Children's Lessons, Volume 1: Eawahtah

Children's Lessons 1-12 Volume 1  Children's Lessons 1-12 Volume 1 Editors Joan H. Greer, Susan Griffin and Celeste Joy Greer-Walker Designed and Illustrated By Celeste Joy Greer-Walker and Susan Griffin ____________________ Sabea Publications, Inyokern, Ca. First Internet Edition April 2011 PARENT'S INTRODUCTION Parent's Suggested The Children's Lessons are sto- Kosmon, the Guatamans have a Reading ries about the teachers in special work of being close to the Oahspe, and explanations of Kosmon Born children. They are The story of Eawahtah Faithist spiritual truth sug- the guardians and teachers of our is found in OAHSPE in gested by the stories of the young, and so it seems appropriate teachers. With each lesson to begin our work with the story "First Book of God," there will be Notes for Par- of the great teacher Eawahtah. XXVI and XXVII. ents, which will include family You may find it helpful to read activities and sometimes sug- the sources used for each lesson Eawahtah gestions for drawing and color- before you read the Children's ing. We ask that parents let us Lesson to your child/children. know if we are moving too The story of Eawahtah is found in quickly. Our experience with OAHSPE in "First Book of God," the Kosmon Born children is XXVI and XXVII. You may want to that they easily grasp the print off the Children's Lessons spiritual truths taught in and put them in a binder so that Oahspe. They seem to already you will be able to refer back to know, they just lack a way to them. express what they feel and un- derstand. Because of their Page 3 deep love of the earth and all that is in the earth and is on the earth, the an- gelic Guatamans spend more time close to the earth than other angels. For years, the Gua- tamans have made themselves known to us when we come to- gether for meetings and conferences. In  Index Lesson 1: Story of Eawahtah (with emphasis on The Creator) Lesson 2: Seen and Unseen (Nature of The Creator) Lesson 3: The Leaf and EOIH (Symbol of The Creator) Lesson 4: The Sea of the Body of the Creator (Nature of the Creator) Lesson 5: Story of Zarathustra Part I Lesson 6: Angels Lesson 7: Story of Zarathustra Part II Lesson 8: The Unseen (Zarathustruian teaching of the Unseen) Lesson 9: Story of Zarathustra Part III Lesson 10: OAHSPE Lesson 11: The first angels and the I'hins Lesson 12: The Story of Chine Page 4 Children's Lessons  Lesson 1 EAWAHTAH Eawahtah Page 5  ANCIENT AMERICA Long, long ago, the angels gave the name Guatama (gu ta ma) to the land we now call the Americas. In this ancient time the people of Guatama lived very close to nature. They built their cities out of sun-hardened earth and stones gathered from the land. They cut down trees to build strong roofs and walls for their homes and temples. Today, we know the Pueblo people, who build in much the same way, call themselves by many names such as Hopi 1 , Piute and Zuni. Their ancestors built many amazing structures that can still be seen today, such as Montezuma Castle, Casa Grande, and the many wonderful buildings in Chaco Canyon and Canyon de Chelly (pronounced Shay). These ancient people often built their homes in the cliffs of canyons close to a flowing stream of water. The Pueblo people were farmers and sometimes planted their crops on the mesas (flat lands) above the cliffs where they had built their homes; of course, they also planted their crops by the streams flowing through the canyons. More ancient than these were the Mound Builders who left wonderful mounds of earth, some look like great pyra- mids. Archeologists who study the civilizations of ancient people by digging up their buried homes, cities and great pyramids, think the huge mounds of earth still visible today may have been places of worship. 1 See Mound Builders page 14. and Bible of the Mound Builders page 15. Page 6 Children's Lessons  EAWAHTAH The story of Eawahtah took place thousands of years before these ancient dwellings and pyramids and mounds were built. Scientists who have studied these ancient cities do not know exactly how the cities looked and exactly how the people lived, but they do know these ancient people built magnificent structures. The ancient people also studied the sun and the moon and the stars and their journey through the sky. These studies brought about a calendar which told them the Sacred Times they were to worship and sing praises and give thanks to the Creator for their happy lives. Scientists also know that there were no cars or horses... that's right, no horses. Horses were brought to Guatama thousands of years later by the Spanish Conquistadors. As the