ?
Student: But there are those who know more than me. I don’t
f e e l lik e I k n o w t h a t m u c h t o t r u s t m y s e lf . H o w c a n I
overcome this self-doubt?
T e a c h e r : I t is n o t s o m e t h in g t o o v e r c o m e . I f it w e r e , w o u ld
y o u t h e n r e q u ir e t r u s t ?
T e a c h e r : T h e n e e d s t h a t y o u h a v e w h ic h f u e l y o u r e v o lu t ion
a s a S o v e r e i g n I n t e g r a l . I f y ou a r e h u n g r y , y o u r s t o m a c h w i l l
remin d y ou . If y ou are t ired, y ou w ill y a w n an d y ou r ey elids
w ill become u n b earably h eav y . Wh at is t h e equ iv a len t f or y ou r
e v o lu t ion a s a S o v e r e ig n I n t e g r a l?
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T e a c h e r : W h a t c a u s e s y o u t o s e a rc h f o r y o u r h ig h e r s e lf ?
S t u d e n t : I c a n t e ll b y y o u r q u e s t io n t h a t I a n s w e r e d w r o n g .
Wh at is it t h en ?
Teacher: Of course.
T e a c h e r : Y o u h a v e n ’ t in v e n t e d t h e m y e t ?
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S t u d e n t : I t h o u g h t y o u m ig h t k n o w s o m e t h a t y o u c o u ld
share.
S t u d e n t : H o w d id y o u c r e a t e y o u r o w n t e c h n iq u e s ?
T e a c h e r : I f y o u w a n t t o e s t a b lis h a r e lat io n s h ip w it h s o m e o n e
t h a t y o u w a n t t o k n o w , w h a t a r e s o m e o f t h e t h in g s y o u d o ?
S t u d e n t : I m ig h t in v it e t h e m f o r a c o n v e r s a t io n o v e r t e a , o r
possibly w r it e t h em an in t r odu c t ory let t er describin g my w ish
to meet them.
T e a c h e r : T h en t h is is t h e problem.
Student: What?
T e a c h e r : D o y o u t h i n k i t ’ s p o s s i b le t o b e r e j e c t e d b y t h e
d iv in e in s t r u m e n t s o f F ir s t S o u r c e ?
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S t u d e n t : I n e v e r t h o u g h t a b o u t it b e f o r e . M a y b e ?
T e a c h e r : I t is n o t . T h e d iv in e in s t r u m e n t s o f F ir s t S o u r c e a r e
e v e r v i g i l a n t f o r s i n c e r e p r a y e rs , a n d n e v e r r e j e c t t h e o f f e r t o
e x t e n d t h e i r p r e s e n c e w i t h i n t h e h u m a n in s t r u m e n t o f a n
e n t it y t h a t d e s ir e s t o a s c e n d i n c o n s c i o u s n e s s . T h i s i s a n
immutable law of the universe.
S t u d e n t : I s t h e r e a b e t t e r w a y t o e x t e n d t h is in v it a t io n t h a n
simply ask in g in pray er?
S t u d e n t : W h y w o u ld t h e W h o le n e s s N a v ig a t o r , o r a n y d iv in e
instrument of First Source, care?
T e a c h e r : W h y d o y o u c a r e if t h e f o o d y o u e a t is s e r v e d o n a
clean plate or a dirty floor?
S t u d e n t : I d o n ’ t u n d e r s t a n d t h e c o m p a r is o n .
T e a c h e r : T h e h u m a n in s t r u m e n t is a v e s s e l o r s o u l c a r r i e r .
U p o n y o u r p la n e t , it h o u s e s t he p u r e a n d p e r f e c t i n s t r u m e n t
o f F ir s t S o u r c e : t h e W h o le n e s s N a v ig a t o r . I f t h e h u m a n
in s t r u m e n t is imp u r e w it h t h o u g h t s o f m a t e r ia lit y , m o t iv a t io n s
o f s e l f - a g g r a n d i z e m e n t , o r a c t io n s o f h a t r e d , i t m a k e s t h e
s o u l c a r r i e r l e s s r e c e p t i v e t o t he v i b r a t i o n s o f t h e W h o l e n e s s
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N a v i g a t o r . I n s o m e c a s e s , t he W h o l e n e s s N a v i g a t o r , i f i t
en t ers in t o su ch a v essel an d of f ers it s capabilit ies, t h ese
v ery capabilit ies are corru pt ed f or self ish pu rposes.
S t u d e n t : S o t h e W h o l e n e s s N a v i g at o r d o e s n o t w a n t it s
capabilit ies t o become con t amin at ed by an impu re sou l
carrier?
S t u d e n t : I u n d e r s t a n d . I t h in k I n e e d s o m e t im e t o s o r t a ll o f
t h is ou t . T h an k y ou f or sh arin g y ou r perspect iv e an d h elpin g
m e w it h m y u n d e r s t a n d in g .
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LYRICUS DISCOURSE
The Nature of Knowledge
T e a ch e r: N o.
Studen t: Wh y t h en a r e t he re s o m e w ho s e em b l e s s ed w it h t he
kn ow ledge of God, and some that seem complet ely ign orant of
h is p r es en c e and valu e? Su rely th os e wh o a r e en lig ht en ed
d i s c ov e r ed a t e chn iq u e t o s ec u r e t h e i r k n ow l ed ge .
