Proper Education For Star Kids
Specialized Education For Star Kids
What is Star Kid education? What kind of education do Star Kids
need? Do Star Kids even need education?
Some people are so impressed by the high intelligence, sensitivity,
warm empathy, and dazzling psychic abilities of these Star Kids that
they feel the best thing that society can do is stay out of their
way; that society has nothing to teach these superkids.
But this would be too facile and not correct. Star Kids do not come
“out of the box” fully formed and ready for life’s tasks. Both the
laws of nature on Earth, and the laws of a gradual developmental
unfolding that govern their genes derived from elsewhere in the
cosmos, both dictate that the Star Kid starts off small, with only
basic information and fundamental skills, and needs to develop
through time, experience, nurture, education and training to reach
full potential as a hybrid wunderkind. Though it may seem that these
advanced children are beyond the point where contemporary society
has anything to teach them, they still need, and benefit from,
Star Kid-specific education helps develop these children’s minds. It
contributes to the honing of their moral compass. Such education
teaches them the heart skills of operating with compassion and
loving wisely, yet without being victimized by the predators who
abound too much in the present Fourth World. Star Kid-specific
education instructs these youngsters in how to use heir exquisite
sensitivity to optimal benefit without being imploded by sensory
overload, for example, from being in the jangling, discordant and
jungle-thick discordant mental, emotional and energetic fields of
large crowds, or being in discordant cities, or even just being
around bad-vibration people.
Such Star Kid education teaches the
proper use of empathy, and its limits. Such education shows these
kids the wise and socially-beneficial utilization of their mental,
physical and psychic abilities.
Star Kid education respects and builds on the Star Kid’s connection
to both the child’s Earth family and star family, and recognizes
that many Star Kids operate in close psychic connection with their
Star Kid-specific education also shows these youngsters to operate
within the implied community of other Star Kids as well as Star Seed
adults; because Star Kids need to learn to resist the temptation of
being a Lone Wolf, a temptation born of feeling different, edginess
or rejection by other kids, and the supercilious attitude of
These children need direction to see that they are not lone
operators, but rather part of a web of consciousness that springs
from Earth as well as from home world elsewhere or in a previous
lifetime. That they are imbedded in a web of consciousness that
illumines, supports, and gives psychological shelter to these wunderkinder, as they seek their way, and strive to help the Earth,
and make their contribution to society.
Education prepares the child for the future. But, who are the
future? The future is the Star Kids growing up now, and the grown
Star Seeds already in place in adult society. Let's just start out
by talking about the situation from the perspective of being in
America. From a global point of view, this is admittedly a regional
scope, but chosen so that the subject becomes more manageable. But
everything we say here is applicable in every region in the world.
How can we help these Star Kids find their true identity and nature
and purpose? Well, we've got a couple of ideas going. Creating Star
Kids School, for instance. This concept was handed down by the Star
Visitors to my friend and buddy, Russ Winje, up in Northern
California when I was visiting him, doing a workshop there. He had
received an indication from some Star Visitors who showed up on the
property during the Workshop. These Star Visitors indicated to Russ
that he and I would have some role in helping set such Star Kid
Schools up. And we're working on that.
Such Star Kid Schools would include not only elementary-level
schools, but also Star Kid Junior Highs (whew!) And also, instead of
High Schools, Young-Adult Star Seed Schools, (a sort of combined
high school-junior college) for these special young people who don't
see themselves as little kids any more, but are still in that
coming-into-their-full-adult-maturity stage. Also, there is so much
variability in super-intelligence, maturational level, and interests
at this age that strict categorization of these young people into
rigid hierarchical grade levels seems unwise.
Apropos of this latter level of learning, in the Fall of 2002, I did
one of these Young Adult Star Seed Workshops down in Santa Cruz,
California. It was an amazing experience. We had 20 people there who
-many of them perhaps for the first time -were able to talk about
their abilities, their awarenesses, and to be in a room where they
weren't the oddball, but were surrounded by everybody else who was
the same. Can you imagine what an experience that is for a kid?
Suddenly, they're normal. They don't have to fight about shame,
being in the closet, being worried about being an oddball. They're
That little room of folks was a microcosm of Fifth World cosmic
society come alive. Those young people could relax and let down
their guard, and not worry about social acceptance by society. What
that Workshop environment did was to liberate them to say,
now, let's see what we do with this as a bunch of folks gathered."
And I want to tell you that the minute everybody sat and introduced
themselves -bang! Instant community. There was none of this
awkwardness you get when you put a bunch of people together in a
hotel ballroom nervously feeling each other out, deciding who you
like and who you don't, who you can trust and who you can't. None of
that. It was instant on.
