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Abraham052187NewZealand_FeelingsOfDiscomfort_Dreams
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[[Image:lighterstill.jpg]]
 
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New Zealand
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Abraham
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Help for Selves
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Feelings of Discomfort
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The Calmness
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Dreams
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Thursday 21st May 1967 Mac, Babs, Unk, Ed, Tony, Wilma, Dawn, Kit, Eddie, June, Barry, Maureen, Joy, Eunice, Aileen,
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==Heading==
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===Topic: ''Feelings of Discomfort''===
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===Group: [[New Zealand TeaM]]===
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==Facilitators==
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===Teacher: [[Abraham]]===
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===TR: [[Unknown]]===
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== Session==
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===Opening===
 
Charles says opening prayer.
 
Charles says opening prayer.
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All - Good evening Abraham.
 
All - Good evening Abraham.
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Teacher: You are of comfort?
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Teacher: You are of comfort?
    
Yes, thank you
 
Yes, thank you
 
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===Dialogue===
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Teacher: You have queries?
 
Teacher: You have queries?
    
Petta - - I would like to thank you for telling us so much about being calm, at our last appointment. I thought that I was being calm in my place of business, but I was still able to be more calm and I feel very much better for it, so thank you.
 
Petta - - I would like to thank you for telling us so much about being calm, at our last appointment. I thought that I was being calm in my place of business, but I was still able to be more calm and I feel very much better for it, so thank you.
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Teacher: Thank yourself, yes. Are there any other comments regarding the calm? You see, it is of ease to listen, it is of difficulty to practice, that which you hear. An achievement, yes. Others have found this?
 
Teacher: Thank yourself, yes. Are there any other comments regarding the calm? You see, it is of ease to listen, it is of difficulty to practice, that which you hear. An achievement, yes. Others have found this?
    
Tommas - I think I have been quite calm, I feel comfortable.
 
Tommas - I think I have been quite calm, I feel comfortable.
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Teacher: Yes.
 
Teacher: Yes.
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SelinaNo. I think I have had a mixed week, of calmness and agitation as usual with me.
 
SelinaNo. I think I have had a mixed week, of calmness and agitation as usual with me.
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Teacher: You wish to discuss?
 
Teacher: You wish to discuss?
    
"No, I don't think so, thank you Abraham.
 
"No, I don't think so, thank you Abraham.
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Teacher: As you desire.
 
Teacher: As you desire.
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Clara - After our discussion, at the end of our last appointment, it was mentioned that Selina not have help from various people that were offering to help. Having had experience with a small baby, who was sick as well, this child had about 10-15 helpers, helping her, and that child is a very happy, well adjusted little girl, and each one of those therapists helped that baby a certain amount.
 
Clara - After our discussion, at the end of our last appointment, it was mentioned that Selina not have help from various people that were offering to help. Having had experience with a small baby, who was sick as well, this child had about 10-15 helpers, helping her, and that child is a very happy, well adjusted little girl, and each one of those therapists helped that baby a certain amount.
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Teacher: There is no argument with such, but each has differing needs.
 
Teacher: There is no argument with such, but each has differing needs.
    
"But isn't it, you don't know if that person can help unless you try them, as I found with myself and with the baby, and the Mother too found that some helped her and some didn't.
 
"But isn't it, you don't know if that person can help unless you try them, as I found with myself and with the baby, and the Mother too found that some helped her and some didn't.
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Teacher: Yes.
 
Teacher: Yes.
    
"So it was only by seeking, that she found, what she was seeking.
 
"So it was only by seeking, that she found, what she was seeking.
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Teacher: Correct, but you see, Selina knows, Abraham is teaching Selina. I do not wish my teachings clouded, but it is for Selina's free will to decide. I say no more. You wish to discuss, Selina as this is concerning yourself?
 
Teacher: Correct, but you see, Selina knows, Abraham is teaching Selina. I do not wish my teachings clouded, but it is for Selina's free will to decide. I say no more. You wish to discuss, Selina as this is concerning yourself?
    
Selina - I haven’t sought anything to help me find the calmness, I'm in control of the pain most of the time, and Clara offered to give me a neck massage last week, am I allowed to go to her for that, to relieve the tension in the body I can't seem to control everything.
 
Selina - I haven’t sought anything to help me find the calmness, I'm in control of the pain most of the time, and Clara offered to give me a neck massage last week, am I allowed to go to her for that, to relieve the tension in the body I can't seem to control everything.
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Teacher: You have free will, as I have said. Massage is acceptable. I do not wish to appear of sternness. There is much under the surface for you all. You are not free with your thoughts. As yet, you are uncomforted in the presence of each other. I have said, do not cloud my teaching, massage shall not do this, out it is for your free will to decide. Other help may cloud my teaching. You are understanding?
 
Teacher: You have free will, as I have said. Massage is acceptable. I do not wish to appear of sternness. There is much under the surface for you all. You are not free with your thoughts. As yet, you are uncomforted in the presence of each other. I have said, do not cloud my teaching, massage shall not do this, out it is for your free will to decide. Other help may cloud my teaching. You are understanding?
    
Selina - Yes, I am thank you Abraham.
 
Selina - Yes, I am thank you Abraham.
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Teacher: Clara?
 
Teacher: Clara?
    
Clara - Yes, I understand.
 
Clara - Yes, I understand.
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Teacher: How come you say with words, you are of comfort, but I know you are not of comfort? I say this to all.
 
Teacher: How come you say with words, you are of comfort, but I know you are not of comfort? I say this to all.
    
"The things that I have used for help are not teachings as such, they are relaxation, or colour therapy and those sort of things, but not as teaching.
 
"The things that I have used for help are not teachings as such, they are relaxation, or colour therapy and those sort of things, but not as teaching.
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Teacher: You see, I am understanding, but, I choose my words, you have been finding for yourself for many years, be wary when meeting with persons who have started afresh on the path, not to swamp their sensibilities with your knowledge gained from many years search, you are understanding?
 
Teacher: You see, I am understanding, but, I choose my words, you have been finding for yourself for many years, be wary when meeting with persons who have started afresh on the path, not to swamp their sensibilities with your knowledge gained from many years search, you are understanding?
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Tommas - This would also apply to all of us here, when the subject of this meeting crops up with other people, not to get too carried away. As you once said before, don't start at the end of the book.
 
