The Star Children: Educating the Educators - Part 2
B Y  D A N I E L  J A C O B

I HAVE LOVED and appreciated many teachers over the years. Some of them were my own, and some are teachers that I have encountered along the way. Wondrous people, vibrant, alive, concerned about what they do. They are proof positive that there is still plenty of good left in the school system. They do their jobs well, and they have a substantial impact on many lives.

My 8th Grade English Teacher, Mrs. Jamieson, was the first person that picked up on my ability to speak in public. She tapped into me for some “Oral Interp” projects—reading stories and poems with feeling and imagination—and it changed my life. I can still hear myself droning on, as I artfully recited Edgar Allan Poe’s, “The Bells” to an appreciative class. I went from there to Speech and Dramatics, where my self-image in High School and College became that of an “actor” and a performer. Everyone needs an “image” of him or herself in the school system, and in life, and that became mine.

In High School, Mr. Johnson became my mentor and friend. His Drama Classes met in a tiny bungalow on a back lot of Long Beach Polytechnic High School in California. The more dedicated “actors and actresses” at Poly High never used our assigned lockers in the main building. Mr. Johnson gave us drawers and cupboards in the bungalow for storage of personal items, so that we’d come there between classes and develop a sense of community. We loved spending lunches and breaks, talking with “Mr. J” and with each other. He never seemed to tire of our antics or our raucous teenage viewpoints.

A handful of my own teachers were exceptional people. Maybe some of yours were exceptional, too. And that’s just the point, isn’t it? There are exceptions, and then there is the rule. We would be quite remiss in this study if we didn’t also take note of literally hordes of teachers out there — tenured and nearly invincible - who sleepwalk through each school day, rattling through “standard” courses of study, and downloading fertile young minds with repetition, boredom, and mental malaise.

Paul Simon put it succinctly in one of his early songs in which he cried out: “When I think back on all the crap I learned in high school - it's a wonder I can think at all!” Admittedly, these problems don’t rest entirely with the teachers. A good deal of it points to administrative and legislative malaise as well. Being tied to a “set” curriculum for 20, 30, or 40 years can kill the spirit of anyone.

What I am hearing, over and over, is a complaint that too much concern is being focused upon statistics and test scores, and too little is being spent on genuinely connecting with the kids and interfacing with them on what is vital to their world. One award-winning teacher confided to me: “We’re either spending time preparing the kids for these (standardized) tests, or we’re giving them the tests. There’s very little time to do much else.”

In this current system, if a teacher does break with “protocol,” and create a truly innovative learning environment, his peers scream bloody murder about it, because it makes the rest of them look bad. It also puts the administration on edge. After all, someone just might complain.

The students, who can spot brilliance and authenticity a mile away, will immediately flock to anything that doesn’t bore them to tears. If it also has vital application to the gnawing challenges they face everyday, and speaks in a language they can understand, the response curve goes up even further. If the teacher actually listens, instead of merely talking at them, the results become astronomical.

But are “results” the primary object here, beyond acceptable test scores? Or are the keys to this dilemma the same keys that unlock doors in every other part of life — namely, politics and money? Brilliant, imaginative teachers get kids excited. That’s a given. However, in many instances, they get punished for it. A huge number of gifted teachers eventually leave their jobs because of administrative or peer pressure to conform to the accepted “standards and practices” of days gone by.

This external situation is a perfect mirror of the inner life of most folks on the planet, regardless of age. This is exactly how many of us are treating our Inner Magical Child.
In physical school, young people are forced to endure ritualized, outmoded, “standardized” lessons and projects, which their elders insist on cramming down their throats. We are speaking here of the ever-present, ever-important “Three “R’s.” The adults hated learning about them when they were small, and they’re determined that they must put their own kids through this same test of endurance as well.

Granted, learning these skills can be essential to efficient, everyday living. But who gets to discover that insight, and make a free will choice to reach for the remedy? Are kids given a chance to discover it — or is it simply foisted onto them, like a foregone conclusion? The “in charge” adults say to their offspring: “We know you’ll need this, so here it is.” Though some kids accept that judgment without question, a greater number of them fiercely resent it.

The minute they walk into the door of a school, we begin to force kids to sit when they feel like moving around, listen when they have questions to ask or insights to share, and memorize something old when their awakening consciousness longs to create something new.

Beyond school, and into “adulthood,” folks are haunted by compulsive adherence to or rebellion against these traditional ways of engaging life, blocking them all from noticing the moment-to-moment inspiration and beauty that continues to knock upon the doors of their hungry hearts!

They go from schoolwork to adult work, with very little space in-between. Then they get married and have kids of their own. Those who try to expand that blessed in-between space are referred to as “slackers,” and parents cry out in agony, fearing that their children will never amount to anything.

Contacting the Magical Child, at any level, is no more complicated than ordering dinner at a restaurant. You give the kid a menu, and you ask him or her: “What do you want to eat?” The hard part is waiting for an answer. If the kid hasn’t learned to read, you have one situation. If the kid isn’t hungry, you have another situation. Meanwhile, we do have to stay on schedule, don’t we?

The word “schedule” plays a big part in all of this. One of the most essential aspects in any person’s growth process is TIME. We all need time to feel, time to notice things, time to experience desire, and time to go about satisfying our needs and desires. But parents and teachers only have a certain amount of time to give us. How much they give is greatly affected by how much time their own parents and teachers gave them.

I have spoken about the “ownership” of children, by parents and society, in my series “The Imagine Nation.” It can be found in the PLW Archives. Personal sovereignty plays a big part in a person’s motivation to expand and be creative in everyday life. So does a sense of personal worth.

In the next segment, I would like to discuss the importance of creating a genuine learning environment. For learning transactions to be complete and effective, the flow of energy must move both ways. Power must be shared, and realizations must occur on all levels. If this doesn’t happen, education becomes dead-ucation, and the gifts and potential of another generation will be lost.

© Daniel Jacob, 2004

On to Part 3


Daniel Jacob is a conscious channel, writer, and a Bio-Energetic Body Worker who lives in the Greater Seattle area. He owns and operates Myo-Rehab Therapy Associates, in Kirkland, Washington - a multi-therapist clinic, which specializes in muscular rehabilitation, stress management, and personal transition work. He has been in practice for 19 years. On 11/11/91, he began working with a group of energies that called themselves "The Reconnections." Daniel has developed a complete archive of information that has come through from them on a number of relevant topics. Daniel and his associates have been doing research with people around the world, collating data and comparing notes on the topics of Physical Transmutation and Earth Changes. He has produced a 2-Part CD, on which he explains the story of "The Star Children" in depth. He calls it a "tonal infusion for the New Age." You can get more information about Daniel and his work by visitin his websites: and also, or by e-mailing him directly at:

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