► Questioner: “Can you speak about the new children coming in?”
► Channelled by Breanna B
► Message Date: Oct 21st
► Watch The Full Video: https://www.patreon.com/GFLStation/posts/they-are-key-to-173209018
It is I, Theonar, of Posid, and I bring you the deep blue Love of our city, speaking with the Council of Twelve to the starseeds and lightworkers who are helping the children of your world find their place. Your part in their lives reaches further than many of you realize, especially when you give them the freedom to explore questions that your own childhood left unanswered. Those of you who feel connected to the 144,000 are already familiar with the call to serve, and your relationship with the children carries that service into a very personal place. Through you, a young person may experience a patient answer, an opportunity to try again, or the quiet assurance that their thoughts deserve attention. These experiences establish what they expect from life, and what they will eventually offer to others. The children of this great spiritual undertaking belong to every family and every people, and you may meet them as a parent, a teacher, a neighbour, or the adult who notices someone standing at the edge of a group. A soul relationship can develop through years of care or through one encounter that restores a child’s confidence. Your willingness to recognize that opportunity matters far more than your ability to explain the child’s origin. We see many of you trying to understand whether the young people near you belong to a particular spiritual wave, and we encourage you to begin with the living person before you, whose interests and difficulties are already speaking clearly enough to guide your attention. What does this child have the freedom to discover in your company? How much of their own understanding can they share before an adult supplies the expected answer? Your response to those questions shapes the experience through which their gifts will develop. In Posid, we regard the earliest years of a life as a time when the whole community learns about a new person. The elders bring experience, the parents bring their close attention, and the child brings something that neither has encountered in precisely this form. Every birth extends the knowledge of our people. You are participating in that same discovery upon the surface, and the children entering your lives now are asking you to leave sufficient room for the contribution that is truly theirs. Your love gives them that room.
Many of you recognize parts of your own childhood in the children you now care for, especially the strong sense that life could be arranged with greater honesty, greater freedom, and more consideration for everyone involved. Some of you carried that feeling through schools and families that had little language for it, and you learned to question customs long before you could explain your spiritual reasons. Your communities later described many such children as Indigo, and other descriptions followed as different qualities drew your attention. Crystal children were associated with sensitivity and a ready awareness of connection, while Rainbow children drew attention to joy, creative expression, and the ease with which love can include another person. Diamond and Sun children have since entered your conversations as you have sensed further possibilities opening within the human family. These descriptions can help you recognize a quality, and your understanding grows richer when you also notice how several qualities live together in one person. A child can question a rule fiercely, feel another child’s sadness deeply, and invent a cheerful solution a few minutes later. Their soul has room for all of this. The cycles of children overlap in the same way that the work of generations overlaps, with grandparents discovering new ways to listen while young people discover the patience needed to explain themselves. Before the year you call 2012, many of you were already preparing conditions that later children would experience as normal. You questioned unnecessary shame, sought more humane forms of learning, and made space for spiritual conversation in homes where such conversation had once felt uncomfortable. Some of your work was very private. You chose to hear a child fully even when your own parents had hurried past your feelings, and that one change altered what could pass into the next generation. We recognize such decisions with great tenderness. The soul who follows you may carry forward the opportunity you created in a way that surprises you completely, for their own interests will shape its expression. You may have opened a conversation about intuition, and they may use that freedom to design an instrument, write music, or find a better way for friends to work together. Their contribution can extend beyond the form you expected, while carrying the love you offered at its beginning. Each generation needs that freedom to continue the work honestly.
