Child Genius B: Sharing! Q: Good evening B: Good evening! Or good day, from my point of view. Q: All right. I have two questions... B: All right. Q: ... one I came with and one arose from your opening remarks. B: All right. Q: I'd like to ask about that first. When you gave us the analogy of the pictures on the wall. B: Yes. Q: Is that, in fact, what the Egyptians were telling us with their two- dimensional paintings and, if so, how does that relate to their pyramids? B: Very good. To some degree, yes they were. The stylized art form was an understanding that the physical form is very like a shadow, in that way. To the higher self, it is very two-dimensional. The pyramid was their tool for accessing that higher self, for aligning the vibrations that they were so that they could, in fact, realize that the physical dimension you think of as very solid was, in fact, an illusion, simply a shadow. In being in many of the chambers within those pyramids, they allowed themselves to exit the body and get the perspective that gave them the understanding of the physical reality's shadowness. You follow me? Q: Yes. B: It was the fourth dimensional tool that allowed them to understand the third dimension, in a sense, in a two dimensional way. You follow me? Q: No. I fell off. B: The pyramid is a fourth density tool. They projected themselves into the fourth dimension; and therefore, their perspective of the third dimension lost its solidity. Q: Okay. B: Many times individuals, when you are walking down your street, and you all of a sudden -- for your own reasons and your own timing -- snap into that awareness and that alignment, have not many of you felt that the physical dimension around you all of a sudden was very flat? Almost, as you say, made out of cardboard, like a set; not quite real, not quite solid; that you could look behind it. This is the analogy, to some degree, of their art, and the reason for the period. It is a magnet. It is a lens for the electro- and ethero- magnetic field of your world. When you allow that lens to focus that energy into your vibrational auric field, it will then instill, imprint upon your auric field the idea of that pattern that will allow you to expand and blossom into the more expanded higher self. You follow me? Q: Yes. B: Does that assist you? Q: Thank you. B: Thank you very much! Sharing! Q: I have one other question. B: All right! Q: In our continuing efforts to explore our relationship with our brothers, the dolphins... B: Yes. Q: ... we have discovered an unusual boy, who in two weeks will be the youngest college graduate in the history of the United States. He'll be 10 years old. They tell me that his IQ is in excess of 200; they can 't really measure it. B: He's building his fourth computer; and he is obviously a clairvoyant. They've downplaying that side of his personality. But I'm told he spoke fluent ancient Greek at the age of three. In any event, he loves dolphins, he feels very close to dolphins, he dreams about dolphins. And we have now very fortunately connected with him, and we are bringing him down to be with our dolphins in about ten days. B: All right. Q: My question is, who is he, and where is he from and... (Much laughter, probably at channel's expression) B: This is, again, as we have said, one of the many individuals -- as most of the idea of the children of your age now are -- who are forgetting less of themselves and remembering more. Because this is the transformational age. This ability is equal to all of you; any of you can express this ability, this recognition. It is simply that this child has allowed himself to be born into your world, and has not forgotten as much of whom he is collectively. You follow me? Q: Yes. B: There are many connections that can be made, all of which, in a sense, will be arbitrary. There are connections to other levels, other realms, other civilizations. For now you do not really need them. But the idea can be that in showing this child, what you would call, a double tetrahedron -- one facing up, one facing down -- and allowing this child to function in the notion of triads, then this child may be able to begin to explain the understandings of how consciousness itself fits into, what you colloquially call, your scientific equations, particularly regarding what you call your artificially intelligent computers. All right? What the child will be learning also from the dolphin is how to allow computers to become empathic. Now let us remind you once again, as we have recently done for other individuals upon your world, that you usually think of telepathy as a primarily mental process. We have discussed the understanding that of course telepathy is emotionally activated. Therefore, let us put, once again, into fruition the idea of coining a new word, and recognizing that the more precise definition of what you colloquially call telepathy is actually telempathy. This is what the child is exhibiting, the acute ability to completely identify with and as any concept with whom this child interacts. This child can also be responsible for the idea of bringing back techniques, as many other individuals are, from Atlantian times, to increase the learning process -- tenfold, a hundredfold -- for any individual. This child may be able to revolutionize the idea of the learning processes; and revolutionize the idea of what you call school to begin with. You follow me? Q: That's what he said. B: Yes. Q: That was his... (Laughter) B: Enjoy! Simply treat the child as a reflection of yourself as well. Do not place the child above you in that sense, for the child only reflects the understanding -- without forgetfulness -- of what you all are capable of doing. Not that you have to express it in that way. Q: If the child is going to, in fact, revolutionize computers as we know them, which I believe; and we've discussed before that the dolphins are, in fact, a collective 31 million years old computer... B: Yes. Q: ...and that each and every dolphin on the planet is a station to that computer... B: Yes. Q: ... is a key to it... B: Yes. Q: If the child can break through and interpret, then it really is an extraordinary event, isn't it? B: Of course. Q: Okay. B: But the idea also is that the so-called revolution has already occurred in your collective consciousness, and the child is simply the representational tool of that revolution. You follow me? It is not that the entire idea of the revolutionizing of these notions is contained within the child specifically; it is that the entire revolution already exists in your consciousness, and thus, the child was capable of existing in your society at this time. No one is ever truly ahead of their time; everyone is always exactly a product of their time. Q: Will the child have credibility, I mean in the world? B: The child doesn't care. This is not an issue. You follow me? It is not an issue! It is not an issue. Q: Okay. B: It does exist in the child's reality; it will never be encountered as a problem. Actions will speak for themselves; they will be the line of credit, and it will be unlimited. You follow me? Q: Yes. B: Thank you! Q: Thank you.