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Studen t: I f th e re is n o t ech n iq u e or t ea ch e r, th en w hy does
all of t h is ex ist? Why do you, my t each er, sit bef ore me? Or
why are th ere books and learn ed masters h ere, in th is
in st ru ct ion al set t ing? Are y ou t ellin g me th ey’ re all w orth less?
Studen t: Y ou ’re t alk ing ab out w eap ons of mass d est ru ct ion ?
T e a ch e r: Y e s.
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T e a ch e r: Is th e know ledge of mass dest ru ct ion th e opposit e of
th e kn ow ledge of mass en light en men t?
T e a ch e r: H o w w ou ld y ou ch oos e t o w i eld y ou r p ow e r?
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Studen t: I w ou ld try t o t each th em h ow to beh av e properly so
th ey w ou ld learn t o liv e harmon iou s ly .
T e a ch e r: I s ee . So y ou w o u ld d iv id e y ou r c it iz ens in to tw o
g r ou ps ?
T e a ch e r: A nd if th e w a r r in g an d c ru e l cit iz en s u ltim a t e ly ha d
ch ildren th at desired t o liv e in harmony , wh at wou ld h a ppen
th en?
Studen t: T h e y w ou ld on ly n ee d t o a s k a n d t h ey c ou l d r e j oi n
t h e s oc i e t y .
Studen t: Y e s.
T e a ch e r: A nd if th ey d idn ’t?
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T e a ch e r: A nd what w ou ld b e th e resu lt if on e of th es e n ew
citizens mu rdered someon e within y ou r en lig ht ened s oc iety?
Studen t: Th e y w ou ld b e e x p el l e d an d pun i sh e d.
T e a ch e r: N ot en light en ed?
Studen t: I w ou ld as su m e t h ey w er e not a b le t o b e
e n l i g h t ene d .
T e a ch e r: Th e n y ou r p ow er t o d e st r oy w a s n o t p erf e ct e i t h er .
Studen t: Y e s.
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T e a ch e r: D o y ou und e r st and th a t h av ing th e p ower t o
e n l i g h t en o r d e st r oy is a t y pe of p ow er t h a t mos t p eo p l e
consign to God?
Studen t: Y e s.
Studen t: Why?
T e a ch e r: I t ’s th e on ly k now led g e y ou c an h av e.
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Studen t: Wou ld it w ork th e same w ay for en light enmen t? In
oth er w ord s, wou ld I b e ab le to en light en w it h a simple
th ou ght ?
T e a ch e r: Y e s.
Studen t: O k ay.
T e a ch e r: H o w m any t im es a da y d o y ou h av e a n a ng ry th ou ght
and a thou ght to en lighten someon e?
T e a ch e r: O n a b ad d a y?
Studen t: M ay b e th re e o r f ou r.
T e a ch e r: P r ecisely.
T e a ch e r: Y e s.
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T e a ch e r: N o.
Studen t: Why?
T e a ch e r: C o rr ect .
Studen t: In wh at way?
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Studen t: I mean that I kn ow th e gen eral direct ion or int ent ion
of God’s w ill.
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Studen t: I h av e the sense th at y ou’ re suggest in g th at if I
un d erst and wh at the creator d es ires f rom h is creat ion , I
w ou ld also un d erstand a k ey c omp on ent of t he kn ow led ge of
G o d . In oth e r w o rd s, in o rd e r t o h a v e t h e k n ow l ed g e of G od , I
must kn ow wh at God wants f r om me, wh at h e desired me to
b e c o me.
T e a ch e r: A nd w ha t d o y ou t h ink God w a nt s y ou to b ec o m e?
Studen t: L ib e r at e d.
T e a ch e r: F r om limitat ion ?
T e a ch e r: F irst Sou rce desires that y ou liv e w ith out limit at ion,
b u t c rea t es a s ou l ca r ri e r a nd a s et t i ng f o r t hat soul c a rr i e r t o
liv e w ith in th at is root ed in limit at ion. Why do thin k it is th e
w ill of God th at y ou sh rug off y ou r limit at ion s?
T e a ch e r: W hy w ou ld y ou r C re a t o r c r e at e y ou, s et y ou in a
sou l carrier th at was boun d t o a reality of limitat ion ,
c on st ru ct a n e la b ora t e u n iv e rs e s ch oo l t o e duc a te y ou , and
c ommiss ion a vast array of in st ru ct ors, on ly t o en able y ou t o
p ass int o N ir v ana or a b liss ful st a t e?
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Studen t: I don’t kno w. Th at’s in p a rt wh at I ’ m t ry ing t o
un derst and.
T e a ch e r: A r e y ou s u r e?
Studen t: B ut I d on ’t kn ow t he an sw er .
W e m o ve f r o m n e igh bo rh o o ds t o c it ie s, t o s t at es , t o na t io ns ,
t o c ont in ent s, t o h em is ph e r es, t o p la n et s, t o s o lar sys t ems, t o
galax ies, t o local un iv erses, t o su perun iv ers es , t o th e Gr an d
Mu lt iv erse – t he all- encompassin g st ru ctu r e of ou r collect iv e
un ity .