Tommas - This would also apply to all of us here, when the subject of this meeting crops up with other people, not to get too carried away. As you once said before, don't start at the end of the book.
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Teacher: Correct.
 
Teacher: Correct.
    
Charles Abraham, this is Charles, may I say something
 
Charles Abraham, this is Charles, may I say something
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Teacher: You may.
 
Teacher: You may.
    
"I was just thinking that perhaps it's just the fact that most of us in this environment are not used to speaking with so many people listening to us and there is just a slight amount of shyness here with exposing our thoughts or feelings to so many people.
 
"I was just thinking that perhaps it's just the fact that most of us in this environment are not used to speaking with so many people listening to us and there is just a slight amount of shyness here with exposing our thoughts or feelings to so many people.
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Teacher: I am aware.
 
Teacher: I am aware.
    
"Is there something we could be told by yourself that would help us get over that form of shyness?
 
"Is there something we could be told by yourself that would help us get over that form of shyness?
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Teacher: The acknowledgement of each that this could be the reason for their silence, their uncomfort, would be of assistance to themselves.
 
Teacher: The acknowledgement of each that this could be the reason for their silence, their uncomfort, would be of assistance to themselves.
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Selina - I was more comfortable at the start of our lessons, back in January, when we were asking chaff questions, now that it is getting more personal, I'm all right up until now, but I feel as the 10 or even 20 weeks progress, I may possibly get more uncomfortable….
 
Selina - I was more comfortable at the start of our lessons, back in January, when we were asking chaff questions, now that it is getting more personal, I'm all right up until now, but I feel as the 10 or even 20 weeks progress, I may possibly get more uncomfortable….
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Teacher: Why so, why do you fear yourself?
 
Teacher: Why so, why do you fear yourself?
    
Selina - Because I feel, you want us to tell you things, we are not ready yet, to admit to ourselves. You want us to discuss our feelings or our problems, or inhibitions and that is just the sort of thing that we keep locked away inside, we don't want to admit
 
Selina - Because I feel, you want us to tell you things, we are not ready yet, to admit to ourselves. You want us to discuss our feelings or our problems, or inhibitions and that is just the sort of thing that we keep locked away inside, we don't want to admit
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Teacher: You are misunderstanding.
 
Teacher: You are misunderstanding.
    
Good, GOOD, that makes me feel better. (All - Laughter)
 
Good, GOOD, that makes me feel better. (All - Laughter)
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Teacher: I am not your Father Confessor. Do not think of me as such. But you see, if there is discontent, disharmony, it should be discussed. If there is distrust, each to each, your learning shAll - he
 
Teacher: I am not your Father Confessor. Do not think of me as such. But you see, if there is discontent, disharmony, it should be discussed. If there is distrust, each to each, your learning shAll - he
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Tommas - I think for some people it may be
 
Tommas - I think for some people it may be
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Teacher: Speak for self, Tommas - . I am understanding your words.
 
Teacher: Speak for self, Tommas - . I am understanding your words.
    
"I used to be very hard, I possibly still am, but I was thrown into a situation at work where I was in committees where I was, you had to speak up, and although I tend to hesitate a little bit, I'm nowhere near as bad as I used to be, very shy, very quiet, and through my work situation, I find I don't mind speaking, so much now, in front of other people.
 
"I used to be very hard, I possibly still am, but I was thrown into a situation at work where I was in committees where I was, you had to speak up, and although I tend to hesitate a little bit, I'm nowhere near as bad as I used to be, very shy, very quiet, and through my work situation, I find I don't mind speaking, so much now, in front of other people.
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Teacher: Yes. I would query this, you see Ruby's body, you hear Ruby's voice, you hear Abraham's words. You do not see Abraham, is this your embarrassment?
 
Teacher: Yes. I would query this, you see Ruby's body, you hear Ruby's voice, you hear Abraham's words. You do not see Abraham, is this your embarrassment?
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Belinda - I feel the same too, I like an image to look at.
 
Belinda - I feel the same too, I like an image to look at.
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Teacher: I am aware.
 
Teacher: I am aware.
    
Selina - Abraham, Hagadah saw you last week, you appeared to her as you are. If she had a drawing done, would it help Belinda - or Dominica, if they' could put a face to the voice?
 
Selina - Abraham, Hagadah saw you last week, you appeared to her as you are. If she had a drawing done, would it help Belinda - or Dominica, if they' could put a face to the voice?
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Teacher: Perhaps so, but that is Hagadah's perception. You must each find your own.
 
Teacher: Perhaps so, but that is Hagadah's perception. You must each find your own.
    
"'Is there anybody here, you feel is comfortable with you, or do you think we...
 
"'Is there anybody here, you feel is comfortable with you, or do you think we...
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Teacher: It is not for me, why should I do your work
 
Teacher: It is not for me, why should I do your work
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(All - Laughter)
 
(All - Laughter)
    
Tommas - I think one of the problems is that when we are sitting around, having a conversation with other people, you can tell when somebody is about to finish speaking, by looking at them, but looking at Ruby, we don't get that indication, and I think sometimes people have gone to speak, and you have carried on, so they have to shut up again.
 
Tommas - I think one of the problems is that when we are sitting around, having a conversation with other people, you can tell when somebody is about to finish speaking, by looking at them, but looking at Ruby, we don't get that indication, and I think sometimes people have gone to speak, and you have carried on, so they have to shut up again.
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Teacher: Ah! Then I shall - say END OF COMMENT, if this shall - assist.
 
Teacher: Ah! Then I shall - say END OF COMMENT, if this shall - assist.
    
(All - Laughter)
 
(All - Laughter)
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Teacher: Come, speak, discuss, only in this manner will you free yourselves from your fears.
 
Teacher: Come, speak, discuss, only in this manner will you free yourselves from your fears.
    
Melda At the weekend I picked up a pamphlet and it said that we have two angels, two evil spirits are present with every individual, although a man is entirely unaware of this, would you comment on that please?
 
Melda At the weekend I picked up a pamphlet and it said that we have two angels, two evil spirits are present with every individual, although a man is entirely unaware of this, would you comment on that please?
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Teacher: It is not worthy of such, END OF COMMENT.
 
