Stalking Vol 2 The Bridge of Reason HTML version
future with hope the young must be taught and cared for in an atmosphere of love and
responsibility." Switching her gaze slowly from Elani, to Meaghan, then to Rachel, she said, "To
the Essene family, no actions would be engaged that threatened the independence of spirit and
thought of any child or individual. It was further seen that if mans' home e nvironment was out of
control, if grief, pain, deception, and greed found their beginnings within the domestic situation,
then the children of such individuals would carry the impact of creating the society itself. O n a
mass level, such a society could not possibly hope to survive, because each compromise resulted
in an immediate catalytic action in social terms. This would result in one abuse after another
growing under the impetus of its own thrust until its proportions were so sweeping that only the
destruction of the culture and disbursement of the remaining members of it could stem the flow.
By that time, all politically motivated questions, be they economic, imperial, or domestic, would
be academic. Your current circumstance is no different."
"Meaning it’s the end of time?" Josh said.
"Not of time, but the end of cycling lessons you have repeatedly placed in your path and
failed to learn," Saa-ra replied. "As a result of these observations," she scanned the room again,
"the Masters developed disciplines centered on personal dignity, empathy for the conditions of
the less fortunate, and a cooperative effort to hold their shared culture in reverence." Looking my
way out of sequence, she said, "These lessons were extremely hard to teach."
She moved on.
"It took continuity and a psychological process which required that the child live up to his or
her share of responsibility, not down to it." She paused at Georgio, a passionate Brazilian waiter
in his early-twenties, before addressing us randomly. "Those who were capable, did all they
could do even to personal sacrifice, but for the right reasons. Their lessons of The Arts and the
Disciplines became known to the Essenes as the Kabala. As K ha- li taught these, his students also
learned the arts of How to Teach, which addressed the three principle aspects of physical
challenge. These are individual cleansing, social evolution and ethics, and national intent." Saa-
ra moved on.
"To teach these, the context of the lessons had to be directly proportionate to the arena,
therefore proficiency depended upon one's ability to recognize exactly where they were, and
whom they were addressing. To this end, fluidity of movement, or the ability to adjust to
conditions whatever they might be, became a key portion of their mental and emotional
disciplines. O verall, total responsibility for one's actions was an absolute prerequisite. Students
had to hold themselves sacred, and act among their fellows as they would wish to be treated."
"Are these the Stalker’s disciplines in Castaneda’s work?" I said.
"Adjusted for the culture in which he participated, yes," she replied.
"Where did it fall apart?" I said.
"There were those with a little more energy at their disposal," Bonnie said, facing us in no
apparent order, "who saw the weakness of a man who never looked beyond his material world or
physical fears. These individuals determined that great numbers of people could be easily
controlled and mobilized by utilizing the concept of Immediate Need. Within Immediate Need,
the individual believes himself to require far more than he actually does, and therein finds a
social stigma attached to 'not having'. In the light of these realizations he sees that, to others, he
will not be acceptable should he not seek to attain all that he is entitled to." Sa-ar-a stretched the
"To this end those seeking power perpetrated, on an ever increasing scale, the concept of
Immediate Need. The result combines masses of humanity, striving in unison within the