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Studen t: Ok ay, s o th is is th e r eas on ? T o s imp ly b e ab le to
h old t h e per s p ec t iv e of wh at is b est for th e Gra nd Mu lt iv ers e?
How can I ev er kn ow suc h a th in g?
T e a ch e r: Y ou cann ot .
Studen t: S o a g a in , I ’ m f ru s t ra t e d in ign o ra n c e. T h i s s e e ms t o
be th e theme of spirit u a l mat t ers.
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s ust ain er of th e W holen ess Nav ig at o r bef o r e y ou u n d er st an d
y ou r in most spirit.
Y ou h a v e i n t u i t ed t h e u n d i v id e d p ro c es s b ec au se i t i s st or e d
w ith in y ou, bu t if you st ret ch th e reach of y ou r un derst an din g
it is becau s e y ou seek t o know t h e stars bef ore you kn ow th e
p la n et u po n wh ich y ou st an d. An d I ask y ou, w ha t g oo d is th e
kn ow ledge of th e st ars wh en your home is misunderst ood?
T e a ch e r: No, I’m saying the know ledge of God that you seek
is cont ained in ev ery st ep of the undiv ided process. It is not
realiz ed in some sudden, elusiv e rev elat ory ex perien ce at th e
e n d of y ou r j ou rn ey . It is found in every st ep alon g t h e w ay.
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w orlds. Wh en y ou un derst an d th ese conn ect ion s, th ey w ill
g u ide y ou to y ou r un d er st an din g of th e s ou l w ithin y ou.
T e a ch e r: Y e s.
Studen t: S o h ow do I? Is it th e ch ak ra s th at a re k e y?
What weaves together the physic al body with the non-ph ysical
b od i es i s w h at w e ref e r t o a s t he p hant o m core .
T e a ch e r: Th e ph an tom c o r e is n ot c omp o s ed o f a ny th in g
material. It is like a shadow of s ou l c on sc i ou sn es s t h a t can
mov e betw een th e realms of th e hu man inst rument .
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T e a ch e r: It reports ev erything in extraordinary terms.
It is th rough th is aw ar en es s th a t s ou l ex p er iences th e na tu r a l
w orld of limit at ion an d separat ion, drawin g in t he ex periences
th at h elp it t o bu ild appreciation f or the Grand Mu lt iv erse th at
is t h e garment of First Sou r ce.
Studen t: Y ou, f o r on e.
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it cryst alliz es in y our min d a clearer pictu r e of its design an d
purpos e.
Studen t: B ut it s e ems th at I n e e d t o p la c e m o r e t im e in
u n d er st an d i n g t h i s p h a n t om c o r e. Wh at d o y ou rec o m m en d I
learn in th is regard?
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g e n et ic min d. R e m em b e r tha t the p hant om cor e is th e sh ad ow
of the soul and operates seamlessly betw een th e f olds of th e
hu man inst ru ment. It is th e f irst perceiv er and t r an smitter of
th e experien ce th at con su mes th e hu man inst rument of a
specif ic indiv idu ality . It is the cont inu it y of th e un div ided
process wit h in th e mat erial realms, while th e sou l is th e
con t inu ity of th e u ndiv ided process w ith in th e n on- phy s ical
realms.
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T e a ch e r: Th e t r ansfo r m at io n is of t he in d iv idu a l p e r s ona lit y –
th e God-fragment th at sojou rn s in both th e w orlds of t ime and
n on- t im e, an d is d ev ot e d t o th e On e P la n t ha t emb r ac e s all
f orms, person alit ies, and opin ion s th erein . T h is p er s ona lit y is
th e id ent it y th at end ur es t h e s ha p e sh ift ing of f orms an d the
c e a s e les s c hu rn in g o f t im e t o b ec o m e a c on s c i ous ext en s i on of
th e On e Plan .
T e a ch e r: I ga v e y ou w h a t i s a v a i l a b l e t o b e g iv en . W o rd s
th ems elv es ar e an ab st r ac t ion, a r e th ey n ot?
T e a ch e r: Th e r e m ay b e s om e w h o w o u ld g l a d l y sh a r e t h e i r
r e s e a rch a n d f in d ing s. I w o u ld enc ou r ag e y ou t o c o l l a b o r at e
w ith y ou r f ellow students. It is a v ery us efu l p r act ic e.
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are su b- lay ers, ju st as th e skin of t h e hu man body is dif f erent
th an th e n erv ou s sy st em, wh ich is diff erent th an th e sk elet al
s t ruc t u re .
Th e conn ect ion s betw een th ese lay ers or st rat a of th e hu man
in st ru ment , wh ich nu mber 24 primary sy st ems, each originat e
f r o m t h e W h o l e n ess N av i g at o r . In other word s, these threads
h av e a c om m on g r oun d and sp ir a l out touc h in g ea ch o f th e 24
primary sy st ems, bin d ing th em t ogeth er in a h olist ic syst em.
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T e a ch e r: It is th e vessel of th e tran scen d ent sou l. Wh en y ou
see a vessel of beauty, do you w on d er wh at is ins id e it ?
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Studen t: B ut if y ou g av e m e in f or m at ion a bo ut th e 2 4 s tra t a,
w ou ldn’ t it h elp me in my studies?
Studen t: I un derstand.
Studen t: D id I g et it righ t?
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T e a ch e r: Th e y c an b e p o l a r op p os i t es .