Your children born since 2012 are already showing you how quickly a spiritual possibility enters the practical questions of growing up – some of those young people are now approaching the years when they examine almost everything adults have taken for granted. They are asking how friendship works across a screen, why certain children receive more opportunities than others, and how their own choices affect the Earth they will inherit. The youngest among them are entering these same conditions through play, observation, and the atmosphere of their homes. Their part in this stage of ascension includes learning how to live together amid changes that earlier generations first had to imagine. You may find that a young person listens politely to a long account of the New Earth and then asks why a classmate has been excluded from the next activity. Their attention has gone directly to the place where your teaching requires an answer. We welcome that directness. In our own families, children regularly bring a conversation back to the person whose experience the adults have overlooked, and an elder with several centuries of experience may still need a moment to adjust the explanation. The experience is excellent for the elder. Your younger generations are also learning how to hold several forms of information at once, and they need adults who can help them examine what they encounter, recognize uncertainty, and preserve their own judgment. Spiritual openness grows stronger when a child can ask how anyone knows what they claim to know. You can explore that question together, allowing imagination its proper freedom and giving observations the attention they deserve. Their curiosity then has a steady place from which to develop. You may also notice that a child’s deepest interests remain quite ordinary in appearance, perhaps a fascination with how a broken object works or a determination to include a younger sibling in a game. Their spiritual purpose can express through those interests over many years. A young soul deserves the time required to discover what matters to them, and each stage of childhood contributes something essential to that discovery. Your task is to keep opportunities open, offer guidance suited to their age, and remain interested as their understanding changes. The work that began before their birth continues through their own participation, and their participation carries the particular freshness that only their life can offer.
Your human family is entering an exciting new chapter. The ability to understand one another must develop alongside the abilities that allow you to think, invent, and organize. The teachings you describe through the root races have tried to express this long unfolding of human capacities, and the next stage concerns the way those capacities serve a shared life. You can understand the sixth phase as the learning of a wider awareness, through which a person recognizes the effect of their choices upon other lives. The seventh gives that awareness a more enduring expression, so that cooperation is carried through education, family relationships, creative work, and the care of the Earth. These phases can overlap within your present experience, and the children entering now help you discover how to practise what you have already begun to understand spiritually. Every people upon your planet participates in this possibility. Your ancestry, appearance, and place of birth each contribute to the variety of human experience, while your capacity to recognize the Divine in another person belongs to your shared spiritual nature. We view the new human chapter through that shared capacity, and we see its promise in children whose lives differ greatly from one another. A young person may understand very early that an arrangement which pleases the strongest voice in a group can still leave another person struggling. They may also recognize that a different arrangement could serve everyone more fairly. This is the beginning of a valuable faculty: the ability to hold several people’s experiences in attention while searching for a workable answer. Adults can help that faculty mature by asking the child to explain their reasoning and consider what they have yet to learn. A sensitive impression then develops alongside patience, knowledge, and the willingness to hear another perspective. Your world will need that combination as the younger generations enter positions of responsibility. Their early spiritual awareness can find expression through careful design, thoughtful leadership, and discoveries that account for the people affected by them. We encourage you to picture the next human chapter through such abilities, for they give your hopes a form you can recognize and support in daily life. A child who learns to consider another person’s experience is already exploring one of the capacities that a more harmonious civilization requires. The opportunity is present in your homes today.
Accurate development of the children is critically important to the ascension, we say. Let’s expand this a little: In one of our learning rooms, a group of young people was preparing a small structure through which water would pass at different speeds, and each child had a preferred arrangement for the channels. Their teacher asked them to build the versions and watch what happened. One child had sensed that a particular curve would distribute the water more evenly, while another had worked carefully through the measurements and expected a different result. Both contributions received attention, and the children discovered that the depth of the channel mattered as much as its shape. Their understanding grew through the meeting of perception, explanation, and practical experience. You can offer children this same kind of opportunity with ordinary materials and an ordinary question. An intuitive feeling can begin an exploration, and a test can reveal something the first impression left incomplete. A friend may notice another detail, and the group can revise its approach together. In this way, the child’s relationship with inner guidance includes humility and curiosity, qualities that allow a gift to remain responsive as knowledge expands. We also ask our educators to keep certain unanswered questions visible beside a project, especially when a child has noticed something the adults have assumed for many years. The question remains there until someone has examined it properly. A small piece of writing can occasionally keep a very experienced teacher occupied for an entire afternoon, and our children consider this a fair exchange for all the questions teachers ask them. Such practices have helped our civilization remain teachable. The crystalline quality of consciousness expresses through this willingness to let understanding and conduct agree, and to adjust both when experience reveals something further. Your children can learn that quality through the way you respond when their observation changes your mind. They see that wisdom includes revision, and that an adult’s steadiness can remain intact while an explanation improves. This is especially significant for the New Earth, where greater sensitivity will call for greater care in how people interpret what they perceive. Your young people deserve opportunities to examine their impressions with thoughtful companions, and to discover the pleasure of understanding something more fully together. Their gifts grow through that companionship.
