Destiny Of Souls

Posted by admin_akashic on Aug 16th, 2021 in Human, Space

Specializations

Nursery Teachers

In Journey of Souls I discussed the activities of junior and senior teaching guides, and my subjects have documented the activities of their guides in this book. However, not much information has been offered about advanced souls who are brand-new teachers in training. They are called the Nursery Teachers, or caretakers of children, because the young souls they work with have not yet begun their incarnations.

Following case 26 in chapter 5, I quoted the recent memories of a very young soul on Earth who explained that once a new soul is created they are not immediately thrown into a physical incarnation. Earth is such a difficult school for training it is best that many new souls are allowed time in adjusting to planetary life as discarnates. This is illustrated by the following report from a subject:

I remember when I was a very young soul and came to Earth for the first time with a couple of friends. As spirits we floated around to check our capacity and adaptability to this place while accompanied by our teacher. We were shown how to collect the magnetic vibrations of this planet and blend them with our own. We needed to feel what it would take for us to be in physical form here.

It is my belief a large majority of my clients are inclined toward teacher training to be guides. This is because they venerate their own guides, who have such a strong influence on their current development, and wish to emulate them. Of course, a soul’s current aspirations and eventual specialization assignments may not coincide. Teachers must be good communicators. Yet a skilled communicator who is able to motivate, for example, might not have the ability to work with a soul mind trying to integrate with many human egos in all their host bodies. Nursery Teachers who work with very young souls may not choose to become guides for the general population of souls for many reasons. Working with the child soul is challenging because many young souls do not seem to be able to move on with their reincarnations and will require remedial studies. Case 28 told us something about the spiritual setting of teachers and the elementary souls, which I will expand upon in case 55.

I have to keep on my toes with advanced clients, and questioning them about soul colors in their descriptions of settings is a big help. The man in case 55 is entering a level IV proficiency and had just finished telling me about the variety of yellow-blue lights in his own specialty group composed of three souls. I was ready to move on to something else when I thought of one more question, which opened up a whole new line of inquiry.

Case 55

Dr. N: Is that all the colors you see in this vicinity?

S: No, there are eleven kids—white lights—bunched together off to the left of us. Their energy is smaller, with a shorter energy pattern, and rather scattered. The young ones are very exuberant.

Note: At this point my subject became very excited when he recognized one of these souls as his child today. I let him enjoy this moment and then we continued.

Dr. N: Do you see any differences in light intensity from these eleven souls?

S: Not much. The very innocent and timid kids have dim lights. We don’t have one of those right now.

Dr. N: What relationship do you have with these eleven souls?

S: I’m being assisted in their training by two colleagues whom I haven’t known for very long because they come from other groups.

Dr. N: Did the three of you have a common background on Earth to prepare you for this initial teaching assignment?

S: Well, we were teachers, holy men, healers . . . that kind of thing in our past lives. One must have sensitivity and great patience for this sort of work. (stops, then adds as an afterthought) You know, teachers can learn from students.

Dr. N: I’m sure that’s true. Why don’t you give me a sense of where you and these children are right now in the spirit world.

S: We are sent to neutral areas for training because it would be too inhibiting for these kids to be near the regular teaching classrooms.

Dr. N: What’s going on at the moment?

S: (laughs) They are whizzing about in all directions, more interested in pulling pranks on each other than learning anything. Things will change when they start to incarnate.

My next quote is a condensation from the case of a woman who is working with souls that have just begun to incarnate:

I have my hands full right now with seven goof-offs. They like being playboys and playgirls during their incarnations. They just want to stay as children and not take life seriously. They are overly fond of earthly pleasures and don’t want to deal with the hard stuff. Their major interest is looking beautiful in the next life. Ulant, my senior guide, has left them with me and I don’t see him very much. I’ll admit my style is extremely lenient. I use lots of gentleness and love. Some of the other teachers say I spoil them outrageously. I know of teachers who express a lot of frustration and become stern with their young students, especially those with potential. The council is interested in my teaching methods. They want to test my theories of permissiveness rather than giving this class a mental spanking. My concept of teaching is that once these child souls do start to develop, the leap they will take into maturity will be more rapid because they won’t have had theirself-confidence shaken by too many hard lessons and setbacks too soon.