Chapter 9
What Is It Like To Be A Star Kid?

Some Star Kids are aware of their advanced abilities, and use them from the earliest time in their life. Katrina is one such Star Kid. She was one of those Star Kids whom I call Early-Bloomers.

Katrina grew up in a psychically-permissive home. Her mother, Dottie, practiced daily meditation, and frequently channeled several entities, including the Hindu demi-god, Ganesha.

From a very early age Katrina felt attracted to the practice of meditation. She did so on an almost daily basis. As young Katrina slipped from beta state (ordinary wakefulness) into theta state (deep altered consciousness), sometimes she would begin to slip out of her body. At the same time her body experienced a pronounced sense of lightness, and Katrina felt like she was floating. After a few more moments, her body was floating ever so gently off the floor, first a quarter-inch, then a half-inch. Then, as Katrina persisted in theta-state meditation, her body rose to an inch above the floor, then more, until she was floating a good four inches above the floor.

As Katrina’s meditation came to an end, she started to come back more fully into her body. As she did so, her body became more engaged with the environment, including the ambient gravitational pull. Gradually her body lowered until she was resting once more in a cross-legged position on the floor. One day, when Katrina as deep in meditation and floating slightly above the floor, her dog came galloping in and began licking her face. Her concentration broken, Katrina dropped suddenly to the floor. It was at this point that she realized that she had been previously floating during her meditation.

Because Katrina lived in a psychically-aware and accepting household, she did not feel strange about her ability to levitate. Indeed she had been taught by her parents that such a gift comes often enough with persevering metaphysical and spiritual self-development.

With other Star Kids, it is only gradually and falteringly that they become aware of first one, then another special power. These are the Star Kids whom I call Later Developers. Their awareness of who they are and the advanced abilities comes only later, perhaps in adolescence, or even in adult life.

Often in the early stages of self-discovery, the special ability happens suddenly and spontaneously without warning. The Star Kid feels that he or she has no control over the power – it just happens, seemingly on its own. It is only over time that the child learns that he or she has some effect on how the power operates. With practice and repetition over time, the Star Kid learns to master the ability, taking it as far as the child’s interest, self-discipline and inherent giftedness will allow the power to unfold.

Jacob is a radiant 12-year-old with cascading curls of golden hair, who looks like an altar boy out of Central Casting. Ever since he was five, (that is, as far back as he can remember), he noticed that he could see shimmering, slightly-luminous fields around people. He found this ability intriguing, but was unsure what to do with it. Jacob’s father, who did not feel himself to be anyone special, maintained an open mind when Jim confided in him that he could see these luminous fields. But Jacob’s father did not have a background in the metaphysical or psychic arts.

Thus, he was not in a position to be particularly helpful to Jacob in understanding his abilities further and developing them. But Jacob’s father did keep an open mind about the aura-viewing, along with a few other advanced powers which Jacob gradually confided to his father that he had noticed about himself.

Meanwhile, Jacob did a lot of reading about the metaphysical arts on his own, trying to get a better handle on what it was that he was dealing with. When Jacob’s father saw an announcement for a Star Kids Workshop©, he knew that he had to take Jacob to the Workshop, so that Jacob could get a better understanding of himself and his gifts. At the Workshop Jacob sought out an individual consultation on psychic gifts. It was during the requested consultation that I taught him about seeing and reading auras, as well as all the other Star Kid abilities which he might also have. Jim also learned some psychic exercises that he could do to get better mastery over his gifts. He also learned some applications of these powers for the good of other people.

Still other Star Kids are what I call the “Latents”. These may be totally unaware that they have such abilities until the end of childhood, or even into adulthood or middle age.

A special sub-group of these Latent Star Kids are quietly aware that they are “weird”, and have powers that people would not consider “normal”, but these young people find it more convenient and less embarassing to remain in denial of their special gifts. They do not want to have to deal with the challenges, the discomfort, the hassles that current Fourth World society dishes out to those whom it deems “strange”. These Latent Star Kids find it just easier to ignore those intermittent spontaneous break-throughs of special ability that happen to them, and to try to act like everyone else is supposed to act.