Many of you have experienced similar dynamics at an experiencers
support group. Have you noticed how when you get in there, it feels
kind of familiar, even though you haven't formally met the folks
before? It's kind of like instant-on group community. Why does that
happen? Well, one thing is that we are changed now. And we can spot
a fellow experiencer across a crowded room. I don't know all the
dynamics of why that is. I'm sure our telepathic awareness, and our
intuitional awareness of folks that are vibrating on the same
frequency of awareness, is being mutually picked up on.
We can tell
there's a fellow “vibrator” at that level in the room. I'm using
crude vocabulary here, because the vocabulary has not really been
developed yet. Maybe Dr. Leo Sprinkle can help us out, and some of
the other long-time explorers of the psychic realm will help pitch
in with some vocabulary. But those vibrations are there, those
intuitive gifts to make that happen, so you have instant community.
In virtually all cases, our current school system is not built
particularly to prepare citizens
-our Star Kids -for cosmic society. But as Earth chooses cosmic
society, it will change the curriculum of the schools to match that
new agenda. But it occurs to me that at this point in our delicate
transition we can't wait for a systematic change in the curriculum
of the public school systems of this country and other countries,
that we need something in the meantime.
I borrow here a page from the 1960s -which was our revolutionary
little warm-up and dry-run, getting us ready for the looming cosmic
society that would start emerging 40 years later.
One of the things that came up in the '60s for people involved in
revolutionary change who didn't have time to wait for the school
systems to catch up with it -was Freedom Schools. These Freedom
Schools started in the U.S. South in oppressed Black communities,
and in urban centers of the oppressed Black community (and later
with other peoples of color), where the kids could go sometimes
after school (later instead of school, depending on the degree of
revolutionary consciousness), and get a quick orientation to Black
history, culture, everything that was left out of the curriculum of
It's better now. You have to have lived for a length of time to
remember how bad it was back then, when being Black meant, "Oh, your
ancestors were slaves." We're now aware there's a lot more to
African-American history and culture than just that. It was
devastating to African-American kids in those days to have their
blackness consist of historical slavery, period. All the richness of
the various African cultures, all the heroism of African slave
leaders and liberators in America, all of the literature, art, trade
craft, inventions and other cultural contributions of
African-Americans had been ignored, or trivialized into: “Oh, yes,
George Washington Carver found some new uses for the peanut.”
What those African-American children needed instead, they got at
Freedom Schools. They got proud affirmation of their identity. They
came to learn that “Black is beautiful.” They got an educated
critique of how the oppression of the dominant White culture had
powerfully warped their perception of themselves. Things like trying
to straighten their hair, and dye it blonde, and apply
skin-whiteners to try to look White. Those children learned how
oppression and the dominant-society culturally-imposed informational
black-out on their ethnic identity and contributions distorted Black
They learned the true history of their origins, in rich, ancient,
mature, highly-civilized cultures from a continent, Africa, that was
civilized when Europeans were still running around in animal skins
with clubs. These Black children learned to take pride in their
origin and their differentness and their diversity.
These children learned how their history in America had been erased,
submerged, trivialized, or distorted by the White writers of the
history books used at school.
They learned about the tools of economic exploitation used to keep
African-Americans from access to the resources they needed to get
They learned about the racist institutionalized social structures
that excluded Blacks or marginalized their opportunities.
They learned about American politics, and how it has worked to
assure that the rich keep getting richer, and the poor keep getting
poorer, because of manipulation of information, manipulation of
political parties, and the dominance of candidate campaigns by the
plutocratic and powerful establishment.
And these Black kids learned about real heroes, Black heroes and
heroines. Sure these children were already aware of a few prominent
African-Americans, men or women who had made their mark in sports
achievement or musical excellence, heroes like: Duke Ellington,
Smokey Robinson, Mahalia Jackson, Ella Fitzgerald, Joe Frazier and
But they also learned about political and cultural
leaders and Black Liberation heroes, whom White textbooks and
newspapers had mis-branded as dangerous “insurrectionists”,
“radicals” and “Communists”. These were true inspirational leaders,
like: Dr. Martin Luther King, Jr., Ralph Bunche, Malcolm X, the
Greensboro Four, Rosa Parks, Sojourner Truth, Huey Newton, Booker T.
Washington, and A. Philip Randolph.
Let's borrow from that experience and create the “Freedom Schools”
for the Cosmic Society, in other words, Star Kids Schools. We don't
have time to wait for institutional change across the board in our
public schools to get kids ready for cosmic society. Besides, some
of the kids that really can't wait are our experiencer kids, our
hybrid kids, our Star Kids.
