Stalking Vol 2 The Bridge of Reason HTML version

"charlatans of many disguises blame their victims for being victimized to shield themselves from
their own responsibilities."
"What kind of disguises?" Meaghan said.
"They wear the ritual garb of the pious, the uniforms of social order, and the tailored cloth
of industry. They are everywhere, but none is hidden from us."
"Then it makes less sense to act against your own cause," I said.
"We are turning over the care and control of mankind’s destiny to entities indigenous to
your universe—we are not of this kind. These teachers will be more direct with you than the
original explorer’s have been," he said with an ominously flavored compassion, "for as the
hunter and the hunted they are intimately aware of the relationship between gluttony of the body
and famine of the spirit."
Focusing on me, he answered another unasked question. "Phillip is not usurping your free
will by enforcing an agreement he knows you do not understand. He is hastening the inevitability
of your development by stripping you of apathy. In a similar way," he said, glancing aro und the
room, "those who fail to act with honor service their own development while forcing others to
make a stand at a time when the anaesthetized among you would come to harm by default."
Reviewing a row of uncommitted faces, he said, "In a short time, you will all have to make a
stand. Those who are unconvinced of our presence, or who remain afraid, will have knowledge
of the disreputable principles from which to assess our standards. Nothing is wasted."
Chapter 5
The Classes, Part 2
Coming off the bridge onto the Stanley Park causeway, I realized something now obvious
but surprising, nevertheless. Bonnie had targeted me from day one—not that the others were
window dressing; they had every opportunity to learn, but they had not experienced Spirit as I
had. That said, they also requested nothing extra in terms of lessons, other than miracles of their
own: I felt cocky about how special I must be, as I resumed my recapitulation of the first classes
with a more fluid ease…
Kha-lib’s topics rarely strayed from some aspect of gathering energy through reshaping our
personal behavior(s) toward acting responsibly. To this end, he examined the political and
religious beliefs that influence us; these included but were not limited to theocratic and autocratic
structures, as counterpoints to democracy, because we were more familiar with this system, as
were Jewish and Moslem beliefs to Christianity.
These lessons could be tedious to a shallow thinker, but two things kept me alert: Bonnie’s
personas offered material in entertaining ways, while no religious, ethnic, or political group
escaped unscathed, though not judged. Her delivery was always without speculation— the way it
was. Nevertheless, I heard her spearing the bastard scoundrel looters, prophets, and profiteers in
whose hands we had placed our trust, and who in return had placed their hands in our pockets.
As time passed, the design of these lecture-type lessons increasingly involved our input,
which was subtle at first, but carried with it ramifications we could not have anticipated. For
example, a first-time attendee introduced himself as Hilding, and as a father of precocious boys
asked Kha- lib for his opinion on corporal punishment in our schools. K ha- lib replied by asking
Hilding to consider the lasting effects of authority figures inflicting pain on the impressionable,
justifiably ignorant, adolescently rebellious, and physically defenseless with the permission of
those upon whom their safe existence depended. Hilding reasonably countered, saying that
teachers and parents know that discipline sometimes needs a literal helping hand, therefore being