Fiona is an example of a Latent Star Kid who did not “wake up” until she was well into her adult years. Fiona is now in her middle 40s. During her earlier adulthood she had noticed from time o time a few “odd” things about herself. She sometimes would have a rather vivid dream about some dramatic incident, such as a friend involved in an auto accident, or a cousin struck with a serious illness. Later, that very incident actually occurred, and very much like in the “Dream”.

She also noticed that she seemed to have an extraordinary “green thumb” about plants. So much so that even her friends would bring her their dying plants, and Fiona would soon bring them back to vibrant health. Her special skills included pouring love into the plant, placing her hand over it or lightly touching it and sending vital energy feelings into the plant. Yet Fiona brushed off these things as “coincidences” or “good luck”. She never basically thought of herself as different than other people.

Then one day, Fiona’s friend showed her the Star Kid/Star Seed Identification Questionnaire© and said that she should take it, because one of the items in here sounded like her. Fiona did take it, and was astounded at her score. She took it again just to be sure her score was correct. It was a 28, and meant that she most certainly was a Star Seed. Further, she came to realize that since she had been having precognitive “Dreams”, and been having a extraordinary “green thumb” since childhood, she saw that she had been a Star Kid back then as well.

Fiona was thunderstruck. It was as though the Biblical “scales” had fallen from her eyes. In a brief moment she was forced to reevaluate her earlier life and who she was. She didn’t know whether to laugh or to cry, so filled was she with emotion. She was a Star Seed! (And no longer a Latent Star Seed.)

That very day she emailed me to get more information about the Star Kid/Star Seed phenomenon. She assured me that she would be participating in the next Star Kid/Star Seed Workshop© to learn more about herself and the deeper world she now found herself in.

Alright, we have looked at several Star Kids, and seen the differences between Star Kids with awareness of who they are from early on, the Early Bloomers; and the Star Kids who wake up to their abilities and identity later in childhood, or even in adulthood, the Later Developers; and the Star Kids of whatever age who walk around “asleep” as to their real identity, the Latents.

But what’s it like to be a Star Kid? What does a Star Kid’s daily life look like? How does it go?

Imagine yourself to be a Star Kid. That’s not too difficult if you are one. It’s a bit more of a stretch, but still somehow strangely familiar, if you are a Latent Star Kid or adult Star Seed. And if you are not a Star Kid at all, well, follow along and let’s go through a day in the life of a Star Kid.

Let’s say hat you are Abigail (Abby) Jones, 11, and a sixth grader at Porter Valley Middle School. You live in a single-parent, working-class household with your mother, brother, little sister and two cats.

You wake up at 6:30 on a school morning. As you rub the sleep from your eyes, you remember a “Dream” you had during the night that woke you up a little after midnight, because it was so intense.

In the “Dream” a handsome male figure in a flowing robe stood in front of you and told you that you were about to meet a new boy. You would recognize him because he was quite tall for sixth grade, was good-looking, had dark hair, high cheekbones, a hooked nose, and a dark-red birthmark the size of a quarter right below his left ear. His name would be Erik. The figure in white said that you should pay close attention to Erik, and try to get to know him. He is special. Furthermore, one day he would be your husband.

You tuck the “Dream” away in a corner of your mind that you reserve for things that will need further attention later, and shower, dress, and go downstairs for breakfast.

Your brother, who is only one year younger than you, has a smaller-than-usual aura around his head and shoulders. He coughs frequently and complains about getting too chilled yesterday swimming laps at the park pool to try to get into shape to make his school’s swim team. You give him a hug and quietly send him some healing energy.

Your younger sister, Cecily, 7, is playing with the cats, who are under the kitchen table. One of the cats jumps up on the kitchen table, making a bee-line for a bowl of cereal over-brimming with milk. Cecily shoots the cat a look, and you can hear in your head the silent rebuke that Cecily is mentally telepathing to the cat. The cat stops, turns around, and looks at Cecily, studying whether she really means it. You can hear in your head Cecily’s follow-up thought message to the cat, “Yes, I mean it. Buffy, no milk! Get down off the table now!” The cat studies your younger sister a bit longer, and then slowly, reluctantly pads to the edge of the table and jumps down.