These superkids, if I may call them that, can't wait for society to
move into the Fifth World and for us then to say, "Oh, by the way,
we'd better change our school curriculum, because it doesn't fit
this cosmic society any more." They're rocking the school systems
now, in terms of who they are, what they are, and what they know,
even though the perplexed teachers and school administrators don’t
really know why there are so many of these “different” kids, nor
what to do with them. We owe it to them to give them a better sense
of their origins, their potential, and their abilities -to normalize
all that and to give them a sense of their role in this transition
to building cosmic society.
So, let’s look at what the 1960s Freedom Schools had to face, and
how they put together a relevant curriculum of change and
consciousness-raising, and see what we can learn and adapt from
those Freedom Schools to fashion today’s Star Kid Schools. Let’s be
creative but focused.
Like those Freedom Schools that started in oppressed Black
communities, and in urban ghettos of the oppressed Black community,
Star Kid Schools need to be started in various locations where Star
Kids can readily get to them. At first this may be a humble location
like a host-parent’s home, a free room temporarily borrowed at the
local library, or a classroom rented after-hours at the local public
The curriculum will need to be a combination of orientation to the
Star Kid identity and experience, teaching about Star Kid
consciousness, and creating an environment in which Star Kids can
share with each other what they know, feel, and can do. The very
creation of a Star Kids School environment powerfully says to these
children that “you are recognized”, “you are honored”, “you matter”,
“you’ve got allies”, and “you deserve to get the best possible
foundation for being here and making the impacts that you will
Naturally, Star Kids Schools will have to teach the subject areas of
such basics as reading, writing, mathematics, literature, science,
social studies, art, music, physical education, and other
foundational skills and knowledge.
But these new schools will also teach subjects which have been
revised and adapted to Star Kid realities. And new courses will have
to be developed which have not generally previously occurred in
The principal subject areas that will need serious revision, as the
reality of Star Nations contact is recognized, are: history,
astronomy, anthropology, physics, and astrophysics.
Courses which have generally not previously be included in childhood
education include: psychic abilities, parapsychology, cosmic
civilizations, inter-species communication, interstellar sociology
and diplomacy, reincarnation, and cosmic spirituality, among others.
At these Star Kids Schools, the children will get an orientation to
the background history of Star Seeds and Star Kids, and how and why
our Star Seed culture is being left out of the curriculum being
taught in regular schools.
Star Kids Schools will provide an orientation to the big picture of
Star Visitor contact and engagement with Earth, including a revised
history of humankind, which will include the Star Visitors’ role in
bioengineering humankind over successive stages of anthropological
development, a process that conventional history books ascribe to
Star Kid-specific school will teach a revised modern history as
well. Rather than skipping over the initial contacts of the Star
Visitors in recent times, such major historical events as the first
modern UFO sighting by sheriff’s deputy and civilian pilot Kenneth
Arnold in June of 1947, the Roswell (Corona) Crash of July, 1947,
and the nightly UFO overflights of the Washington, DC capital in
July, 1952 will find their rightful place in history not as “urban
legends” or “curiosities”, but as an early and important part of the
recent unfolding engagement of nations from the stars with the
people of Earth.
Just as in Black Freedom Schools, African-American heroes suddenly
reemerged and took their rightful place in the history books, so
also the brave pioneers who dared public scorn to enunciate the
truth of cosmic cultures in contact with Earth will be named and
The Star Kids will learn about and develop respect for important
historical figures in the saga of humankind starting to come to
terms with cosmic contact, such as:
Army Air Corps
Lt. Col. Jesse Marcel
George Van Tassel
Dr. J. Allen Hynek
USMC Major Donald Keyhoe
US Army Col. Philip Corso
US Army Command Sgt.Major Bob Dean
Betty and Barney Hill
Dr. John Mack
Like the Black
Liberationists of yore, many of these pioneers have had to endure
taunts, persecution, and personal attacks. Their courage and
steadfastness of testimony in the face of the most withering fire
that the Cabal propagandists and dirty-tricks operatives could
muster merit each of these heroes memorialization in timeless
granite, and in the revised histories of our time.
In Star Kids Schools the children will learn that their true origins
are from among the stars. They will learn about highly-civilized
cultures who came down all around the globe in prehistorical times
and taught primitive humans the rudiments of culture. The children
will be taught to take pride in their bi-cultural heritages, in
their differentness and diversities, as Earthlings and as persons
which heritage from various star systems.