Teacher: It is not worthy of such, END OF COMMENT.
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All - Yes (Laughter)
 
All - Yes (Laughter)
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Teacher: At times, it is of necessity. END OF COMMENT.
 
Teacher: At times, it is of necessity. END OF COMMENT.
    
(All - AGAIN LAUGHING)
 
(All - AGAIN LAUGHING)
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Teacher: Then I wish for you to continue discussant?????
 
Teacher: Then I wish for you to continue discussant?????
    
(Babs breaks into laughter-discussant?)
 
(Babs breaks into laughter-discussant?)
   
   
 
   
   
Teacher: END OF COMMENT, I am aware you were waiting.
 
Teacher: END OF COMMENT, I am aware you were waiting.
    
All - LAUGHTER
 
All - LAUGHTER
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Filip - I feel I am quite comfortable, but I'm not reAll - y sure what we need to discuss. I, like Tommas - , was terribly shy, but I've learnt, and now I'm not shy anymore, but I'm not sure what we are to discuss at these appointments.
 
Filip - I feel I am quite comfortable, but I'm not reAll - y sure what we need to discuss. I, like Tommas - , was terribly shy, but I've learnt, and now I'm not shy anymore, but I'm not sure what we are to discuss at these appointments.
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Teacher: A good comment.
 
Teacher: A good comment.
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Charles Plus the fact that we've now got, in this group, quite a number of weeks' notes to read, and we've always found reading back through the books, you suddenly come up with a question or a query from previous weeks, someone might have made a comment, had an answer, and you might have thought, I don't fully understand that or there might be something; leading from that, we have always found something leading from the previous weeks. The point is, if we can't sit up and even talk in our own classroom here, how the hell are we ever going to stand up in front of someone, at a later stage, and say what we believe in, if we can't say it in front of ourselves, the only hang up, is US, it's not the next person to you, it's ourselves.
 
Charles Plus the fact that we've now got, in this group, quite a number of weeks' notes to read, and we've always found reading back through the books, you suddenly come up with a question or a query from previous weeks, someone might have made a comment, had an answer, and you might have thought, I don't fully understand that or there might be something; leading from that, we have always found something leading from the previous weeks. The point is, if we can't sit up and even talk in our own classroom here, how the hell are we ever going to stand up in front of someone, at a later stage, and say what we believe in, if we can't say it in front of ourselves, the only hang up, is US, it's not the next person to you, it's ourselves.
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Teacher: Any comment?
 
Teacher: Any comment?
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Filip - Abraham will teach you. Abraham said we are part of his family, we are All - family, so that doesn't worry me, but I am not sure what we need to discuss. Possibly we are getting pointed with the calmness, in that direction, perhaps we need to discuss how we find the calmness?
 
Filip - Abraham will teach you. Abraham said we are part of his family, we are All - family, so that doesn't worry me, but I am not sure what we need to discuss. Possibly we are getting pointed with the calmness, in that direction, perhaps we need to discuss how we find the calmness?
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Teacher: At the beginning of this appointment, Petta - mentioned the calmness. I asked "Are there others who wish to comment"....NO REPLY, was the answer I received.Now, you are understanding a little. If you wish to comment, please do so. By sharing your experience, you may open the way for another to comment, and so on and on, and this is giving and receiving. This is growth of self. Yes. E.O.C.
 
Teacher: At the beginning of this appointment, Petta - mentioned the calmness. I asked "Are there others who wish to comment"....NO REPLY, was the answer I received.Now, you are understanding a little. If you wish to comment, please do so. By sharing your experience, you may open the way for another to comment, and so on and on, and this is giving and receiving. This is growth of self. Yes. E.O.C.
    
ClaraI do have difficulty in being calm and I had great help from Aileen, in giving some calmness and I need it every now and again, and a booster, so it is re-enforced, and she helps me a lot, in getting my calmness, with her hypnotherapy.
 
ClaraI do have difficulty in being calm and I had great help from Aileen, in giving some calmness and I need it every now and again, and a booster, so it is re-enforced, and she helps me a lot, in getting my calmness, with her hypnotherapy.
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Teacher: And you are UNABLE to find this for YOUR SELF?
 
Teacher: And you are UNABLE to find this for YOUR SELF?
    
ClaraYes.
 
ClaraYes.
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Teacher: Why so?
 
Teacher: Why so?
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Petta - It could be a circle. It helped me, doing my own thing, as it fitted in.
 
Petta - It could be a circle. It helped me, doing my own thing, as it fitted in.
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Teacher: BRAVOIII
 
Teacher: BRAVOIII
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ClaraVery much so, thank you.
 
ClaraVery much so, thank you.
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Teacher: You see, from this smAll - seed of information given, shared, may come a beautiful, strong plant yes, so continue.
 
Teacher: You see, from this smAll - seed of information given, shared, may come a beautiful, strong plant yes, so continue.
    
Selina - Abraham, in All - the lives I've been on so far, is this the nearest I've got to God? Have I been closer in other lives? Physical lives I mean.
 
Selina - Abraham, in All - the lives I've been on so far, is this the nearest I've got to God? Have I been closer in other lives? Physical lives I mean.
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Teacher: How closer can you be, than to have God within?
 
Teacher: How closer can you be, than to have God within?
    
"Well knowing, only I have only just found out in this life as Wilma, did I know more in other lives?
 
"Well knowing, only I have only just found out in this life as Wilma, did I know more in other lives?
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Teacher: One moment. There was a life experience, where you were thought of as a good and pious person. Whether the understanding of God was stronger then, than your present, is difficult to ascertain.
 
Teacher: One moment. There was a life experience, where you were thought of as a good and pious person. Whether the understanding of God was stronger then, than your present, is difficult to ascertain.
    
"It’s just I'd like to feel that I wasactuallyachieving something in this life.
 
"It’s just I'd like to feel that I wasactuallyachieving something in this life.
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Teacher: This life is All - that it should be. If you are achieving, then so be it. You are understanding?
 
Teacher: This life is All - that it should be. If you are achieving, then so be it. You are understanding?
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I also think I have been to visit another Selina - , in a very hot country and she was terribly poor, could this be so?
 