You finish breakfast, kiss your mother good-bye, and walk to the street corner to wait with the other kids for the school bus. Your best friend, Tracey is there, sporting heavier-thanusual eye shadow and make-up. You get an instant feeling-intuition-impression that all is not well. Looking at her face you notice a little discoloration under her left eye, almost but not quite hidden by the extra make-up.

A picture suddenly lashes into your mind of Tracey’s father slapping her so hard in the face that it knocks her down. “Oh, no!” you find yourself blurting out, “Tracey, is your dad back hitting you again?” Tracey’s head hangs down, and you see a tear sliding down and smudging her make-up a little. “Abby,” she starts, then breaks down crying. You place your arm around her and squeeze her, pouring in every last ounce of protective white light and pearlescent-golden healing energy you can muster.

The bus comes and whisks you and the other kids off to school.

First Period is Social Studies, and Mr. Shankar, the teacher, has announced a quiz. You haven’t really studied for the quiz, because frankly you find the Civil War rather boring and stupid. But as you do the quiz, you find the answers coming to you despite not having really studied. You finish the quiz, set down your pencil, and wait for the rest of the kids to finish.

Meanwhile, you notice that there’s a new boy sitting in the back of the classroom. He is tall, nice-enough looking, almost a hunk, with dark hair, a nose with a bit of a beak to it, and whoa! Now you notice his aura. You really have hardly seen an aura that big in a kid before. Mr. Shankar pipes up: “Times up! Pencils down!” You make a mental note to check out this new boy at recess.

Mr. Shankar clears his throat and says,

“Class, today we have a new student who has transferred here from Albany, New York. Class, I’d like you to meet Erik Granger.”

Erik stands up and waves shyly. As he turns to face the students in one corner of the classroom, you notice a dark red birthmark below his left ear. Your jaw drops, and the quiz sheet falls from your hand. “Abby,” Mr. Shankar’s voice slowly penetrates your state of shock, “you dropped your quiz. Pick it up....Abby, did you hear me?”

You can hardly wait for the lunch break. Trying to be nonchalant, you take your cafeteria tray over to the table where Erik is sitting by himself. You set down your tray not too close to his and sit. “Hi,” you find yourself blurting out, “my name is Abby. You must be Erik.” A few pleasantries are exchanged, and you answer a few questions Erik has about how things go at this new school.

You’re telling him how Porter Valley Middle School isn’t really bad, when you notice that Erik is staring at you intently. It’s not like the stare you get from so many middle school boys – impudent superiority, or checking out your boobs. Erik is staring at you transfixedly, almost through you. Finally he breaks his reverie, clears his throat nervously, and says, “You know what, Abby? You look kind of familiar. In fact, you look like someone I had a dream about last night.”

PE class was really a work-out. You do okay in soccer, and certainly did work up a sweat. In the gym dressing room, you happen to notice the other girls’ bodies. You are the tallest in your grade. You’ve got a pretty womanly figure, and while you don’t know it yet, your ample breasts are already their full adult size. As you look around, you notice the different energies coming off the various girls.

Some you feel a strong affinity with, even some few that you don’t know very well. From the little bit that you’ve been reading about Star Kids, you feel that these girls may also be Star Kids. Other girls in the dressing room feel, well, just ordinary. They’re alright as persons, but there is no special energy coming off them. Then you notice Diana, a short, stocky girl with dishwater blonde hair.

When she is dressed she wears Goth garb, but now that she’s naked in the shower, you notice that she has an anarchist symbol tattooed on her left shoulder, and a Satanic goat’s head tattooed on her right buttock. You can feel the dark energy pouring off her, which makes you shudder inside. As you’re appraising her, she suddenly looks up, like she could feel you looking at her from behind. She shoots you a dark hateful stare. You instinctively break gaze, and internally you throw up extra shielding of white protective light against this one, who has lost her way.