Star Kids will be taught how the history of star civilizations’
contact with Earth has been purged from history books,
misinterpreted or twisted by religious organizations, and
sequestered and monopolized by secret societies for purposes of
concentrating power in the hands of a few. And how the bonanza of
Star Visitor technology that became available after the Roswell
crash was classified and monopolized and “weaponized” by greedy
defense contractor corporations instead of made available in its
original nonviolent form for the general benefit of the population.
These youngsters will learn about predatory institutionalized covert
compartments within NASA and the National Reconnaissance
Organization who seek to gain supremacy for their Cabal masters by
recruiting, seducing, parent-bribing, or kidnapping young advanced
children, and extracting from them the secrets of how and why they
have their extraordinary powers.
They will learn about the systematic manipulation of radio,
television, movies, the press, institutions of higher learning, and
professional organizations to repress, discredit or deny the
legitimacy of accounts of close encounters with the Star Visitors,
the reality of psychic abilities, and the thousands of existing
credible and significant reports about messages from the Star
Nations in contact with Earth, particularly those urgent reports of
the past fifty years.
The children will learn about American politics, and how it has
worked to assure that the rich keep getting richer, and the poor
keep getting poorer, because of manipulation of Star Visitor contact
information, manipulation of public perception of apparent
technological progress versus actual, astronomical advances in the
“black projects” world, and the infiltration of and dominance of
civilian organizations nominally concerned with UFO matters by
agents of the plutocratic and powerful establishment who seek to
maintain world domination by keeping access to Star Visitor
information monopolized by the “elite” few.
Some might argue that teaching young impressionable children about
such harsh and ugly matters is not right. But certainly what is not
right is to perpetuate an “ostrich” culture of maintaining society’s
head in the sand about the awful abuses and wrongful stealing of our
true history and the delay of our social progress, so that a selfish
and sociopathic few could enrich and aggrandize themselves at the
expense of the human race.
Star Kid Schools will be places where these physical and psychic
hybrids can receive proud affirmation of their identity. They can
come to affirm that “Being a Star Kid is beautiful.” They can get an
educated critique of how the oppression of the dominant Cabal power
structure’s debunkery and media ridicule has powerfully warped their
perception of themselves.. Those children will learn how oppression
and the dominant-society culturally-imposed informational black-out
about their special identity and about past unrecognized Star Seed
contributions have distorted Star Kids’ self-perceptions.
As the corrective experience of going to school in an environment
that affirms them, encourages everything they are, and teaches them
how to make a powerful difference in society sinks in, Star Kids
will no longer feel the need to try to pass themselves off as “just
regular humans”; just as Black Liberation children decades ago
learned that there no longer was any need to act like, or pass
themselves off as, White.
Indigenous Child Education and What It Can Teach Us
Recently, the tremendously-powerful movie, Whale Rider enjoyed a
wide audience. This poignant New Zealand film showed the story of an
adolescent Maori girl, Pai, 12, and her struggles to not only affirm
her own identity, but also to be accepted as the first female Maori
While the movie has a climactic scene in which Pai climbs aboard a
swimming whale, the film does not show all of the sacred Maori
coming-of-age ritual for initiates into the Maori higher teachings,
including Star Visitor contact and lore.
I had the privilege of meeting a Maori Elder, Macki Ruka, at Dakota
(Sioux) Star Altar-Keeper Chief Golden Eagle’s Star Knowledge
Conference in the Pacific Northwest in the late 1990s, when Macki
was on a global mission of peace. He had been sent out globally by
the Maori Grandmothers [matrilineal tradition-keepers] to spread
abroad their previously closely-held traditions about the arrival of
the Time of Transition and the Return of the Star Nations. At that
Conference Macki taught us this important Maori spiritual
information, and did powerful ceremony to bring Earth and humans
into harmony with the prophesied flow of upcoming events.
Later I received an email from an Australian informant, Carol, that
notified us that outstanding Maori shaman Macki Ruka has passed. It
is a loss of a great teacher and Maori Elder.
Parenthetically, Dr. Michael Wolf of the U.S. National Security
Council told me how the cetaceans (whales and dolphins) are an
intelligent, telepathic extraterrestrial species, seeded here to
assist humankind on rising to our own potential of intelligence and
spirituality. It is therefore telling that the Maori incorporate
these ancient intelligent mammals from the stars into the education
of Maori coming-of-age youngsters.
And part of what the whales
educate the Maori kids about is that these Star Kids have a link to
the stars. The whales take the child riding on their back
underwater. But the child does not drown, because the whale is
careful to frequently exhale a large bubble of air, which the child
sticks her head into and replenishes her air supply, so that she can
stay on board the whale longer, and extend her telepathic
educational lessons in the benthic deep.