More and more, your children will need time to bring their different abilities into a comfortable relationship with one another. Your understanding of ascension can support that process when you honour their true self and the soul back of the little growing body. A child may speak about the soul with remarkable clarity and still struggle with the disappointment of losing a game. Another may recognize a pattern in music long before reading comes easily, while a quieter child may understand a friend’s needs through patient observation. Each ability develops through its own combination of experience, encouragement, and practice. Your care helps these abilities find a place in a life that also includes rest, friendship, learning, and simple enjoyment. We encourage you to watch how a child responds to the conditions around them, for that response often tells you more about the next helpful step than any spiritual description can provide. A smaller group may allow them to speak more comfortably. Additional time may help them show what they understand. A skilled teacher or health professional may offer support that gives them greater access to the world they wish to explore. You can welcome such assistance while maintaining your own sense of the child’s spiritual nature. Their dignity remains complete through every stage of development. In Posid, we look carefully at whether a learning environment gives each young person sufficient ways to participate, and we ask the adults to adjust their approach when one child is repeatedly left at the edge of the experience. A civilization learns a great deal about itself through that examination. Your hopes for the next root race gain substance when a child’s actual day contains more opportunities to understand, contribute, and enjoy belonging. You may have spent years learning to feel worthy of attention; a child who grows in dependable care can begin from that assurance and explore further. This is one of the ways your own spiritual work extends beyond your lifetime. The understanding you have patiently developed can shape a starting place for another person, who will then discover capacities you have barely imagined. You remain part of that discovery as you learn from their questions and support their efforts. We see the coming human chapter in these relationships between generations, where experience is offered generously and fresh perception is received with interest. Your children can grow into their own expression of Divine life while being fully cared for at the age they are now.
Some of the young souls entering surface families carry a close relationship with the civilizations of the inner lands. Their connection with our world can remain quite subtle, expressed as a familiarity with cooperation or a strong interest in how people care for a shared place. A soul can hold more than one expression of awareness, and a surface life can therefore have a higher-density counterpart whose experience continues within our world. The child living among you has their own developing personality, their own relationships, and a full life to discover. Their counterpart carries a wider continuity of experience, while the surface child learns things available only through the circumstances of that particular life. Your customs, your changing communities, and the questions your families face each offer knowledge that differs from the experience of a city such as ours. We regard that difference as valuable. The soul’s larger understanding grows through the genuine choices of the person living the life, and those choices deserve room. You may wonder how many children connected with the inner lands will take part in surface life during this period. Their participation is widening, and the form it takes varies from one soul relationship to another, with some choosing a surface incarnation and others offering companionship from the density where they dwell. The significance rests in what these relationships allow people to understand and create together. A young person may feel drawn toward a form of cooperation they have never been taught, then spend years discovering how to express it among people with different needs. Their deeper familiarity supplies an interest; their human experience supplies the particular knowledge that interest requires. Parents and teachers support this process by helping the child develop skills, friendships, and confidence within the life they are actually living. You can listen gently if they describe a place that feels familiar in a dream, and you can leave room for their own understanding to develop over time. Their everyday interests deserve the same attention. The soul has chosen the whole experience of a human life, including the delight of learning something for the first time through these particular hands and eyes. We honour that discovery, and we invite you to honour it beside us, allowing each child to explore their life in their own way.