Afternoon Science class is a hoot! Mrs. Harney has decided to spice up the learning section on gasses by having everyone gather around a sodium vapor lamp, that works by electrical excitation of the vapor into a plasma, causing the resultant glowing gas field to emit a intense orangish light. Mrs. Harney is explaining all this, and then dramatically flicks on the switch and the lamp stutters and then quickly flares up into a powerful glow. Your best friend Tracey is standing next to you, and you look each other in the eye and grin, as the same inspiration comes into both of your minds at the same time.

Tracey, despite being an abused kid, is also a Star Kid. She and you have noticed previously that sometimes street lights go out when you two walked under them. Tracey gives you a mischievous wink, and you nod in agreement. Then you both stare intently at Mrs. Harney’s proudly glowing sodium vapor lamp. Suddenly, without warning, the lamp winks out.

Mrs. Harney frantically flips the switch on and off repeatedly, but to no avail. The sodium vapor lamp refuses to re-light. Tracey breaks out into a giggle, and Mrs. Harney turns to her. “Tracey, that is not funny. It’s not nice to laugh about an accident.” Then Mrs. Harney turns to the class and explains, “It must be a blown fuse or something.” It is all you can do not to join Tracey in her mischievous giggle.

After school, you’re standing at the bus stop waiting for the bus home. Erik walks up and asks if he can walk you home and get a little better acquainted. You demur, explaining how it is too far to walk home, and besides, your mother would be very upset if you showed up at home with a boy you just met. And how your mother says you’re too young to be dating. Erik smiles pleasantly and says that he understands. Besides, he notes, walking a girl home isn’t really a date. “And I don’t know you well enough for a date, yet,” he adds. When you hear the “yet”, a chill and shiver of excitement run up your spine.

The evening news is on the television, as your mother prepares dinner. You notice a news story about some anniversary of the first atomic bomb coming up. You find yourself blurting out, “It won’t be the last one either,” without really knowing where that came from. Your brother shoots you a quizzical look. You shrug. Your little sister Cicely runs into the kitchen and tells your mother, “Mom! Abby says there’s going to be another nuclear war.” Your mother dries her hands on her apron, hugs Cicely, and says, “I know, Cicely, I know.” You get a start at your mother’s response, and make a mental note to talk to her later about how she knew.

Dinner is a vegetable ratatouille, salad, and homemade whole wheat bread. Your younger sister Cicely is not yet fully integrated into the vegetarian diet your mother provides and wonders out loud why she can’t have hot dogs once in a while like the other kids she knows.

You notice that the ratatouille could use a bit more salt, so you face your brother and send that thought in his direction. He absentmindedly passes you the salt-shaker without missing a chew in his dinner. No one seems to notice that this transaction took place without a spoken word being said.

That night, after your brother and sister are in bed, you slip into your mother’s room and ask her how she knows that there is going to be another atomic bomb go off. Your mother sits up in bed, pats the bed for you to sit down near her, and looks you straight in the eye.

“Abby, you are my oldest and most special, gifted child. I’ve watched you growing up, and seen the things that you can do and your special knowing. I can’t take credit for the wonderful girl you are, but let me say this: I’ve been down the same road. I don’t talk about it a lot, but some of the things you do, I do, too.”

She kisses you and sends you to bed.

You lie there in your own bed, not quite able to sleep yet. It has been a rather exciting day. You say a prayer to Spirit that Tracey’s dad finds a way to manage his anger and stop taking it out on her. You find yourself thinking about that class witch, Diana, and surround her with the clear light of being able to see the true nature of things.

You think about the new boy, Erik, and what he said at the bus stop. Will the future bring dates with Erik? Will it turn out the way the white-robed figure predicted? Will Erik and you go steady, even eventually get married? And if you do, will you have a baby? What kind of a baby will he or she be? Will the child be a Star Kid? Silly girl! Of course the child will be a Star Kid! Wow!

That Erik sure has an intense aura. He really gives off powerful energy. And mom says that she can really feel my energy more intensely than the other children’s. What if Erik and I put our awesome energies together? What kind of Star Child would our baby be? Why did that special messenger come to me in a “dream”? What did Erik mean that he had a dream about me last night? Did he have a visit from the same white-robed messenger? Where did that messenger come from? And how did he know that I would meet Erik?

So many questions.

As you drift off to sleep, you find yourself hoping that some answers will come to you during the night.

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