Carol writes about her parallel experience with Elder Ruka :
"We did several ceremonies with Macki Ruka, a Maori Towhunga
(medicine man) who had incredible power. He described his
initiations to a group of us at a friend’s house one night, and the
one with the whales was [so] true. He started his training as a
medicine man at 3 years old, and by the age of 9 was already a full
fledged medicine man, helping deliver babies and doing many of the
ritual ceremonies with his people.
“Just before he became a medicine man, they took the small group of
them who had been trained by the Grandmothers (the Maori are a
Matriarchal society) out into the ocean in the middle of the night
in a boat, and when they were out of sight of land, they were thrown
“He told us that they saw huge black shapes in the water, and that
they were whales. He was very scared at first, but by that time
could communicate with all of nature; and that the whales swam with
them, and taught them.
“He told of being taken deep into the ocean with the whales, and
said he has had an affinity with them ever since.
“Unfortunately, Macki passed [from] this plane a year ago, as he was
in his late seventies when we met him. We learned a lot from him. We
participated in the very first ceremony ever held outside the Maori
community, the opening of the twelve gates of consciousness. There
was one person for each of the twelve small bonfires that were lit
in a circle.
“Macki had a greenstone staff that was over three thousand years old
that had never been touched by a man until it was given to him to
travel the world with on a mission of world peace.
“He held the staff aloft, made an arc from The Big Dipper across the
sky, sang a Maori prayer, and a shooting star went across the sky
exactly in the same arc as the staff. We were all standing there
with our mouths open. [T]hen he performed the same prayer song to
the other three directions, and each time, in the sky a shooting
star followed his path. It was incredibly powerful, and when we had
each performed our own prayer, each of us had to speak one [thing]
for the gate we were the keeper of. [T]he energy that came around
and through us was incredible. Macki definitely had the power of
nature walking with him.”
What can we learn from indigenous education about training Star
One thing we can benefit from is the universal affirmation among all
intact indigenous cultures around the world that their people’s
cultural and physical origins have a relationship to the stars. In
this broad global anthropological context, parents of Star Kids need
not feel out on a limb or extreme in seeing to it that their Star
Kids get an education with similar important content.
Another correlate from indigenous teachings is the effort to connect
children with Nature, particularly the sentient and telepathic parts
of Nature, to aid in forming and shaping youthful consciousness.
A third thing we can draw from the indigenous cultures is the
importance they place on tradition. In indigenous cultures tradition
is not just a custom handed down by several generations, but rather
a well-developed body of information and knowledge that derives its
power from its having stood the test of time for millennia; and of
being so important that no generation would think about failing to
pass it on to the next generation. Certainly, messages from Visitors
from the stars fall into such a category.
And since such messages
are a key to our complete and elevated self-understanding as a
people, their importance dictates that they be included as part of
essential adolescent education in preparation for taking on adult
The Structure of Star Kid Education
Education takes place differently at a Star Kids School. The
teachers not only stand up at the front of the class, but are also
sitting around in a circle with the children exchanging the
information and experiences which each bring to share to enrich the
common pool of knowledge, understanding and skills that are the
patrimony of Star Kids.
Since Star Kids differ individually in their level of intelligence,
attunement, downloaded information, psychic abilities, etc., can it
work out that Star Kids all learn at their own pace while in a group
Can it work out that Star Kid students keep up with their studies
while they are traveling on educational field trips to national
monuments, historical sites and other learning experiences?
Can the teachers in a Star Kid School spend less time up in front of
the class and more time working individually with each student,
coaching, encouraging, affirming correct answers, and tutoring
towards success in learning?
How can this work out?
Here is one way. The Star Kids School can adopt a series of age and
grade level-appropriate correspondence-courses to form a
quasi-self-tutorial form of individual study either in the
classroom, or in the Star Kid’s home, or in a community-based youth
These correspondence courses will be individually paced, and feature
clear, self-explanatory didactic workbooks. A student takes one
course at a time, completes and turns in the assignments, gets
graded, and when passed, is promoted to the next subject. These
correspondence course materials, originally designed for distance
learning, do not assume a previous solid foundation in these
So many Star Kids have been let down by schools and
teachers who are no match for these new kids and their learning
styles. Especially in the early years of the Transition from Fourth
World to Fifth World, there will be Star Kids who tried to make it
in regular public schools, had a poor experience, and now find
themselves in the middle grades or older, lacking a number of
fundamental skills, and having large holes in the subject knowledge
they are “supposed to have” by the chronological age they are at.