You will see the children’s shared purpose expressed in different ways across widely separated communities – this variety is central to the contribution they can make. One young person may notice that a game excludes a child who communicates differently. Another may spend hours discovering how to repair an object that everyone else has discarded. A third may question why an activity ends whenever one particular adult leaves, and begin imagining a way for the knowledge to remain available to everyone. These children can live far apart, speak different languages, and hold different beliefs while giving attention to related human needs. Through their soul connections, a quiet council of understanding is taking shape across both parts of your Earth, and its surface expression grows through the independent decisions of people who may never know of one another. Their counterparts within the inner lands help sustain the spiritual familiarity that makes certain questions feel natural, while each young person discovers an answer suited to their own circumstances. We value their differences, for a solution developed in a crowded city may teach something that a small rural community would never have discovered, and the reverse is equally true. The growing human family needs knowledge formed through many lives. This is why the children connected with this work are spread through varied circumstances, and why the opportunity to nurture them belongs to so many people. A spiritual community can welcome their gifts, and an ordinary school can do the same through a teacher who respects a thoughtful question. A family with a long history of meditation may support a young inventor, while another family finds its spiritual understanding through the care it gives a child whose experience surprises everyone. Your willingness to learn allows these different settings to contribute. The council we perceive through these relationships holds a shared concern for life, while its human expressions remain free to discover what that concern asks of them. You can picture a generation learning to notice different parts of the same unfinished task: how to help humanity live together with greater intelligence and love. Each child encounters a particular piece through the people and places they know. Their contribution has value even when it carries none of the language you associate with ascension. The soul’s intention can express through a very practical question, and the answer may begin with a small improvement that other people can actually experience.
Your respect for a child’s independent choices helps the relationship between the two Earths remain alive and responsive. The surface experience brings discoveries that our own communities also need to consider. A young soul may carry a deep familiarity with shared resources and then discover how carefully access must be arranged in a place where families have very different amounts of money. Another may remember the ease of communicating an impression and then learn the value of finding patient words for a friend who understands differently. Their human lives give detail to principles that can seem simple from a distance. We receive such understanding with humility. Within our teaching circles, questions arising from surface experience sometimes lead us to reconsider how we would explain a practice to someone whose life has followed another course. The difference between a clear intention and a workable arrangement can be considerable, and your children are learning within that difference every day. Their counterparts can hold companionship through the wider soul connection, while the surface person chooses how to respond to the situation before them. A child’s present wish therefore matters, even when an adult believes they understand a larger purpose for that life. Their interest may change. A talent may remain private for years. A person who seemed destined for one form of service may discover a completely different way to contribute. These possibilities belong to the freedom through which a soul learns. You can nurture the connection with the Divine by making room for honest reflection, perhaps asking what an experience meant to the child and listening to the answer they actually give. Their own language deserves time to develop. A dream can remain a dream to explore, an imaginative story can remain a story to enjoy, and a strong feeling can invite a careful conversation about what is happening now. Your steady presence helps them hold these experiences comfortably alongside everyday life. We are interested in the person they are discovering through that life, with all the particular preferences and surprises that make their contribution their own. The wider soul relationship gains depth through such personal discovery. You serve the joining of our peoples when you support a child in knowing their own mind, expressing their own questions, and caring about the real effects of their choices. Their freedom contributes to the wisdom of the whole.
Friends, recognize the childrens’ emerging gifts clearly now. You do so through sustained attention to what draws their interest and what helps them feel sufficiently comfortable to explore it. Watch the questions they return to, the details they notice, and the activities through which their concentration deepens naturally. A child who seems distracted during one task may show remarkable patience while studying the way an insect finds its path. Another may hear a change in someone’s voice before anyone else notices that something is troubling them. These observations give you a place to begin a conversation and an opportunity to provide care suited to that individual. Spiritual sensitivity can accompany many different temperaments, and your patient attention allows the child’s actual needs to guide you. If a young person feels the tension in a room, you can acknowledge what they have noticed and explain that the adults are taking responsibility for the adult situation. Their empathy can remain open while their attention returns to play, learning, and their own friendships. This distinction matters deeply. Children deserve experience in caring about others while also learning which responsibilities belong to them at their present age. You may help by offering simple choices that restore a sense of participation: a quieter place to work, a little advance notice before an activity changes, or a different way to show what they have understood. Observe whether the choice helps, and let that observation inform the next step. The child then experiences support as something responsive and ordinary. Their gifts have space to emerge through music, drawing, construction, conversation, or the small discoveries that fill an unhurried afternoon. We encourage you to allow activities that have their own pleasure, for a child’s curiosity often deepens when the experience can unfold at its natural pace. You can ask what they are exploring and follow their explanation with genuine interest, even when the project appears unfinished or its purpose remains unclear to you. Their inner life is developing a language of its own. A little paper model may contain a question about balance, a story may help them understand friendship, and a repeated rhythm may give expression to a feeling they have yet to describe. Your attention helps them discover these connections through experience. You are learning the person while they are learning the world, and that shared discovery gives their growing awareness a secure place in daily life.