Studen t: Y e s.
T e a ch e r: Y e s.
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Studen t: I gu ess the real qu est ion is wh at kn ow ledge is
requ ired in order t o constru ct my ow n tec hn iqu es for g a in in g
th e aw aren ess of my ow n, mu lt i- lay ered self?
T e a ch e r: I t d o es and it i s.
Studen t: I a m g r ate f u l .
T e a ch e r: Y ou a r e mos t w e lc ome .
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LYRICUS DISCOURSE
Universe Relationship
Teacher: And so you desire to experience the Wholeness Navigator. Have you
decided how?
Student: This is why I wanted to meet with you. I thought you could instruct me
on a method or technique to achieve this.
Teacher: If I could do this, wouldn’t all that exists here (the ashram) be obsolete?
Wouldn’t all of your education fall to yourself? Wouldn’t all of your connection to
people erode into an existential journey of self-knowledge?
Teacher: You have assembled the inner and outer knowledge like a bridge
without a middle, and the missing middle section is your experience of that which
confirms that the two ends do indeed join; that there is cohesion between these
worlds; that the bridge has function. Yes?
Student: Yes.
Teacher: If you found this middle section within your experience, your bridge
would be built and you could pass between the inner and outer worlds
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unencumbered and independent. You would desire to then teach others how to
build their own bridges. Yes?
Student: Exactly.
Teacher: Do you think any of the teachers that have lived on earth have built this
bridge and not shared it with others?
Student: No.
Teacher: Then where is this technique you speak of? Is it hidden so well that
none of the world’s finest teachers can articulate it into a sensible methodology?
Student: Are you saying that none have built this bridge?
Teacher: No. I’m saying that none have wanted to build this bridge.
Teacher: It cannot be built anymore than you can build something that is already
built.
Teacher: Can you build this rock? (I was holding a rock I had gathered from the
ground.)
Student: Okay… I understand this in concept, but if you’ve never experienced it,
what good is it if it’s built?
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Student: In what way exactly?
Teacher: Do you see what’s present more than you see what’s missing?
Teacher: You have knowledge and discipline. You have intuition and insight. You
have initiative and cunning. You have power of will and persistence. Are these
more important to you than the missing conscious experience of the Wholeness
Navigator?
Student: I believe that when I have the experience of the Wholeness Navigator, it
will supercede these other things, or it will put them in some kind of collective
order and I will be a better person and therefore a better teacher because of it.
Teacher: But if you cannot build something, how do you teach its construction?
Student: But then you’re saying that I already have this experience and so does
everyone else; it’s just that we don’t know it. And again, I realize this in concept,
but it seems like some do have this experience.
Teacher: No, I’m conscious of us. I’m conscious of wherever and whatever I turn
my attention to. I cannot turn my attention to the Wholeness Navigator because it
is of an energetic frequency that is out of the range of the senses of this body and
mind.
Teacher: Correct.
Teacher: Your desire is natural and well founded; it is just that it will not
culminate in the experience you hope for.
Student: Then why do I feel like something vital is missing? Why do I have this
nagging belief that my unanswered questions hold me back from my rightful path?
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Teacher: As I said before, your attention shifts to what is missing because you
have invited the impossible into your world and idealized what others before you
achieved in the sharing of their knowledge. You believe that great knowledge can
only come from the experience of the unknown, hidden worlds in which the human
soul lives, and without this experience you are unable to fulfill your promise.
Student: But many of the greatest teachers shared their vision of these inner
worlds and dimensions of which the Wholeness Navigator is a part. If I cannot
explore these worlds as they, how can I hope to expand the consciousness of my
time?
Teacher: I will share a secret with you. It is not something I do with satisfaction
but rather a sense of duty. The accounts of the other worlds are clothed in the
very same fabric as dreams. The mystics, saints, and even some of the greatest
teachers of the human species lived in bodies with the same limited range of
perception as you and I. Their sometimes-spectacular accounts of other
dimensions and planes of existence were subjective, non-replicable lucid dreams
that were retold as objective worlds of splendor.
Student: Are you saying that the accounts of mysticism are fabrications?
Teacher: Some are. Some are misinterpretations of lucid dreams. Some are
encounters with the meta-dimensional worlds of the future multiverse. Some are
encounters with off-planetary beings. Some are planned deceptions. The point I’m
making is that those who speak loudest of their experiences of the human soul
and the worlds in which it resides are often seeking to describe their own glory
more than an objective reality.
Teacher: I told you that I take no satisfaction in this. Nor am I trying to discredit
any teacher. Let me describe it this way. If I discovered a place upon earth that no
one else had ever come upon, and I made a map with coordinates of this
discovery, I would be able to explain to anyone who can read a map how to find
this same place. I could also lead people to it based on my experience.
Why then are there no maps of the inner worlds? And before you answer,
remember that while there are maps, they are not consistent in scale or measure,
and thus, they do not describe the same inner geography.
Student: I agree there is incongruity about the structure of the multiverse, but
this doesn’t necessarily mean that it doesn’t exist.
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Teacher: I’m not suggesting that it doesn’t exist. There is no map! There are no
cartographers of these worlds because these worlds are infinite in scope. How do
you map the infinities of First Source? With paper and pen? How do you reduce the
extraordinary vision of our collective Creator to words and methodologies?