These new-approach study materials start with foundations missed in
earlier grades, and rapidly accelerate through the workbook in
stages up to even college-prep levels of presentation. Thus, apt
students, like so many Star Kids are, can fill in the gaps in
foundational learning, and then rapidly accelerate to the upper
levels of secondary education, and from there prepare themselves for
college and graduate schools.
A particular example of this correspondence-course style,
individually self-paced learning program is the Steck-Vaughn
distance-learning Series. Subject areas covered include Social
Studies, Science, Mathematics, Reading, Writing, and Human
Relations. Interested Star Kids and/or their parents can learn more
about such materials by contacting, for example, the Steck-Vaughn
Company, P.O. Box 26015, Austin, Texas 78755, USA. 1-800-531-5015.
www.steck-vaughn.com [And no, I do not have a financial interest in
this company, nor have I been compensated for my implied
This is an example of an individualized learning tool which can be
used in a group learning situation, where the teacher is more of an
encourager, facilitator, and pacer. In such learning environments it
is quite easy to “interrupt” such study in order to take the Star
Kid students on travel for educational field trips to national
monuments, historical sites and other learning experiences, or to
exercise psychic powers doing healing work at an Earth power site,
or a disaster location, or to develop outdoor skills in an Outward
Bound kind of immersion experience.
Such flexible, self-paced learning materials also facilitate the
teachers in a Star Kid School spending less time up in front of the
class, and more time working individually with each student,
coaching, encouraging, affirming correct answers, and tutoring
towards success in individualized yet group-collective learning.
Star Kid Workshop Report
Another way learning can occur is via a contained, specially-focused
educational experience like a workshop, where specialist instructors
come in to provide educational experiences not otherwise readily
Here is a report of one such Star Kid Workshop. Note the different
ways learning can take place in such an environment, and the dynamic
energy generated by the interplay between participants.
Report on the Star Kids/Star Seeds Workshop
Aug. 23-25, 2002
at The Integratron, CA
The site for the Star Kids/Seeds (1) Workshop was The Integratron, a
two-story, gleaming-white domed structure resting on a broad round
pedestal. In the 1950s, former Lockheed engineer and experiencer
George Van Tassle was instructed by the Star Visitors to build this
unusual building. It is entirely made of wood without a nail or any
other metal used in its interior construction. Around the external
lower edge of the second-story dome are affixed a series of metallic
solid pipes, like a circular lightning-rod array.
was designed to harness the ambient energy of the local Earth energy ley line upon which the Integratron sits. So powerful is the
structure’s shaping field that a magnetic declination of five
degrees occurs between 50 feet outside from the building versus
inside the Integratron, as observed by this author. Further, the
array of rods is designed to shape any lightning strikes into a
hemisphere of energy which would harmlessly surround the Integratron
and provide a beneficial energy field for those inside. The
Integratron’s purpose was to be a center where people would come to
receive an energy treatment which would forestall any ill effects of
The gleaming white domed structure shone like a beacon in the
brilliant sunlight of the cloudless blue sky and crystalline pure
air of the high Mojave Desert, as the Star Kids and Star Seeds
gathered that Friday afternoon of August 13, 2002 to begin this
first official workshop of the Star Kids Project (2). As far as this
author is aware, this gathering was an historic first: the premier
public Workshop dedicated to acknowledging, educating, supporting
and linking Star Kids. There in Landers, CA, thirty-four transformed
or hybrid humans gathered to meet each other, share information,
tell their visions, own and develop their paranormal skills, and
become a bonded unit of the cosmic family. They were not
It is more difficult to report on such a Workshop because, unlike a
UFO conference, such a Star Kids/Star Seeds Workshop is more
intimate and personal. Out of respect for the privacy of the
participants, this report will discuss events without specific
identifiers, except for the facilitators.
The workshop was led by Dr. Richard Boylan, noted researcher of Star
Visitor-human encounters. Also assisting were co-facilitators Rev.
Barbara Lindsey, internationally-noted psychic, healer and
experiencer, and Marian MacNeil, CHT, psychic, experiencer and
hypnotherapist. But in a real sense, all of the participants took
initiative in contributing to the substance and dialogue of the
Workshop. For, in the new social structure of Fifth World cosmic
society, everyone bears responsibility for the social whole, and
there are no elite leaders. And so it was at Landers.
Friday evening, the participants gathered in the Integratron dome.
It was a time for introductions and sharing of where each
participant came from. Dr. Boylan laid out the provisional agenda
for the weekend. Each of the Star Kids/Seeds stated why they had
come, and what they expected. The level of electric excitement and
anticipation was very high.