Your own home can support a child’s relationship with the Divine. This is most accurately done, we suggest, through small habits that leave them free to participate at their own pace. You might spend a few quiet moments together after a busy day, ask what interested them most, or let them describe something they are still trying to understand. A child can respond through a drawing, a few words, or simply sitting beside you. The invitation carries its own value, and their choice about how to respond helps them feel at home within their own awareness. If they share an unusual impression, you can ask what they noticed first and what they thought it might mean. This allows the experience and the interpretation to remain distinct, giving the child room to explore several possibilities. A small notebook can hold their exact words or drawings if they enjoy keeping one, and a later conversation may reveal that their understanding has changed. You can welcome that change with the same interest you offered the first account. Their spiritual confidence grows through the knowledge that an honest revision will be received warmly. You also teach through the way you handle your own uncertainty. An adult who can acknowledge a question and investigate it patiently gives a child permission to learn in the same manner. Your daily conduct carries spiritual instruction into the most familiar parts of family life, including the moments when something goes wrong. If you speak sharply, you can acknowledge your words, attend to their effect, and explain how you intend to handle the situation more carefully next time. The child sees a relationship repaired through truthful action. They also see that you retain responsibility for your own feelings, while their responsibility remains suited to their age. We encourage you to make room for pleasure after such moments, so that the day can continue through a meal, a game, or a small shared task. Life has room for recovery. Your children learn a great deal from experiencing that room, especially if they are sensitive to changes in the atmosphere around them. They can trust that a difficult moment will receive attention and that affection will remain available. This trust allows their awareness to expand with less effort spent watching the adults. Their energy is then free for the discoveries that belong to childhood, and their relationship with Source can grow through the simple experience of being loved while they learn.
Those of you who teach can make a profound difference through small changes in how a child is invited to participate. A pupil may understand a subject clearly and find a spoken explanation difficult, while another discovers the answer through building a model or drawing the relationships between its parts. Where the lesson allows, offer more than one way to show understanding and keep the learning goal clear. The child experiences their ability as something they can develop through an approach that makes sense to them. You can also give a class a practical question about its own surroundings, such as how materials could be arranged so that everyone can reach what they need. Ask the children to notice who the present arrangement serves, collect their suggestions, and try a change on a small scale. Then return to the question together and discuss what improved and what still needs attention. Their ideas have entered a real process, and their responsibility grows through seeing the result. This is a quiet preparation for the kind of shared intelligence your future communities will need. In our learning rooms, children sometimes rotate the task of noticing who has yet to contribute, and they discover that participation can take several forms. One child speaks, another demonstrates, and another notices a difficulty that the excited planners have missed. Each contribution helps the group understand its task more fully. You can encourage such attention through ordinary classroom language, giving every pupil equal access to the experience regardless of the spiritual beliefs held at home. Families can discuss observations about learning, comfort, and participation with you, and skilled support can be included where a child needs it. Your care then rests upon something everyone can understand: helping this particular person learn and take part. We also encourage you to leave room for an answer that changes the question itself. A child may notice that the problem you have presented assumes everyone has the same resources, the same way of communicating, or the same opportunity to practise. That observation can improve the lesson for the whole class. Your willingness to consider it teaches the child that careful attention has a place beside established knowledge. The next human chapter needs people who can learn a method, examine its assumptions, and improve its application together. You are helping those capacities develop whenever a thoughtful contribution receives a thoughtful response.