Student: Are you saying it’s all impossible – this desire to experience the inner
dimensions of my being?
Teacher: The best teachers allow for the possibility, and at the same time never
consider it missing in their lives. The fascination of phenomenon is replaced with
the consent of the real qualities of the human spirit to shine through their
countenance, words, and deeds, and to do so with their unique personality intact.
Student: How then can the consciousness evolve if every generation teaches
nothing new about the inner worlds? Or worse yet, only adds to the confusion of
how these worlds operate within our consciousness?
Student: Exactly what I wanted to get to. This is precisely what I want to teach,
but if I myself have no experience of this super-consciousness, how can I help
others to evolve their appreciation?
Teacher: You have been asking for help to experience something that cannot be
experienced, instead of choosing to tell the universe what you want to appreciate.
Teacher: The universe responds to your directives, not your questions, hopes,
and prayers. If you choose to define your future by telling the universe what you
desire to experience and appreciate, and you hold these thoughts in your mind
with fierce persistence, the universe – by its own design – will respond
accordingly. If, on the other hand, you ask questions and pray for answers, the
universe will respond with a deafening silence because you have not given it
direction.
Student: This is the co-creative process you speak of, and I understand the
principles of this, but how does it relate to my desire to expand my understanding
of consciousness and teach this understanding to others?
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Teacher: Desire is not a directive. Simply desiring to achieve something does not
engage the universe; it engages your personal power and applies your will to
achieve a goal. Praying, as it was originally intended, held two complementary
purposes: To demonstrate to the universe that an individual made choices
regarding their destiny, and expressing gratitude to the universe for its unfailing
support.
Student: Given what you’ve said, I assume it doesn’t make sense to make a
directive to the universe that I want it to bring me the personal experience of the
Wholeness Navigator?
Teacher: You can make any directive you select. The universe is not obligated to
respond, it simply does. By your selection the universe knows you. You are
revealed in this simple act, and through this intimacy, the universe will respond in
kind and reveal itself.
If you direct the universe to bring you the experience of the Wholeness Navigator,
it will bring you this experience, but you will not have consciousness recollection
because, as I’ve said before, the signature vibration of the Wholeness Navigator is
not perceptible to the human senses or mind. There is no method to capture the
experience – the mind is like a camera, but the senses – the film – are not
present.
Student: So the universe responds according to the directive, but I may think it
wasn’t listening because I don’t recall the experience?
Teacher: Each individual is a creator of his or her wisdom path. As such, they
must create the priority and structure of their path on their own. They may tap
resources like teachers or books, but the creation of the path is their own,
regardless of the external circumstances such as religious conformity. Once this is
understood and internalized, it becomes the foundation from which you operate.
This is one’s spiritual duty, and it is the first step on the path of co-creation with
the universe.
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The second step upon this path is the informed assignment of priority. There is a
sequence to all directions – an order in which they build to an end goal or
achievement.
Teacher: When you have a goal to comprehend your identity – not only as a
human being but also as a spirit-fragment of First Source, you must break your
goal into component building blocks, and see the order within the process.
Underlying this order is the fluidity that provides for rapid transformation and
adaptation. Once this is defined you direct the universe to respond to this plan by
the simple and persistent act of defining and, most importantly, re-defining it. The
thought uppermost in your mind is that the universe is “eavesdropping” on your
plans, and shifting or re-arranging your material, emotional, mental, and spiritual
environments in direct response to its observations. It does this without regard to
what you would call your worthiness. It does this because it is its nature.
Teacher: You will most likely be frustrated or unsatisfied by the events that
unfold.
Teacher: If someone plans to begin their teaching profession before they have
adequately trained as a student, and the universe responds in kind by providing
them students, they may perpetuate their own misunderstandings upon those they
teach. This is a common example for would-be teachers of the spiritual arts.
Student: But what you said earlier, about defining your plan and its order, if you
truly did this properly would you not avoid the ill-conceived plan?
Teacher: The universe watches faithfully your every movement and emotional
connection to your goal. The ability to avoid the ill-conceived plan rests mostly in
the discovery of your original voice – sorted out from the thousands of voices that
have influenced you – and to allow this voice to define and direct your approach to
your divinity. It is this voice and the judgment and insight behind it that places
you and retains you in the security of the universe.
Student: But there are so many more insightful than I. Why would I listen to my
own voice amidst those of my teachers?
Teacher: Do you listen to your teachers, or do you compare their words with what
resonates with what you sense is true?
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Student: To be candid, I compare their words with my own sense of truth.
Student: In a way, I suppose. But I use my voice as a ruler, measuring the words
of my teachers with my intuition or… or some related faculty. I don’t originate the
thought or idea – I simply evaluate it.
Teacher: And why do you do this? Why do you assign yourself the diminished role
of measuring and analyzing instead of creating and invention?
Teacher: But you just agreed that you have experience in evaluating the
substance of your instruction – that you can perceive the truth and value of an
instruction, principle, or suggestion.
Student: Yes, but it is one thing to have the knowledge and skill of evaluation,
and quite another to be able to invent or perceive the knowledge of truth within
oneself.
Teacher: Why?
Teacher: The knowledge that will transform you derives from your personal
experience of two fundamental phenomena: the Light and Sound vibrations of First
Source.