Saturday morning the participants filed into the Integratron to
begin the Workshop. Each participant went through a brief Native
American purification ceremony, being smudged by smoke from a
burning bundle of sage. The Workshop was videotaped by Raymond (3),
a 10year-old Star Kid, who also offered computer programming advice
to Dr. Boylan.
Dr. Boylan began the Workshop by discussing what makes Star Kids and
Star Seeds different. He spoke of the special transformation of
these starfolk, whether by alteration during an encounter with the
Star Visitors, or by their parents’ reproductive material having
been upgraded during a Visitor contact. He outlined some of the
physical differences that occur in Star Kids/Seeds after contact:
improvement in the immunity system, with fewer and milder illnesses,
lower basal temperature (so that the body does not burn out as
fast), and dynamic energetic appearance (Star Kids), or looking
younger than one’s age (Star Seeds).
Dr. Boylan also described some of the psychic changes noted in
starfolk: telepathy, precognition, telekinesis, clairvoyance/remote
viewing, “downloading” information telepathically from Star Visitor
sources, cross-species communication (e.g., telepathically
understanding and conversing with animals), penetrating
intuitiveness (knowing something about a person or situation without
knowing where the information was acquired), affecting electrical
devices (such as remotely turning on or off lights),
remote-influencing others, inter-dimensional viewing, aura-reading,
psychic diagnosis, bioenergetic healing, and connecting with one’s
Star-Visitor and other guardians telepathically or during astral
(out of body) travel. The Star Kids and Star Seeds chimed in with
their own examples of these abilities as experienced in their lives.
He also spoke of the spiritual dimensions of the Star Kid/Star Seed
experience. That it’s not just about meeting exotic people or
acquiring powers like the “X-Men”, but rather a lifting of our
consciousness about the Supreme Source (God), and how that Source
permeates everything and everyone, and how the cosmos is a sacred
arena of possibilities in which we operate.
After that introduction, the Star Seeds and Star Kids took turns
each relating briefly their own experiences of contact. Some,
especially Star Kids, talked of encounters from an early age. Others
described a gradual awareness later in life that they were Star
Seed, and how it made them feel different and privileged. A number
of entire families were present, Star Kids and parents.
The participants described coming to terms with various unusual
abilities. In many cases their families were also experiencers, and
so there was support and understanding for their specialness. In
other cases the Star Seed had a more challenging time coming to
accept their special identity without the support of their family,
or even their scoffing.
A number of participants spoke of recognizing the others at this
Workshop as somehow familiar, despite the fact that they were
apparently meeting for the first time. “I’ve met you somewhere
before,” was an expression more than one person said. And many
repeated a refrain that the people at this Workshop felt like
already-established or instant family.
During the catered lunch, the participants broke into little groups
of new friends, trading personal stories, and sharing the excitement
of being at this historical Workshop.
Saturday afternoon the co-facilitators, Barbara Lindsey and Marian
MacNeil led special demonstrations and exercises to make the
starfolk present aware of some of their latent abilities, or to give
them an opportunity to exercise those they were already aware of.
Marian described the location and function of each of the seven
chakras (special consciousness/energy centers) in the body, and
taught how to cleanse them. She then led a guided meditation on a
method of balancing each chakra.
Barbara taught about viewing auras, and what different aura
“signatures” mean. For some of these exercises the participant was
awakening abilities which had lain dormant. For others it was
familiar and a chance to practice already-accepted powers.
Marian did a remote-viewing exercise, passing around a picture
sealed in an envelope. She invited each Star Kid/Seed present to
“read” what was inside. The “hit” rate was very high.
Another popular exercise had participants mingle and connect with
each other participant, utilizing only telepathy. It went off well
with many smiles and signs of understanding messages sent.
Because the day reached 98 degrees, a number of Star Kids and a few
Star Seeds went into the Doughboy pool adjacent to the Integratron
to cool off in water sports play.
At dinnertime, the Workshop broke off formally, to reconvene after
For the evening Skywatch, Barbara Lindsey led the group to a remote
location in Joshua Tree National Park, a few miles from the
Integratron. There Dr. Boylan led the group in a joint telepathic
outreach to the Star Visitors. Later one participant noticed a blue
flash, as an object darted across the sky. Dr. Boylan also pointed
out the several U.S. military secret antigravity craft flying high
above. He identified the craft as the Lockheed X-22A, a two-man disc
whose signature is a rapidly-blinking bluish-white light and a rapid
trajectory, punctuated by dead stops mid-air, and
reversals-in-track, as well as sideways instantaneous dislocations
from its original linear trajectory.