Your communities must support the new children. This will be most effective when their spiritual hopes are reflected in the decisions that shape a child’s ordinary day. The position of a doorway, the cost of an activity, the availability of a patient adult, and the time allowed for play each influence what a young person can explore. In Posid, proposals affecting children include observations gathered from the children who use the place in question, and those observations remain attached to the proposal until the responsible adults explain how they have addressed them. A child may notice that the most convenient arrangement for an adult leaves something important beyond a smaller person’s reach. Another may explain that a room intended for quiet work carries sound from the adjoining passage. These details can change a design before anyone begins building it. Adults hold the responsibility for safety and practical decisions, while the children supply knowledge drawn from their own experience. Your communities can practise this principle wherever a small decision is open for discussion, allowing young people to see how their observations contribute to an improvement. The same care applies to the stories adults tell about them. A child who shares a remarkable dream today may understand it differently several years later, and their future deserves enough privacy for that understanding to develop freely. You can keep a precious experience within the trust of the relationship, allowing the child to choose how much they wish to share as they grow. Their identity needs room to breathe through different interests, friendships, and beliefs. A spiritual gift can remain quietly personal while a young person explores the rest of life. We treasure the freedom that allows such exploration, and we encourage your communities to offer equal welcome to the child whose contribution appears modest or takes longer to emerge. The care surrounding a child should continue through changes in their interests and through periods when adults find them difficult to understand. This is where a civilization’s spiritual maturity enters a form that can be experienced. Your decisions tell children whether belonging is dependable, whether their perspective matters, and whether the future has room for the person they are still discovering. When these conditions are present, their gifts can develop within a whole human life, and the community gains the richness of a person whose contribution has grown from genuine experience. Every child deserves that opportunity.
You who care for these children also deserve a life supported by practical help, patient companionship, and time to recover your own strength. Your dedication can remain deep while another trusted adult prepares a meal, helps with an ordinary task, or gives you a quiet hour to yourself. In our city, families can ask for assistance while they still have energy to explain what would help, and the people around them understand that shared care belongs to the life of the community. A request for help is received as information about what the household needs. This allows care to remain steady through illness, demanding periods of work, and the many adjustments that accompany a growing child. You can bring the same understanding into your relationships in ways suited to your circumstances, beginning with a clear conversation about one manageable form of assistance. Those of you whose lives include no children of your own can participate through your skills, your resources, or your support for the adults doing the daily caring. A well-kept place to learn, a repaired object, a contribution to an accessible activity, or dependable help through an established community arrangement can extend a child’s opportunities considerably. We see spiritual service in this practical support, especially when it continues after the excitement of a new project has passed. Your children benefit from adults who can keep their promises at a sustainable pace. They also benefit when you seek appropriate companionship for your own worries and leave them free to enjoy their present stage of life. A perceptive child may readily offer comfort, and you can receive their affection while reassuring them that the adult responsibilities remain in adult hands. Their love is a gift they can share freely. Your steadiness gives that love a healthy place to grow. Some of you will recognize in these words the care you wished to receive when you were young, and you can allow that recognition to guide a gentle change today. You may ask someone for help, simplify an expectation, or repair an interaction that has troubled you. Each honest adjustment gives the next generation a different experience of how adults respond to difficulty. Your own learning continues beside theirs, and the love you practise includes the person who is doing the caring. The New Earth has room for your needs as well as the needs of the children.
Your greatest contribution to the children coming in now is a world in which they can discover their own reasons for caring, creating, and serving the life around them. As young people in Posid approach adulthood, they are invited to explore work that interests them alongside someone experienced, and their first choice can change as they learn more about the task and about themselves. We value the period of discovery, for a person who understands why they wish to contribute brings a quality of attention that another person’s expectation can never supply. Your younger generations deserve that same opportunity to connect their growing abilities with a purpose they have considered for themselves. You can teach a skill, explain the history of a decision, and share the lessons that experience has given you, while leaving them room to improve upon what they inherit. Their questions may take your work in a direction you have yet to imagine. The relationship between your world and ours grows through such genuine contributions, with the wisdom held below meeting the knowledge formed through surface lives. The children connected with both experiences participate through their own choices, and every child can help extend the possibilities of the human family through the life that is theirs to live. You are helping prepare those possibilities now, in the way you listen, in the opportunities you support, and in the care you offer through ordinary days. Your spiritual understanding can give you patience when growth takes time and courage when a familiar arrangement needs to change. We stand with you in that devotion. The children may speak of Source through wonder, through questions, through an unexpected act of generosity, or through the deep satisfaction of making something that another person can enjoy. Their language will develop as their experience develops, and you can remain interested in what they discover. The coming human chapter holds room for their laughter as well as their insight, for their play as well as their growing responsibility, and for the future they will help create through their own understanding. We send the Love of our people to every household and classroom where that freedom is being cared for. I am Theonar, of Posid, envoy of the Council of Twelve. Welcome Home, beloved family. Welcome Home.