Student: Exactly, and how to achieve this experiential knowledge of the Light and
Sound requires expert instruction – the kind that only the highest spiritual teacher
can supply.
Student: I came here, to this ashram, to learn how to experience the Light and
Sound of First Source so I can bring this knowledge to others.
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Student: Perhaps this is the way the Universe would respond to my directive, to
bring me a teacher who can show me the way.
Teacher: The Universe and you are the teacher. Together you are the active,
unswerving, tireless, ceaseless, on-demand pathway that can provide the direct
experience. Or, you can wait for the Universe to send you messengers clothed in
human form who are less active, direct, energized, responsive and enduring – if
that is your choice… your directive.
Teacher: Add responsibility and acceptance of your capacity to partner with the
Universe, and you have properly evaluated my instruction.
Student: But I feel as if you’re suggesting that teachers do not serve a role in this
process. Is this true?
Teacher: Everyone upon your life-path will serve a role in this – teachers
included. The Universe will arrange the right words, the rights sounds, the right
light, the right meaning to enter your life-path, and these will come through
nature, humans, animals, technology, and combinations thereof. The process, the
Universe, and you are inseparable when properly directed.
Teacher: It is the one relationship you will have that is responsive to the
impressions of your thoughts and the expressions of your heart. You can direct it
and it will respond.
Teacher: To feel in union and harmony with the Universe. To truly feel that the
Universe flows through you and in doing so creates the life-path upon which you
walk. To trust this life-path, knowing it is a co-creation between you and the
Universe, and to demonstrate this trust in matters small and large. Assuming all of
these foundations are in place, then it is merely articulating the highest possible
expression of your deepest heart.
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and soul, and it is to these yearnings that the Universe is most attuned to hear
and respond to.
Student: But doesn’t the Universe also respond to our thoughts and prayers?
Teacher: There are those who will tell you that you can ask the Universe for
abundance, health, good relations, new job and anything else your mind desires,
and it will respond to your wishes. The Universe is neutral to your material status
within the worlds of form. How successful you are as a human being – measured
by the system of men – is not the concern of the Universe, it is the concern of the
socially trained mind and ego.
Student: But there are practical implications of this partnership with the Universe
isn’t there?
Teacher: If your highest aspirations from the deepest part of you are being
supported by the Universe, you are more likely to succeed in your material quest
for prosperity and right relations – for the two are related, are they not?
Student: Yes.
Teacher: However, those of power devise the system within the worlds of form,
and it is this power that dictates the definition of prosperity. The Universe is not
involved in these matters, it is humans in power who define such things, and the
Universe is not aligned to these definitions.
Student: The petitions of human prosperity and practical survival, and the
aspirations of my highest self.
Student: I think I understand your counsel. Thank you for your advice.
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LYRICUS DISCOURSE
The Interface Zone
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T e a ch e r: I sn ’t wor ry th e s ourc e of y ou r d ist r act ion ?
Studen t: Y e s.
Studen t: I sup p os e.
Studen t: I d o n ’ t t h ink s o.
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T e a ch e r: F ear, an d all th e so- c alled n egat iv e emot ions, can
represent dist ract ion s, but they are cataly st s and inst igators
of act ion ju st as w ell. Ar e th ey n ot?
T e a ch e r: A n d h ow d o e s a sp ir i t u a l p ers on b eh av e ?
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T e a ch e r: Y e s. It is a s ig n if i c ant p a rt of w h a t en er g i z es y ou r
reaction to fear and distractions. It is a form of self - ju dgment
t h a t d e f in e s y ou r r es p ons e t o t h e ex t e rn a l w o r l d. As y ou c li n g
t o th e ima g e an d beh av io r of w h a t y ou b e liev e def in es a
spiritu a l person, so do y ou adju dicat e you r comparat iv e
perf ormance, and in th is regard, y ou w ill depen dably f a ll
s h or t .
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Studen t: Y es, an d I agree, but st ill spir it ual behav ior is not
ab ou t anger, h atred, an d greed . Y ou agree w ith th is much
d on ’ t y ou ?
T e a ch e r: Th e in t er fa c e z on e is th e a spec t of your
c on sc iousn ess th at in t eract s w ith th e sp ec ies w ith w h ic h you
share a common biology. It is ph ysically con tained in y ou r
DN A, wh ich acts as a n ode w ith in a vast n etw ork that is
u lt im at e ly c onn ec t ed t o F irs t S o ur c e.
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Studen t: Y ou ’r e s ay ing th at I can c o mmun ic at e w ith ev e ry on e
wh o is human?
T e a ch e r: Y e s.
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T e a ch e r: Th e Int erfac e Zon e is t h e equiv a lent of a computer
n od e and it requ ires s of tware an d act iv at ion in ord er t o
access the network.
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T e a ch e r: Th ou ght s are th e on ly real form of pollu t ion t o th e
hu man species. Beyond pu rely in st in ctu a l expression ,
th ou ght s assemble lan gu age and language assembles
b e h a v i o r. Th i s b eh av i o r c an be d est ru cti v e t o t h e g en et i c m i n d
of th e s p ec ies an d can p lac e sev ere limit at ions on its capacit y
to discern the soul from the soul carrier.
T e a ch e r: Y e s.