people of Guatama had no horses, they walked wherever they went. They walked great distances on well-established trails that are still amazing to us today. Some of the trails, like the ones at Chaco Canyon, are as wide as an eight-lane freeway, and are straight and well made, showing that these ancient people could carefully plan and build. Eawahtah Page 7  When people live close to nature, they understand the sacredness of the food they eat. First, the seed is planted, which in no time becomes a mature plant. Second, there is the care- ful and tender loving care the people give to the plants. Finally, the plants are harvested so there is an abundance of nutritious food for all the families. Grain and corn grew in the fields. The sounds of the grinding stones were heard as the men and women prepared the corn and grain to cook. Families also began to grow, so more homes had to be built. The people under- stood that their lives, their food, their homes, and the earth they walked on were as sacred as the places set aside for group worship. Life was filled with the songs and sounds of rejoicing of the people, for the earth nourished them and clothed them, and provided homes for them. Life was good. Life cannot always be filled with such happiness, and even these very ancient people who lived so close to the earth could forget that the very earth they stood on is a great source of power; the power to support their lives by giving them food, clothing, and shelter. There are times when it is difficult to remember the happy moments of life. When this happened to these ancient Gutamans, a great sadness came upon this land. The people began to forget to rejoice in life, and in time the sadness grew and spread throughout the land, and eventually the sadness turned into a time of war. No grain grew in the fields, and the grinding stones of the people were silent. Into the forest, afar off, fled the people with the children, they were all hungry, weeping, homeless. Page 8 Children's Lessons  All people are children of The Great Spirit, and just as a good mother and father look after their children, so the Great Spirit looks after all people. The Great Spirit knew that the people had been drifting away from understanding the great power which some people call Na- ture, the power which provided for them. The people had lost that understanding of them- selves as part of the life of the sacred earth, that powerful energy that some people call the great Mother-Father or The Great Spirit. The Great Spirit knowing that the people would be- come forgetful had planned ahead. Angels had prepared the way for a child to be born who would hear the Voice of the Great Spirit. After this child was born and had grown to become a man, the Great Spirit called to the native peoples of Guatama, and only this one man heard and he answered, saying, "Here, O Great Spirit, here I am!" This man who answered was taller than any other man; his bright face was a shining copper color, as if the sun glistened from his broad forehead. And the Great Spirit asked, "What is your name, My Son?" The man an- swered, "I am Son of the earth." Then the Great Spirit said, "I name you E-a-wah-tah, which means even balanced, best of people. Eawahtah Page 9  Come with Me; walk along with Me." As Eawahtah walked he heard the Creator speak- ing: "I am your Creator; I Am the earth you walk on, I Am all you see. Some call me the Great Spirit." "What shall I call you, Creator?" "Call Me the Name the wind calls me, Eawahtah!" Eawahtah asked, "How does the wind speak?" The Creator answered, "Come with Me, My Son." Then Eawahtah walked along and came to a place where the wind blew in the leaves. The Creator asked, "Tell Me, My Son, what does the wind say in the leaves?" Eawahtah listened, and then said, "E!" (1) Then the Creator took Eawahtah to the big sea water, and asked, "What does the wind say in the water, My Son? " And Eawahtah listened and answered, "Go!" (1) Try saying the syllables of the Sacred Name in a "loud whisper" so that the syllables sound more like the wind than spoken syllables. Page 10 Children's Lessons  Then the Creator took Eawahtah to the high crags, the rocks above the piercing clouds, where the wind whistles; and said: "What does the wind say, My Son?" And Eawahtah an- swered: "Quim!" And the Great Spirit said: "Call Me E-go-quim, My Son. I am three in One; the earth, and all that is in the earth and on the earth, and all the stars and moon and sun; they are part of me, and the air above the earth is another part of me. And higher yet; in the high place above the air, is the ether, and that is the third part of Me. I am