Sunday started warm early, a sure sign that the day would reach 100
Fahrenheit despite the 4000-feet altitude.
Sunday morning, Workshop participants who so chose attended an
early-morning Native American spiritual Star Elders ceremony in the
underground kiva (4), also on the Integratron property. After
traditional smudging of those in attendance, there was a period of
meditation. Then Dr. Boylan did a sacred pipe prayer ceremony,
asking the Spirits of the Six Directions to advance the Star Kids
Project and all those attending the Workshop. He then told the story
of the Blue Star Kachina: when she returned to dance in the plaza of
a Hopi village, that would signal the end of the Fourth World and
the return of the Star Elders. He then prayed for the return soon of
the Blue Star Kachina.
Dr. Boylan also gave a talk explaining why Star Kids and Star Seeds
are here in such abundance now. He described the “missionary
incarnation” that these starfolk had agreed to before birth,
volunteering to reincarnate this lifetime on Earth, to aid the
planet’s inhabitants in this monumental Time of Transition from the
present corrupt, hyper-materialistic, eco-cidal Fourth World to a
cosmically-aware Fifth World society. Many of the other participants
also said aloud their own prayers.
Next, Barbara led the participants in a caravan of cars to the
Crystal Hill near Giant Rock, an old 1950s UFO landing site two
miles north of the Integratron. Crystal Hill is a natural large
formation of crystalline quartz, forming a eight-story-high mound of
natural quartz, many of whose crystals lie loose atop. Barbara
talked about the use of crystals as a natural amplifier of energy
fields, including human. She also described their healing and
The starfolk then adjourned back to the Integratron for additional
learning. Dr. Boylan utilized two 11-year-old twin Star Kids, Allen
and Aaron, to demonstrate the use of a pendulum to access universal
mind, and determine answers to questions. He also demonstrated
psychic diagnosis, using a volunteer, Carrie. Passing his hand over
her auric field, he detected two locations of health imbalance.
Dr. Boylan then enlisted four volunteers with Therapeutic Touch
training, Bente, Margo, Lisa and Belle, to assist him in doing a
psychic healing. They used only the natural powers of the cosmos
[Tunkashila, (Lakota for the Grandfather)] and of Mother Earth [Maka
Unce, (Lakota for the Grandmother).] These powers were invoked and
drawn through the practitioner, and sent via their palm chakra into
the auric field and body of the one in need. Soon after, Carrie
reported that she felt much better.
Marian had participants pair off and remote-view each other to get
information about the other that the partner could then confirm.
People were pleased with the accuracy of the information shared.
Additional exercises included experiencing the Star Kid’s or Star
Seed’s connection to Spirit. Because of the press of time,
participants told about their experiences doing telekenesis, but did
not actually demonstrate it within the Dome. Throughout the weekend,
there was a shared sense by facilitators and participants that there
was just not enough time to do everything that was potentially part
of the Workshop. A future Workshop may eventually last for a week.
As part of the Closing Ceremony, each Star Kid and Star Seed told of
what they had gotten from the Weekend. All were unanimous in saying
that it was a most important event in their lives. Dr. Boylan
indicated that this was but the first of a series of Star Kids/Star
Seeds Workshops to be held across the country and internationally.
He asked for members to keep aware if a financial angel could be
identified to help with start-up funding for the Star Kids Project©.
Because many had to get back home for school or work, the Workshop
formally ended early Sunday afternoon. A number of participants
stayed on to get hypnotic regression by Dr. Boylan for Star Visitor
encounters or astral experiences, or to get a psychic reading by
As the afternoon wore on, the last of the participants left for
home. Each was changed by this weekend in ways they would process
for weeks to come.
Star Kids are children who are special, advanced and gifted due to
genetic intervention by the Star Visitors with their parents’s
reproductive material. Star Seeds are grown-up star kids, or adults
who have been transformed physically, psychically and
consciousness-wise by Star Visitor contact.
Although a previous Workshop occurred on October 07, 2000 at Santa
Cruz, California led by Dr. Boylan and Barbara Lindsey, that
Workshop was focused on young adults (Star Seeds). And the ACCET
2002 Star Seeds/Star Kids Conference held in Berkeley April 6-7 was
more of a traditional conference, with experts as speakers and
little interactive practice.
Because of personal privacy respect, this report will not provide
full names of the participants other than the facilitators.
“Kiva” is a Hopi term for a circular underground prayer and ceremony
chamber. The kiva is entered by a ladder placed in a small opening
in the roof.
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