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b e c au s e ac c es s t o t h e g en et i c m in d i s e s s en t i a l t o t h i s
discovery, as is the extra- sensory commun icat ion betw een
th os e d est in ed t o as s emb le th e d isc overy’ s c omp on ent part s
a n d p i e c e t o g et h e r t h e s ev en - f o l d puz z l e .
T e a ch e r: D o y ou wa nt t o kno w h ow t o a cc es s it b e f or e y ou
un derst and th e eff ect t h is access w ill h av e on you ?
Studen t: A g a in m y i m p a t i en ce g et s t h e b es t of me. I a m
in t erest ed in un derst an d in g wh at th is access w ill mean t o me.
P le a s e exp la in.
T e a ch e r: I n ch oos in g t o c on s c i ou s l y ac c es s t h e I n t e rf a ce
Zon e, you tap int o th e gen et ic min d w ith great er clarit y. Th is
r e su l t s in m o r e v i v id t h ou ght p ro c es s es and en h a n c e d
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in tu it ion. It also improv es ext r a- sensory percept ions th at
en able remot e h ealin g an d remot e commun icat ion.
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Studen t: Y e s.
Studen t: H o w i s t h is d on e p re c i s e l y ?
T e a ch e r: Ex act ly.
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Studen t: Th is c on cep tu al p ictu r e—v agu e as it is— is suf f icien t
f o r m e t o b e g in ?
T e a ch e r: And software?
Studen t: S o m et i m e s .
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T e a ch e r: So y ou can hav e a comput er, a conn ect ion, an d a
softw are int erf ace, and if y ou w an t t o get th e informat ion y ou
might need a password.
Studen t: It c ou ld be.
Studen t: I sup p os e n o t .
T e a ch e r: Why?
Studen t: Y e s.
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N ow, a h igh er authorit y—let’s call it God—in serts in formation
ont o th is n etw ork , but prot ects it w it h a password. Wh o do
y ou th in k God w ill prov ide th e password to?
Studen t: B u t if w e h av e t h e p a ssw o rd , w e d on ’ t u s e i t ?
T e a ch e r: W e d on ’t kn ow h ow.
Studen t: W h y ?
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that I do may the mind of many hold sway over the mind of
one.
Studen t: B u t t h e pa s sw or d i s s o m et h i n g e l s e?
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Studen t: I s ee y ou r p o int .
T e a ch e r: Th e p as sw o rd i s n o t a m ag i c w or d o r m a n t r a or
a ff ir m at ion. I t is the c onst ruc t ion, ov er t im e , of a n at t itu de
that becomes intrinsic to your charac ter. Wh en you ca n cite
th e aff irmat ion I gav e y ou and kn ow in your h eart an d min d
th a t y ou h av e t ru ly liv e d t h is for a p e r io d o f month s, p e rha p s
y ears, y ou w ill h ave th e t r ansparent access to th e gen et ic
mind that you seek.
T e a ch e r: Th e m in d o f on e is y ou . F ir st S ou rc e is n e ith e r th e
min d of on e n or the mind of ma ny. I t is th e M ind of A ll… t o
th e degree that First Source can be referred to as a mind.
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a tool useful in the discovery of the Gran d Port al. This
p a rt icu la r af f irma t ion is u s efu l in accessing this sp ecif ic pa rt
of th e genet ic mind. It is n ot reson ant w ith all aspects of th e
g e n et ic min d.
T e a ch e r: Y ou a r e mos t w e lc ome .
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LYRICUS DISCOURSE 6
Techniques of the Intuitive Intelligence
T e a ch e r: Th e v oic e of th is w or ld c an b e tr a c ed t o th e eg o-
personalit y , wh ile you r origin al v oic e wh is pers an d nu dg es
f r o m th e d e pth s of y ou r h e a rt .
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Studen t: D oes ev ery on e hav e th is in ner v oice and th e abilit y
t o e xp r ess it ?
T e a ch e r: N o.
T e a ch e r: Y e s.
Studen t: I sup p os e n o t .
T e a ch e r: S u p p os e t h at t h e c lo u d s w ou l d d i s ap p ea r , but f or
on ly on e day each y ear, an d it w as on ly on th is day th at you
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c ou l d s e e t h e v as t n e s s of t h e u n iv e rs e . D o y ou su pp os e t h e
t elescope w ou ld be in v ent ed?
Studen t: P e rh ap s…
Studen t: C an y ou ex p la in th em t o m e ?
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pumpin g blood. Th is is on ly th e su rf ace man ifest at ion of
n oth ing less than the source of your intu it iv e intelligen ce. Th e
en erget ic h eart is th e sou rce t emplat e of th e phy s ical h eart.
Studen t: I ’ ve n ev e r h e a rd o f th is b ef o re. Wh at do y ou m ea n
by the compassion freq uency of love?
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T e a ch e r: Are all forms of love th e same?
Studen t: O f c ou rs e n o t .
T e a ch e r: Y e s.
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Studen t: So th e h eart is th e mu lt iv erse inside each of u s?
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I t b eg i n s w i t h t h e com p as s i on frequ ency of th e emot ion called
f org iv en es s. Th is f req u ency ca n b e ev ok ed w ith in y our h ea r t
th rou gh th is command:
Wh ile th is inv ocat ion is being said , y ou can listen carefu lly t o
th e w ords an d allow th em t o form v isu al pict ures in y ou r
h e a rt.