everywhere, far and near; all things your eyes see; all things your ears hear, all are Me and are in Me. Behold the flowers of the field; I color them. Behold the ant and the honeybee; I lead them; the bird I teach how to build. They hear My Voice. Men and women do things their own way; they no longer hear My Voice. O that men and women could learn to be One with Me! To move and work with Me! To hear My Voice." Then Eawahtah said, "Sacred Egoquim! I will go and teach men and women, give them Your words; help them understand, so they can teach their children." Egoquim said, "For this labor I called you forth, made you tall and handsome, with strong limbs, and broad shoulders. Come, then, My Son, I will be with you; into all the lands; amongst all the scattered tribes; thy voice shall be My Voice. So near thee am I, when you open your mouth to speak, fear not, I will give you words; you shall not err." Eawahtah inquired, "What shall I say; to teach thy sons and daughters?" Egoquim answered Eawahtah, saying: "I AM One Great Spirit, even Egoquim, all the heavens and earth. Teach my children that they shall have no God, nor Lord, nor idol, nor man, nor angel, to worship, forever! Eawahtah Page 11  Teach them to worship Me and sing my praises. Teach my sons and daughters to love all things in heaven above, on the earth, and in the waters of the earth. Teach them to love the earth itself, for all of these are Me!" And Eawatha buckled on his traveling slippers and walked for many years, traveled over all the land, meeting many people, telling them of the Creator, the Great Spirit teaching them the Holy Name, Egoquim. And the women heard, and the little children and the proud brave men gave ear. And all the scattered peoples came together to hear Eawahtah wherever he walked. Into villages gathered the people anew, over all the regions of Guatama, gathered all the people into one great nation, one people, who planted over all the land with corn. And the grinding stones were heard again, and the laughter of children and songs of praise came from the temples. And there was peace. Page 12 Children's Lessons  Older children may find this of special interest. Frank Waters, in his book The Book of the Hopi (Ballentine Books, 1963), tells the story of the Hopi people and their ancient history indicating that they are the Mound Builders. Their traditional his- tory tells of a great wandering across the North American Continent (Guatama), during which they left two markers built by their Snake Clan. The marker in the East, near the Atlantic coast, is a giant Snake with its head facing West, indicating that the Hopi had trav- eled East, and were now headed back to the West. This Snake Mound is the largest snake effigy in the world, being almost 1,300 feet long (almost 1/4 of a mile), twenty feet wide and five feet high. The serpent's body is extended in seven deep curves. Its mouth is oven, and is about sixty feet long and seventeen feet wide. There is an egg shape at the mount of the snake. The Hopi say that the egg shape represents the Hopi People, and that the snake is protecting them. The Hopi traditional story goes on to tell of the shrine called Kouknupovi, sometimes called Tokchi'i, the snake Guardian of the East. This snake shrine is near the Hopi's home in Arizona, To the Hopi these two snake markers indicate that their ancestors made both markers long long ago to celebrate their long journey. We will tell more about the Mound Builders and the Bible of the Mound Builders (on the next page) in a future Children's Lesson. We have used one of these symbols in this lesson. Can you find it? The snake is an ancient sacred symbol, being the shape of our so- lar system as it travels through space: the Sun is its head, and the travel of the planets representing the body of the snake as it moves through space. We will tell you more about this in the future. There are pic Eawahtah Page 13  [Read from left to right, beginning at the top.] Bible of the Mound-Builders Agoquim said: These are My divisions for the twelve feasts of the Gods of heaven. Observe ye them in My name, for they are My inheritance, bestowed to enrich the wisdom of men. Book of Saphah Page 14 Children's Lessons  Notes for Parents You may wish to tell your children about the Guatamans as explained in the Introduction: Be- cause of their deep love of the earth and all that is in the earth and on the earth, the angelic Guatamans spend more time close to the earth than other angels. For years, the Guatamans have made themselves known to us when we come together for meetings and conferences. In Kosmon, the Guatamans have a special work of being close