(Karra gives a very detailed seminar on stimulating the maximum mental and spiritual growth in an infant. She continues on as the child grows to where meditation is advised as well as mental stimulation.) 

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Karra: hello.

Russ: hi Karra.

Karra: hey.........

Laura: hi.

Karra: hey, hey.

Russ: how you doing tonight love?

Karra: I’m doing good, tired but I’m doing good.

Russ: excellent.

Karra: okay, learning patterns. Okay, it’s something that you can all use but we’re going to start off with for the obvious reason with infants. Okay, now a learning pattern designed for an infant to stimulate maximum mental growth and spiritual growth. All the coochie-coochie coos are fine. “Who’s a good, strong baby?” is always fine. “Who’s a beautiful baby?” is always fine but, you must also talk to the child as an adult using words that are adult words. This has a twofold effect. One effect is the fact that you’re treating a child like a child but you’re also giving the opportunity to learn and to advance the mind of the child at a much rapid rate, much more rapid rate. So when you do the, “coochie-coochie coo, who’s a beautiful baby?”, you can always add in, “and you will grow up to be a smart and intelligent person.” So in one sentence you are talking to the child in a rather silly way but in the next you are giving it a compliment and using words that later on will increase its vocabulary. The stimulation of the mind is very, very important. Putting a child down in front of a entertainment device is not good. Sitting with the child in front of the communication device is also not good……entertainment device, sorry. If you sit the child in front of a educational entertainment, then it must be explained to the child afterwards and must be followed through on to increase the child’s mental development. Parents that sit their child in front of the entertainment device and leave them to their own devices are very remiss in their duties as parents. It is better to sit down and read from a book to a child then it is to leave them unattended in front of the entertainment device. That causes problems later on and gives them difficulties in perceptions of what is fact and what is fantasy. Okay now, when the child starts to talk, it is important to correct the child so that the child speaks crisply and clearly and eloquently. You give the child key words that are hard for the child’s mouth to form but by copying and practicing that key word or key words, the child’s mouth will be able to enunciate those words more correctly. For example, enunciate is one word that is very useful to help to explain or to manipulate the child’s mouth and pallet to be able to formulate higher words. But when you give the child these words that they learn and they repeat them until they have them down, the next thing is to get them to use it in a sentence where it is understood. The earlier that you start, the more advancement will happen with the child. Now as you stimulate the child’s mind, you must stimulate it in all capacities. Now with the mental development, there also comes an enlightened consciousness which will lead to the spiritual development. Now let us address the spiritual development which my sister and myself and a few others have been aiding in. At an early age, the child should have a quiet time where the child sits still and thinks and dwells within itself. To start off with, five minutes is more than adequate but as a child gets older and the development continues, then the child's spiritual growth needs to be addressed with longer increments of time where that is able and capable to facilitate that spiritual growth. Now, if you’re working with key skills, for example let us say your child is a healer, then there is a time where you start to teach the child the capability of the hands and that by touching somebody in an appropriate way and generating appropriate feeling can create a euphoric and a healing process. But you must explain continuously with all the subjects that we’ve covered, the mental, the spiritual and the gift departments, what is happening so that you have to explain and be prepared to repeat it many, many times until the child understands. Now, as a child learns, you revisit earlier levels to see if the child has learned it properly and correctly. Now if there are difficulties with members of the parental group that are causing problems in these, then they must be dealt with unfortunately very harshly because what they are doing is they are stopping the mental, physical and spiritual growth of the child which is important to be able to facilitate the maximum potential that that child has. If for example one person of a parental unit or parental group thinks that it’s appropriate for the child to sit down in front of a entertainment device, then that must be addressed. If necessary, the entertainment device must be withdrawn even if it causes friction for the development of the child’s mind. A child would advance much more rapidly if it has more stimulation then something coming from a tube placed in front of it. That is very important and very necessary for the child’s growth that it has as much stimulation as possible from a source that is controlled and is designed to facilitate the mental growth. Any questions?

Russ: hmm, now what about stuff for example educational material at a later age?

Karra: I said that it when we covered that briefly that it is necessary to explain what is going on and to learn or to test the child to see what the child has learned.

Russ: I grew up in an age of TV where TV was like a babysitter.

Karra: yes, uh-huh.

Russ: and I got a lot of TV.

Skip: but see, I grew up without TV.

Karra: uh-huh.

Russ: hmm.

Laura: horrible thought.

Skip: no my entertainment was radio.

Karra: uh-huh but you did other things whilst you were listening to the radio.

Skip: you can do lots of things listening to the radio.

Laura: yeah.

Karra: uh-huh but with the picture entertainment, you sit there and look at it and everything else around becomes irrelevant, is that correct?

Laura: uh-huh.

Skip: yeah that’s right.

Karra: so therefore it is a negative for the advancement of the mind. It’s great to be able to sit down and watch it for entertainment purposes and know that it’s entertainment but to take it as gospel is wrong. Just as my point of view is my point of view, the television projects somebody else's point of view which may not be right.

Russ: uh-huh, yeah true. Howard Stern...oww...I understand.

Karra: uh-huh. So you see what I’m saying?

Russ: right.

Karra: it is important that the entertainment device if necessary is withdrawn if the child spends too much time being placed in front of it.

Skip: hm-hmm.

Russ: hmm, so a child’s room should definitely have zero TV's.

Karra: correct.

Russ: that’s easy to arrange.

Karra: uh-huh. And if one member of the parental group countermands that or places the child where there is an entertainment device, then the entertainment device must be removed. There is certainly yes, a time where you could put the child down to watch entertainment and explain that it is entertainment and it’s not real.

Skip: yeah.

Kiri: and that it is entertainment only. But if it becomes a babysitter, then it must be removed and the job of both parents is to parent the child. To be there for the child, to read to the child, to do whatever is necessary. Now later on we will come up with a very strict learning structure which is very Sirian but has been heavily modified. The basic parameters are very Sirian, some of them are quite austere but they’re all designed for the advancement of the mind, the body and the spirit.

Russ: now do these things need to be taken at an infant level or can anybody do them?

Karra: yes, they start at infant level but some people with infantile minds may benefit.

(Skip chuckles)

Karra: I know.

Skip: yeah.

Karra: I’m just in that mode tonight Russ.

Russ: I understand.

Karra: uh-huh.

Russ: okay.

Skip: thank you.

Karra: oh no problem.