I also think I have been to visit another Selina - , in a very hot country and she was terribly poor, could this be so?
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Teacher: We have speaked of this before times.
 
Teacher: We have speaked of this before times.
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"No. I have spoken of a young girl, I thought I was in China or Tibet and you said she was in a scholastic situation. This lady was walking down very narrow, steep roads, but they were covered in rocks and stones, and the wAll - s on each side were rough, whitewashed wAll - s.
 
"No. I have spoken of a young girl, I thought I was in China or Tibet and you said she was in a scholastic situation. This lady was walking down very narrow, steep roads, but they were covered in rocks and stones, and the wAll - s on each side were rough, whitewashed wAll - s.
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Teacher: One moment. It is the same, but later.
 
Teacher: One moment. It is the same, but later.
    
"And when I am talking to you, I often get very hot. Sometimes I think it is embarrassment, and sometimes I think there is somebody here with me, would you know which, is happening to me.
 
"And when I am talking to you, I often get very hot. Sometimes I think it is embarrassment, and sometimes I think there is somebody here with me, would you know which, is happening to me.
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Teacher: There are many persons present in the physical, the heat from bodies, rises, and is felt by All - . There is also the heat from subconscious thought, feeling. And it is correct, that you do have a guide with you.
 
Teacher: There are many persons present in the physical, the heat from bodies, rises, and is felt by All - . There is also the heat from subconscious thought, feeling. And it is correct, that you do have a guide with you.
    
Selina - Thank you Abraham.
 
Selina - Thank you Abraham.
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Teacher: Whether you experience this as heat, I am not able to tell. Each guide affects each, in a differing manner, constantly.
 
Teacher: Whether you experience this as heat, I am not able to tell. Each guide affects each, in a differing manner, constantly.
    
"Yes. I almost asked you last week, but once again I felt, if you said No, there was nobody here with me, I would feel silly. Another one of these embarrassing moments we keep discussing.
 
"Yes. I almost asked you last week, but once again I felt, if you said No, there was nobody here with me, I would feel silly. Another one of these embarrassing moments we keep discussing.
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Teacher: There is no need for concern. I say this, you may say anything, any thought, any feeling, to Abraham, without fear of ridicule, Chastisement, etc.., in the not saying, festering can occur, causing dis-ease to the mind and the body and the emotions I leave you with that thought. EOM
 
Teacher: There is no need for concern. I say this, you may say anything, any thought, any feeling, to Abraham, without fear of ridicule, Chastisement, etc.., in the not saying, festering can occur, causing dis-ease to the mind and the body and the emotions I leave you with that thought. EOM
    
MeldaI have always felt out of step with parts of the communion service, as in the Church of England and other churches. The great emphasis on acknowledging, bewailing our manifold sins & wickedness and provoking most justly God's wrath and his indignation, did not seem compatible with the idea of communion, and our book of words includes these interpretations of communion, participating, sharing, fellowship, revealing, to converse with one's heart, which I thought was a reAll - y lovely way of putting it. Within myself I feel that during the communion service, earthly time is cast aside and we enter the eternal presence of God's time. A time when All - those of my family and friends including those who have died, are with me. A time when All - the hurts and misunderstandings of the past, do not exist, and we become at one with each other. When in Christ’s words….."do this in remembrance of me" are spoken, I feel we are All - celebrating at Christ's table in his presence, To me, sharing such a meal, is a happy time, not one for self castigation, remorse, but an enjoyment of sharing. Am I on the right track?
 
MeldaI have always felt out of step with parts of the communion service, as in the Church of England and other churches. The great emphasis on acknowledging, bewailing our manifold sins & wickedness and provoking most justly God's wrath and his indignation, did not seem compatible with the idea of communion, and our book of words includes these interpretations of communion, participating, sharing, fellowship, revealing, to converse with one's heart, which I thought was a reAll - y lovely way of putting it. Within myself I feel that during the communion service, earthly time is cast aside and we enter the eternal presence of God's time. A time when All - those of my family and friends including those who have died, are with me. A time when All - the hurts and misunderstandings of the past, do not exist, and we become at one with each other. When in Christ’s words….."do this in remembrance of me" are spoken, I feel we are All - celebrating at Christ's table in his presence, To me, sharing such a meal, is a happy time, not one for self castigation, remorse, but an enjoyment of sharing. Am I on the right track?
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Teacher: What should I say to you? I would not detract from your statement Melda. You have understood, yes.
 
Teacher: What should I say to you? I would not detract from your statement Melda. You have understood, yes.
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Teacher: I say this to you, perhaps THEY are out of step. Yes. God is not indignant, wrathful, Chastising. Persons do this to themselves. Why should God intervene? Yes. Humankind ever judge harsh of self.
 
Teacher: I say this to you, perhaps THEY are out of step. Yes. God is not indignant, wrathful, Chastising. Persons do this to themselves. Why should God intervene? Yes. Humankind ever judge harsh of self.
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CharlesI’d like to share something that we received on our last communication with Abraham, and I think it fits this occasion. Abraham said to us....
 
CharlesI’d like to share something that we received on our last communication with Abraham, and I think it fits this occasion. Abraham said to us....
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Teacher: "Persons come to our communication wishing to drink from the ocean of truth, which they perceive as a plan, little understanding that they have the ocean of truth is within themselves. I am merely the guide to such."
 
Teacher: "Persons come to our communication wishing to drink from the ocean of truth, which they perceive as a plan, little understanding that they have the ocean of truth is within themselves. I am merely the guide to such."
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Dominica I was just wondering if we contact our doorkeepers through the stillness, like guides, are they just like other guides.
 
Dominica I was just wondering if we contact our doorkeepers through the stillness, like guides, are they just like other guides.
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Teacher: You have been given the name of your guide? You have been told your guide is happy to communicate in the stillness?
 
Teacher: You have been given the name of your guide? You have been told your guide is happy to communicate in the stillness?
    
"Yes.
 
"Yes.
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Teacher: Then do so.
 
Teacher: Then do so.
    
"I was thinking of Shanti
 
"I was thinking of Shanti
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Teacher: Who is this?
 
Teacher: Who is this?
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Selina - You have already told us Abraham, that we have several guides, and you gave us each the name of our main guide.
 