to Kosmon Born children. They are the guardians and teachers of Kosmon children, and so that is why we begin our work with the story of the great teacher Eawahtah. When my children were young, they could see and feel the star on their forehead, and wondered why other children did not have a star on their forehead. My husband and I were never able to see their stars. Your children may be aware of their own star, and stars of their brothers and sisters, and you could talk with them about this. It is possible to see the star on the forehead of Eawahtah as well as the other teachers in Oahspe. When you are outdoors with your children, find places to listen to the wind, and hear the Voice of Egoquim. Planting or germinating seeds and composting are fun activities. You may find a bug box a good way to get close to the earth. If you cook with your children, cooking with corn/corn meal, beans and squash and can be another activity. If you wish, you could make your own corn meal tortillas. They really are quite easy. Included with this story of Eawathah are pictures to color, one is of Eawahtah from Oahspe. Children may want to draw their own pictures, and share them with others by posting on this site. Native American coloring books are also available in most bookstores and gift shops. The following web site has pictures to download for coloring. This is the website where you can find the Free American Indian Coloring Designs. http://www.squidoo.com/lensmastertipi If your child/children are interested, you can get books at the library with pictures of the an- cient sites mentioned in this lesson. They may also be found on line. Here are a few: Bandelier National Monument http://www.nps.gov/band/index.htm http://www.nps.gov/band/forkids/index.htm Eawahtah Page 15 Chaco Canyon http://www.nps.gov/chcu/index.htm http://www.exploratorium.edu/chaco/HTML/teacher.html Walnut Canyon http://www.nps.gov/waca/index.htm Casa Grande Ruins National Monument http://www.nps.gov/cagr/index.htm Aztec Ruins National Monument http://www.nps.gov/azru/index.htm Mesa Verde National Park http://www.nps.gov/meve/index.htm Montezuma Castle National Monument http://www.nps.gov/moca/index.htm Pueblo Bonito http://www.mnsu.edu/emuseum/archaeology/sites/northamerica/pueblobonito.html Canyon De Chelly http://www.nps.gov/cach/index.htm Navajo National Monument http://www.arizona-leisure.com/navajo-national-monument.html Mound Builders Ohio http://www.loc.gov/exhibits/treasures/trr030.html Serpent Mound http://www.mnsu.edu/emuseum/archaeology/sites/northamerica/serpent.html Grave Creek Mound http://www.wvculture.org/museum/gravecreekmod.html Mound Builders http://www.native-art-in-canada.com/moundbuilders.html BLM Colorado who were the Anasazi http://www.blm.gov/co/st/en/fo/ahc/who_were_the_anasazi.html http://www.cliffdwellingsmuseum.com/anasazi.htm Page 16 Children's Lessons  ABOUT FUTURE LESSONS The stories of the Teachers are longer than the Lessons, which are based on the mes- sage of the teachers. Our feeling is that the stories of the teachers are so full, that parents will have an opportunity to develop the activities with their child/children over several weeks, introducing the Lessons as part of the story of the teacher. In the story of Eawahtah we are given the teaching of the Seen and the Unseen of the Creator. A preview extracted from the Second Lesson follows. With our eyes we see the world, and with our ears we hear the sounds of the world. With our hands and skin we can touch the world. With our nose and tongue we can smell and taste the world. Seeing, hearing, touching, tasting and smelling are called our five senses. Think about an apple tree. In the spring we see the apple blossoms on an apple tree, and can smell their fragrance. Then the leaves appear, and we can hear the wind in the leaves of the tree. Finally, by the end of summer, each apple blossom has grown into an apple. If you are lucky enough to have an apple tree nearby, you can pick an apple. You can look at an apple and then you feel it with your hands. You can't resist it so you bite into the apple. As you bite into this delicious apple, you hear a "crunch," you smell the apple, and you taste all its juiciness. So you have experienced that apple tree and its fruit with your five senses; sight, touch, smell, hearing, and taste. Our five senses tell us of what we shall call the SEEN in our world. Along with the SEEN there is something else, the UN- SEEN. When we look at the apple tree we do not see the life within the tree, the life which brings forth the leaves, the blos- soms and the fruit. This life which is in the tree is UNSEEN. Eawahtah Page 17