Studen t: W ho is w at ch in g ou ts id e m y bod y?
T e a ch e r: Y ou a r e.
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T e a ch e r: Th e second st ep is to allow this light to sett le in. It
r e qu ir e s th at y ou per c e iv e t he lig ht as a v e ry , v er y r ef in ed
mist of y ellow - gold, suspended, y et mov ing at a lev el ben eath
percept ion. It is import an t t o sense that th is mov ement of th e
ligh t inside y ou r h ead possesses int elligence—capable of
rew iring, rew r it ing, adapt ing y ou r emotion a l h istory.
Studen t: A n d by p er f o rm i n g t h i s t echn i q u e I c an b e g in t o
clear th e “ c lou ds” of my emotion a l h istory?
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signal t o y ou r h igher brain. It is th is pot ency th at th e h igh er
brain responds to.
Studen t: In wh at way?
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Studen t: Y ou also ment ioned emot ional au th enticit y w as a k ey
element in how the brain respon ds t o th is t echn iq u e. C an y ou
expand on this?
T e a ch e r: Wh en y ou s e e a p i e c e of c l oth f ro m a d i s t a nc e of
tw en ty met ers, what dist ingu ish es it?
T e a ch e r: A nd th e su bt ly of th e d es ign?
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Studen t: Y es, but I’ m not sure I int erpret ed it th e w ay y ou
meant it.
Studen t: Everyon e?
T e a ch e r: S h ou ld any on e b e ex c lu d ed ?
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allow ed access to th e t echn iqu es th at w ou ld empow er th eir
greed, h at e, or ev il t enden cies. What y ou ’re n ow t elling me is
th at th e techn iqu es of th e intu it iv e in t elligen ce are av ailable
t o an y and all.
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T e a ch e r: On ly if y ou giv e it on e.
Studen t: T o w h a t?
Studen t: Y ou m ean t h a t I m ay b ec o m e i m p a t i en t ?
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T e a ch e r: It is more lik ely that y ou w ill be less inclin ed t o
allow th e f irst tw o st eps in this proces s to unfold organically—
in th e ir own t im e—f o r t h e pur p o s e of recast ing you r emot ion a l
h ist ory . Th is is w hy th is th ird st ep is design ed int o th e
p r o c es s.
T e a ch e r: Y e s.
Studen t: How?
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T e a ch e r: Release is a psych ological imperat ive wh en an
i n d i v i du a l a sp i r es t o ac c es s a nd exp res s t he i r i nt ui t i ve
in t elligence. Y ou r ego is adept at operat ing w ithin th e lower,
outer forces, in much the same w ay as y ou r h ea r t is a d ep t at
operat ing w ith in th e h i gher, inner forces.
Studen t: Why?
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b r i n g s t h e d es i r e s of y ou r eg o int o an int erior chamber of
y ou r qu antu m h eart. Th en, imagin e this desire for
achievement—in the form of an in- br ea th — is sus p en d ed w ith in
th is int erior ch amber by h oldin g your breath. As y ou do so,
y ou r breath is in t ermix ing w ith th e inf low of compassion th at
arises from your quantum or ene rg e t ic h e a rt . N ow , exp e l t h i s
n ew l y en er g i z ed b r ea t h b ac k t h r ou g h y ou r h e a rt ar e a , and
e a ch t im e, a s y ou exh a le, r epea t th e ph r as e: “ Leave it in the
mystery to shine of its own light .” D o th is s ix t o e ig ht t im es .
T e a ch e r: Y e s.
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Studen t: I’ m n ot su re wh at th at means.
Studen t: W h y do I ev en ne ed t o b e c ons c i ou s of t hi s ? It
seems th at th e light f lows just f in e w ith out my direct ion .
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T e a ch e r: If you could concent r at e th is grid of light —mak e it
brigh t er, more int en s e; wh at do y ou th ink th e resu lt wou ld
be?
Studen t: M o r e en e rg y?
T e a ch e r: Th is is the n at ur a l s t at e of th e h ea rt a nd th e ent ir e
hu man inst ru ment, but in the day-t o-day in t eract ion s w ith th e
th ree- dimen s ion al env ironment , th e human in st ru ment can
lose th is balance an d slip in to an incoh erent , arrhy thmic, an d
entangled state of existence.
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Studen t: What do I do?
Studen t: Y e s.
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T e a ch e r: It is n ot necessary to perform th is wh en y ou act
u po n th e o th e r th ree st ep s. Th is fou r th t echn ique can b e
perf ormed th rou gh out th e day an d on ly t ak es a matt er of
seconds. It can be perf ormed twenty times each day for the
rest of y ou r lif e. It is a techniqu e to rebalance an d replen is h
y ou r c or e h e a rt f r e qu en c ies an d t o en su r e t h ey a r e b e ing
dist ribut ed th roughout th e hu man instru ment. It act iv at es th e
inner currents.
T e a ch e r: W h en a r iv e r l o s es i t s c u r r en t w h at h ap p en s ?
T e a ch e r: C o rr ect .
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Studen t: I w ill f aithf u lly pract ice it. Th ank y ou f or sh aring th is
w ith m e.
T e a ch e r: It is my hon or.
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