Selina - You have already told us Abraham, that we have several guides, and you gave us each the name of our main guide.
  −
      
Teacher: Correct.
 
Teacher: Correct.
    
"Do the other guides perhaps come & visit, and grow with us, at our meetings?
 
"Do the other guides perhaps come & visit, and grow with us, at our meetings?
  −
      
Teacher: They are helpers. At times they are present, at times not.
 
Teacher: They are helpers. At times they are present, at times not.
    
ClaraI was told that our helpers, or our guides, our main guide is helping us, but the other ones have jobs to do on the other side.
 
ClaraI was told that our helpers, or our guides, our main guide is helping us, but the other ones have jobs to do on the other side.
  −
      
Teacher: Correct.
 
Teacher: Correct.
    
"Are they probably busy doing their own thing?
 
"Are they probably busy doing their own thing?
  −
      
Teacher: They are call - ed by your guide, when of necessity to offer further assistance. Hence they are often not with you, but at times, they are.
 
Teacher: They are call - ed by your guide, when of necessity to offer further assistance. Hence they are often not with you, but at times, they are.
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Selina - She was not able to come tonight
 
Selina - She was not able to come tonight
  −
      
Teacher: I am aware,
 
Teacher: I am aware,
    
Tommas - I have been wondering
 
Tommas - I have been wondering
  −
      
Teacher: One moment. I shall - say this, when you meet such as this, a great light glows. Other helpers, who are not belonging to any of you, see the light and come forward to observe. You see, guides are
 
Teacher: One moment. I shall - say this, when you meet such as this, a great light glows. Other helpers, who are not belonging to any of you, see the light and come forward to observe. You see, guides are
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Selina - The light they see from us, is it a growing light of love?
 
Selina - The light they see from us, is it a growing light of love?
  −
      
Teacher: What is light, but love?
 
Teacher: What is light, but love?
    
Dominica As the group bonds together more, and the love grows, will the light get stronger, brighter
 
Dominica As the group bonds together more, and the love grows, will the light get stronger, brighter
  −
      
Teacher: You have answered your query.
 
Teacher: You have answered your query.
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Tommas - Yes. I was wondering, countries that we call - backward, if for instance you had a child of a primitive tribe, and put it in a family of brilliant people, with their own child, would their learning capacities be the same, or does the parents' background & knowledge help more than say, a child that has been brought up in the jungle?
 
Tommas - Yes. I was wondering, countries that we call - backward, if for instance you had a child of a primitive tribe, and put it in a family of brilliant people, with their own child, would their learning capacities be the same, or does the parents' background & knowledge help more than say, a child that has been brought up in the jungle?
  −
      
Teacher: You are querying whether
 
Teacher: You are querying whether
    
"The brains learning capacity, of a primitive child to a, say a child of a scientist for instance, if you got the two together, and put them in the same environment, would their learning capacity be the same.
 
"The brains learning capacity, of a primitive child to a, say a child of a scientist for instance, if you got the two together, and put them in the same environment, would their learning capacity be the same.
  −
      
Teacher: Each to each. A child's brain, mind, at a young age is capable of learning much. Does not a child learn a language, some children learn two or three or more. An adult would find this of difficulty.
 
Teacher: Each to each. A child's brain, mind, at a young age is capable of learning much. Does not a child learn a language, some children learn two or three or more. An adult would find this of difficulty.
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"I was wondering why the white races have advanced quicker than, in that case, non-white races, if we have All - got equal learning capacities.
 
"I was wondering why the white races have advanced quicker than, in that case, non-white races, if we have All - got equal learning capacities.
  −
  −
   
Teacher: It is a differing manner of living in the physical plane.
 
Teacher: It is a differing manner of living in the physical plane.
    
"Environment, but at one stage we would All - have been All - the SAME- when All - men were first here
 
"Environment, but at one stage we would All - have been All - the SAME- when All - men were first here
  −
      
Teacher: Ah! but you see, the so call - ed primitive race was once not so primitive. The so call - ed not so primitive race, was once primitive. Also the so call - ed primitive peoples have a simplicity of understanding, which the so call - ed non-primitive find difficulty in understanding.You may unravel that for yourself.
 
Teacher: Ah! but you see, the so call - ed primitive race was once not so primitive. The so call - ed not so primitive race, was once primitive. Also the so call - ed primitive peoples have a simplicity of understanding, which the so call - ed non-primitive find difficulty in understanding.You may unravel that for yourself.
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Teacher:
 
Teacher:
  −
      
Teacher: I am aware of your discussion. You see it is of benefit to share information. My teachings may appear obscure, I prefer to use subtle. You have queries
 
Teacher: I am aware of your discussion. You see it is of benefit to share information. My teachings may appear obscure, I prefer to use subtle. You have queries
    
MondaaI have a query. What plane do our guides work on, when they are guiding us, is it a differing one, to that of you?
 
MondaaI have a query. What plane do our guides work on, when they are guiding us, is it a differing one, to that of you?
  −
      
Teacher: It is.
 
Teacher: It is.
    
"Space & time, that's past, present a future is mentioned that this will be revealed to us at the correcting time, what will be our condition at that time, as we are here on Earth, or will we be spirit?
 
"Space & time, that's past, present a future is mentioned that this will be revealed to us at the correcting time, what will be our condition at that time, as we are here on Earth, or will we be spirit?
  −
      
Teacher: I cannot say. The correcting time shall - be known to me, when it is known to you. There are many opportunities for the correcting time. Some opportunity are not taken, but you are also spirit & physical are you not? A riddle in your query, so I shall - answer, you could be both, you could be one.
 
Teacher: I cannot say. The correcting time shall - be known to me, when it is known to you. There are many opportunities for the correcting time. Some opportunity are not taken, but you are also spirit & physical are you not? A riddle in your query, so I shall - answer, you could be both, you could be one.
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Belinda - Is it at the assessing time when we decide we want to reincarnate?
 
Belinda - Is it at the assessing time when we decide we want to reincarnate?
  −
      
Teacher: It is at the assessing time, that you assess your life journey, what it is you should have learned, what it is you have learned, have not learned, and it is at this time, it is decided whether and when you shall - enjoy the next physical journey.This is clear for you?
 
Teacher: It is at the assessing time, that you assess your life journey, what it is you should have learned, what it is you have learned, have not learned, and it is at this time, it is decided whether and when you shall - enjoy the next physical journey.This is clear for you?
    
But if we can learn as soul on other planes, then why do we have to decide to re-incarnate in the physical?
 
But if we can learn as soul on other planes, then why do we have to decide to re-incarnate in the physical?
  −
      
Teacher: Yes, on the physical plane you are able to experience many, many facets of being. It is on the physical, you may learn of sloth, envy, greed, lust, etc.., it is on the physical you may learn All - the dimensions of love, etc. the plane of soul learning, is of a differing manner. This is clear for you?
 
Teacher: Yes, on the physical plane you are able to experience many, many facets of being. It is on the physical, you may learn of sloth, envy, greed, lust, etc.., it is on the physical you may learn All - the dimensions of love, etc. the plane of soul learning, is of a differing manner. This is clear for you?
    
"Yes, so we learn more then, being on, when we come here physicall - y.
 
"Yes, so we learn more then, being on, when we come here physicall - y.
  −
      
Teacher: Correct. I would say there is more opportunity to learn more, on the physical plane. Not All - opportunity is taken.
 
Teacher: Correct. I would say there is more opportunity to learn more, on the physical plane. Not All - opportunity is taken.
    
Filip - Is it possible to feel a physical touch, when you are meditating, from your guide?
 
Filip - Is it possible to feel a physical touch, when you are meditating, from your guide?
  −
      
Teacher: Of course. You have experienced such?
 
Teacher: Of course. You have experienced such?
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CharlesWell I feel last week we were learning of calmness, this week we are learning communication to one another from ourselves, heart to heart.
 
CharlesWell I feel last week we were learning of calmness, this week we are learning communication to one another from ourselves, heart to heart.
  −
      
Teacher: And also the calm. You see more communication will come from the calm. And the more communication, more calm.
 
Teacher: And also the calm. You see more communication will come from the calm. And the more communication, more calm.
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Belinda - And I imagine more confidence too.
 
Belinda - And I imagine more confidence too.
  −
      
Teacher: But of course. And many other benefits too, you see, what it is you are learning above All - else, and which surrounds All - else is love, for self, each to each, yes, and what is love, but light, truth, which is God, yes. And understanding that God resides within each and every one of you, and that it is the invisible link between each and every living thing. I shall - give you, yes, close your physical eyes, be aware with All - your senses, when I say, you shall - write on paper your experience or your perception and then you may share, each to each.
 
Teacher: But of course. And many other benefits too, you see, what it is you are learning above All - else, and which surrounds All - else is love, for self, each to each, yes, and what is love, but light, truth, which is God, yes. And understanding that God resides within each and every one of you, and that it is the invisible link between each and every living thing. I shall - give you, yes, close your physical eyes, be aware with All - your senses, when I say, you shall - write on paper your experience or your perception and then you may share, each to each.
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96 seconds silence
 
96 seconds silence
  −
      
Teacher: Then you may write on paper your perception or your experience, remembering subtlety.
 
Teacher: Then you may write on paper your perception or your experience, remembering subtlety.
  −
      
Teacher: . ...............................................
 
Teacher: . ...............................................
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ClaraI felt a great peace. As I looked, I felt I could see a grass island house, and the peace that went with it, the relaxation, as I lost the picture, I felt the peace arid a white light in my third eye but it was right across my forehead.
 
ClaraI felt a great peace. As I looked, I felt I could see a grass island house, and the peace that went with it, the relaxation, as I lost the picture, I felt the peace arid a white light in my third eye but it was right across my forehead.
  −
      
Teacher: Yes. Melda?
 
Teacher: Yes. Melda?
    
MeldaMy breathing became deeper, I had a feeling of happiness, a feeling of receiving & giving lover almost wanting to sing, being of confidence, a lightness of spirit, and a feeling of glowing.
 
MeldaMy breathing became deeper, I had a feeling of happiness, a feeling of receiving & giving lover almost wanting to sing, being of confidence, a lightness of spirit, and a feeling of glowing.
  −
      
Teacher: Yes. Martin?
 
Teacher: Yes. Martin?
    
MartinI just have the feeling again of floating, and that my body just disappeared.
 
MartinI just have the feeling again of floating, and that my body just disappeared.
  −
      
Teacher: Yes, and continue each in turn.
 
Teacher: Yes, and continue each in turn.
    
Petta - I felt aware of spirit by sensing a slight draught on my face, hands, and legs, and then I saw a spinning wheel of sparkling rainbow colours, and after a few revolutions It just collapsed, but it wasn't just straight colours it was like All - jewels spinning round & round, it was a beautiful feeling and a beautiful thing to see.
 
Petta - I felt aware of spirit by sensing a slight draught on my face, hands, and legs, and then I saw a spinning wheel of sparkling rainbow colours, and after a few revolutions It just collapsed, but it wasn't just straight colours it was like All - jewels spinning round & round, it was a beautiful feeling and a beautiful thing to see.
  −
      
Teacher: Yes.
 
Teacher: Yes.
    
MondaaI felt a great calm experience with a very pale gold light and a steady beat of a clock that seemed like words on each tick.
 
MondaaI felt a great calm experience with a very pale gold light and a steady beat of a clock that seemed like words on each tick.
  −
      
Teacher: Yes.
 
Teacher: Yes.
    
Selina - I didn't write anything down Abraham, I was only aware of an air of expectation, I was still waiting for a picture to form in my mind. I was aware of my Daughter breathing, the clock ticking, and my stomach was very hot. That's All - .
 
Selina - I didn't write anything down Abraham, I was only aware of an air of expectation, I was still waiting for a picture to form in my mind. I was aware of my Daughter breathing, the clock ticking, and my stomach was very hot. That's All - .
  −
      
Teacher: Yes.
 
Teacher: Yes.
    
Dominica My breathing, my heart quickened, I sort of felt, what I call - my gravity feeling, like sometimes when I am going to sleep, and I'm not moving, I get that. Then I felt like I was on the edge of a whirlpool, and was going round & round & round, but also sort of down, then it sort of levelled off, and then I was just going round & round quickly and I was just about laying down, but still standing up, it didn’t feel scary, it was quite neat.
 
Dominica My breathing, my heart quickened, I sort of felt, what I call - my gravity feeling, like sometimes when I am going to sleep, and I'm not moving, I get that. Then I felt like I was on the edge of a whirlpool, and was going round & round & round, but also sort of down, then it sort of levelled off, and then I was just going round & round quickly and I was just about laying down, but still standing up, it didn’t feel scary, it was quite neat.
  −
      
Teacher: Yes.
 
Teacher: Yes.
    
Tommas - I had no sensations. I just relaxed and just the words "We should learn to trust each other and learn to love each other as one" just came to my mind.
 
Tommas - I had no sensations. I just relaxed and just the words "We should learn to trust each other and learn to love each other as one" just came to my mind.
  −
      
Teacher: Yes.
 
Teacher: Yes.
    
Filip - I didn't seem to get anything different from when I normAll - y try & find the stillness, except I had a sinking feeling down the left hand side of my head, which I don't usuAll - y get. I got purple and the normal sort of peace feeling, and I thought I smelt something but I'm not sure.
 
Filip - I didn't seem to get anything different from when I normAll - y try & find the stillness, except I had a sinking feeling down the left hand side of my head, which I don't usuAll - y get. I got purple and the normal sort of peace feeling, and I thought I smelt something but I'm not sure.
  −
      
Teacher: Yes.
 
Teacher: Yes.
    
Belinda - I didn't see any pictures.I felt a light above my head. I felt a tight feeling around by my temples. I might have seen just a light colour.
 
Belinda - I didn't see any pictures.I felt a light above my head. I felt a tight feeling around by my temples. I might have seen just a light colour.
  −
      
Teacher: Yes.
 
Teacher: Yes.
    
KordeI had no sensation, just darkness
 
KordeI had no sensation, just darkness
  −
      
Teacher: Yes
 
Teacher: Yes
    
BryoniThere was a complete stillness, I felt a cool draught, and there seemed to be a light, but it was so very slight and I reAll - y had to concentrate.
 
BryoniThere was a complete stillness, I felt a cool draught, and there seemed to be a light, but it was so very slight and I reAll - y had to concentrate.
  −
      
Teacher: Yes.
 
Teacher: Yes.
    
BenjaminI had a feeling of coolness, a light, and a feeling of peace.
 
BenjaminI had a feeling of coolness, a light, and a feeling of peace.
  −
      
Teacher: Yes.
 
Teacher: Yes.
    
CharlesI felt the slightest of draughts, and the word cool came to mind and then the total serenity, I just felt serene.
 
CharlesI felt the slightest of draughts, and the word cool came to mind and then the total serenity, I just felt serene.
  −
      
Teacher: Yes.You have All - experienced your own experience, whether seen, felt, heard. It is unique to yourself. Do not concern if others appear to have seen or felt more than you. It is not so.It is your individual experience which is of importance. You are understanding? As you progress on this path, you shall - become more aware of the subtlety of the light, the truth, and the love, which is God. And you see, because you are individuals, because you are unique, each from the other, you are still experiencing the same God.
 
Teacher: Yes.You have All - experienced your own experience, whether seen, felt, heard. It is unique to yourself. Do not concern if others appear to have seen or felt more than you. It is not so.It is your individual experience which is of importance. You are understanding? As you progress on this path, you shall - become more aware of the subtlety of the light, the truth, and the love, which is God. And you see, because you are individuals, because you are unique, each from the other, you are still experiencing the same God.
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CharlesYes, well you haven’t, so don't worry about it. I know you felt that.
 
CharlesYes, well you haven’t, so don't worry about it. I know you felt that.
  −
      
Teacher: You experiences heat, did you not. Selina -
 
Teacher: You experiences heat, did you not. Selina -
    
Yes, and it's still with me.
 
Yes, and it's still with me.
  −
      
Teacher: Then it is your unique experience.
 
Teacher: Then it is your unique experience.
  −
      
Teacher: "Abraham, a few weeks ago I was reAll - y depressed, physicall - y crying in fact, because I didn't want to be where I am, anymore, struggling. I want to be with you, where you are and I had this depression, for want of a better word, for several hours that particular day. It did pass, but I'm not sure just why I felt so low, if it's because I don't feel I can manage what lays ahead, or it's going to be a long journey or perhaps some sacrifices to be made along the way, I don't reAll - y know what troubled me. Would you know, and are you All - owed to tell me?
 
Teacher: "Abraham, a few weeks ago I was reAll - y depressed, physicall - y crying in fact, because I didn't want to be where I am, anymore, struggling. I want to be with you, where you are and I had this depression, for want of a better word, for several hours that particular day. It did pass, but I'm not sure just why I felt so low, if it's because I don't feel I can manage what lays ahead, or it's going to be a long journey or perhaps some sacrifices to be made along the way, I don't reAll - y know what troubled me. Would you know, and are you All - owed to tell me?
  −
      
Teacher: I am not willing to tell.
 
Teacher: I am not willing to tell.
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All - Yes
 
All - Yes
  −
      
Teacher: To be over concerned, is not good. To live in the now, of your life is of importance. To live in the now totAll - y, and with enjoyment shall - fulfil your life and your life's journey shall - be more of ease. If you are continuAll - y hearing ahead of your life journey, you shall - stumble and fAll - on the pitfAll - s before you, because your eyes do not look, they are seeing too far ahead. You are understanding my words Selina - ?
 
Teacher: To be over concerned, is not good. To live in the now, of your life is of importance. To live in the now totAll - y, and with enjoyment shall - fulfil your life and your life's journey shall - be more of ease. If you are continuAll - y hearing ahead of your life journey, you shall - stumble and fAll - on the pitfAll - s before you, because your eyes do not look, they are seeing too far ahead. You are understanding my words Selina - ?
    
Yes I am thank you Abraham.
 
Yes I am thank you Abraham.
  −
      
Teacher: You wish to discuss this?
 
Teacher: You wish to discuss this?
    
"Well I don't know what more I can add to it, unless the other gifted people in the room have got some advice.
 
"Well I don't know what more I can add to it, unless the other gifted people in the room have got some advice.
   
   
 
   
   
Teacher: My words are making some sense for you?
 
Teacher: My words are making some sense for you?
    
Yes, they are, thank you.
 
Yes, they are, thank you.
  −
      
Teacher: I would wish to make a comment. It is relating to something mentioned earlier. It is true, I have contact with your guidance, it is not true that I am privy to All - your mis-deeds, or your good deeds from the beginning of your journey. You are understanding?
 
Teacher: I would wish to make a comment. It is relating to something mentioned earlier. It is true, I have contact with your guidance, it is not true that I am privy to All - your mis-deeds, or your good deeds from the beginning of your journey. You are understanding?
    
All - Yes.
 
All - Yes.
  −
      
Teacher: In the telling you of this I wish to erase fear that I am All - knowing, All - seeing, of your life's secret. Your guidance will pass to me that which the guidance has received your permission to give. I do not intrude. You are understanding?
 
Teacher: In the telling you of this I wish to erase fear that I am All - knowing, All - seeing, of your life's secret. Your guidance will pass to me that which the guidance has received your permission to give. I do not intrude. You are understanding?
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CharlesThat ties in with asking & you shall - receive, if you don't ask your guidance, you can't receive an answer.
 
CharlesThat ties in with asking & you shall - receive, if you don't ask your guidance, you can't receive an answer.
  −
      
Teacher: Correct.It also means, I shall - not embarrass by the mention of a secret thought, it is desired not to be spoken of. You are understanding?
 
Teacher: Correct.It also means, I shall - not embarrass by the mention of a secret thought, it is desired not to be spoken of. You are understanding?
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All - Yes (Laughter)
 
All - Yes (Laughter)
  −
      
Teacher: I am aware I use strange words at times. I also have a book of words.
 
Teacher: I am aware I use strange words at times. I also have a book of words.
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All - yes.
 
All - yes.
  −
      
Teacher: End of comment. Beg your pardon, it is not the end of comment.
 
Teacher: End of comment. Beg your pardon, it is not the end of comment.
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Dominica I know you said you did not reAll - y want to discuss this but I was wondering if, the spirits that attach themselves to our light, could they do that to a group, that aren't necessarily spiritual, but where there is a lot of love
 
Dominica I know you said you did not reAll - y want to discuss this but I was wondering if, the spirits that attach themselves to our light, could they do that to a group, that aren't necessarily spiritual, but where there is a lot of love
  −
      
Teacher: But of course. Referring to your query previous. Love is light, light is love. They do not attach to cause mischief, they are inquisitive and come to observe, perhaps to join merrymaking. Perhaps to receive some of the light, and to shed some of their light, persons often regard visitations such as this as mischief, it is not so.
 
Teacher: But of course. Referring to your query previous. Love is light, light is love. They do not attach to cause mischief, they are inquisitive and come to observe, perhaps to join merrymaking. Perhaps to receive some of the light, and to shed some of their light, persons often regard visitations such as this as mischief, it is not so.
    
Petta - I think tonight I have come to a realization as to why perhaps I don't ask many questions because I'm sure that there must be many there that I want to ask, but I feel that every time you speak with us either telling us things or answering questions, you give us such a lot to think about and ponder on, and that gives me the food, that keeps me going and it stops me from wanting to break that thought pattern, of wanting something to ask.
 
Petta - I think tonight I have come to a realization as to why perhaps I don't ask many questions because I'm sure that there must be many there that I want to ask, but I feel that every time you speak with us either telling us things or answering questions, you give us such a lot to think about and ponder on, and that gives me the food, that keeps me going and it stops me from wanting to break that thought pattern, of wanting something to ask.
  −
      
Teacher: Then, why not query that, which I have said, to further deepen the understanding? It is not of necessity to search for new subject matter. You are understanding.
 
Teacher: Then, why not query that, which I have said, to further deepen the understanding? It is not of necessity to search for new subject matter. You are understanding.
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"So I had no need to query anymore.
 
"So I had no need to query anymore.
  −
      
Teacher: You have given of yourself discovery. From this more shall - come, you shall - always need queries, if you do not, you should query yourself why?
 
Teacher: You have given of yourself discovery. From this more shall - come, you shall - always need queries, if you do not, you should query yourself why?
    
"No, I didn't mean that I didn't need to query, I just meant that I don't find, perhaps as many as you perhaps are wanting, as I take so long feeding on your food for thought.
 
"No, I didn't mean that I didn't need to query, I just meant that I don't find, perhaps as many as you perhaps are wanting, as I take so long feeding on your food for thought.
  −
      
Teacher: I am aware; perhaps my word "Query" is wrong. Perhaps "Comment" is the correct word. Query is a question is it not; it is not of necessity for you to delve & search for new subject matter for you to question. A comment on that which you have experienced between appointments may be what is necessary.
 
Teacher: I am aware; perhaps my word "Query" is wrong. Perhaps "Comment" is the correct word. Query is a question is it not; it is not of necessity for you to delve & search for new subject matter for you to question. A comment on that which you have experienced between appointments may be what is necessary.
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So I know that asking guidance for help, and just assuming that it will happen, it does.
 
So I know that asking guidance for help, and just assuming that it will happen, it does.
  −
      
Teacher: Ask and you shall - receive.
 
Teacher: Ask and you shall - receive.
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Petta - I know that feeling, I have had a heavy feeling, like a yoke, I felt I was in the wrong company.
 
Petta - I know that feeling, I have had a heavy feeling, like a yoke, I felt I was in the wrong company.
  −
      
Teacher: So, giving & receiving, yes.
 
Teacher: So, giving & receiving, yes.
    
Tommas - In a situation like that, would saying a prayer lift this burden from your shoulders?
 
Tommas - In a situation like that, would saying a prayer lift this burden from your shoulders?
  −
      
Teacher: Of course. It is a tangible means for protection, more so, if spoken, yes.
 
Teacher: Of course. It is a tangible means for protection, more so, if spoken, yes.
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Teacher:
 
Teacher:
 
+
===Closing===
 
Then, I shall - leave you with this.
 
Then, I shall - leave you with this.
   Line 881: Line 650:  
Charles Closing prayer
 
Charles Closing prayer
   −
END
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[[Category: The Teaching Mission: Dialogues]]
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[[Category: New Zealand TeaM]]
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[[Category: Abraham]]
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[[Category: Unknown]]
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[[Category: 1987]]