31 October 1996
                                               issued 2 Jan 1997
                                           re-issued 17 Feb 1997


                RI-734i  'Orienting Children'


from Ambassador for Mankind


Message # RI-734i for Internet



(From a reply Koos wrote yesterday [30 October 1996, that is]
  to someone whose child had serious problems
   concentrating and sitting still and being attentive, in school.)



Strange that is,
 I handle something quite completely,
  and then
   I forget all about it, and
   I don't think anymore that this is vital data for others.
    Till I am asked, of course.


All right.

It [your child's problems in concentrating]
 is remedied
   by ORIENTATION.
   By locating things, objects,
    which are used or can be used
      to orient oneself, or, of course,
      to help another to orient himself.


So, what did this consist of?

First let me tell you,
 hoping that this will increase my credibility and my authority,
  that my kids - now almost fifteen and sixteen years old -
    have never had any childhood illnesses.

They are generally praised for
 being very responsible and very composed.



So what was this business of ORIENTATION?


We drive through the countryside, and I ask:
  "Where is North?
   Point (your arm) towards North."

  "Where is the Watertower?
   Point towards the Watertower."

  "Where is our house? Point towards it."

  "Where is the sun? Point towards it."

  "Point towards Berlin [in Germany]."
  "Point towards the North."
  "Point towards England."

Inside the house[, I ask]:
  "In what direction is the garage?"
  "Where is the front door?"
  "Point to the library."
  "Where is South?"

  "Where is Koos?"
  "Where is Jutta?"
  "Where is Noel?"
  "Where is Freya?"


I think you get the idea a bit.


You probably would ask your son
 to figure out
   the direction to his school,
    seen from your (and of course, his) house.

And from home,
  to various places he knows and has been to, in town.

Slowly, he will get himself located better and better.


We did this just for fun.
 To get them better located.

And at other times,
 to handle an upset.

Location (the action of locating),
orientation (the action of orienting),
  till the upset had vanished,
   or diminished considerably.

Until the kid had the environment under his control again
 - enough according to his idea of
    when he would feel in control of his surroundings again.

That is probably why they never got any illnesses.



Orientation is vitally, vitally, vitally important to any child.


Eventually you might get them so well oriented
 that they can point at the sun (correctly) while it is clouded.

And they should actually be able to locate, for instance,
 the front door and each window and each room,
   as seen from any place and any floor in the house.

And they should have quite a good idea,
 from anywhere in the house,
   in what direction and roughly what distance
    their major places of occupation are,
       like schools, swimming-pools, shopping centers
         and whatever else he uses to keep his orientation,
          like maybe a gas-station or a hill
          or the house of a friend or a sportsfield.

Of course he is also supposed to know - at any time -
 where any of his limbs (his body) are:
   "Touch your left foot.
    Touch your nose.
    Touch your belly.
    Touch your right elbow.
    Touch the chair.
    Touch your right knee.
    Touch the floor.
    Touch your head.
    Touch the door."
     etc.

They should be able to point at parts of the car,
 when they are driving,
   like the front wheels, the boot, the window-wiper, etc.


It gets them into control of their environment.
 This is vital, vital, vital.


These things are great fun to do with a child,
 and they are great fun for a child to do.



Concentration is:
  Being oriented, and
  being able to stay oriented.


You might say
 that certain drugs push someone into his body, and therefore
   he seems more oriented, more controllable, more docile.

You do this on people who
 can't lie still while their appendix is taken out.
You drug them,
 so that they lie still
  while the surgeon is trying to make a precise cut, and
 so that they don't upset the other patients,
  by screaming of pain.
I am intentionally overdoing it here, to make my point.


Drugs have their uses.
Drugs have their misuses.

If you know how to orient a child
  (the being,
    who happens to have a small body now
     and therefore is suddenly having to "play child", and
    who probably is still quite stuck
     in his previous lifetime or
     into his last death),
 you wouldn't have to resort to drugs
  in order to make him lethargic enough
    so that he sits still and, with that, pleases the teacher.


A teacher
  who can't orient a child in his classroom, and
  who can't muster enough affinity and
  who can't communicate strongly enough and forcefully enough
   and with enough understanding of the child,
    in order to capture the interest of a child,
  does not earn from me a very great respect as a teacher.

Also, there are teachers
 who HATE bright and intelligent and lively children.

The livelier the child, the brighter the child,
 the more they will try to invalidate and dominate it
  into an acceptable docility.


But if a child is very well oriented, really oriented,
 nobody could do very much to him.

He would not have many accidents or illnesses.



Koos Nolst Trenite - Ambassador for Mankind

Copyright 1996, 1997 by Koos Nolst Trenite


Personal Web-page:
  http://ArtOrg.com


Personal Web-Library:
  http://Art-Org.com


References (available in the Library at "http://Art-Org.com"):

  RI-781BPI'Raising Children - or Keeping Them Small?' of 16 Jan 1997
  RI-631i  'Definition of "Woman"' of 12 July 1996

  RI-629i  'Definition of "Care"' of 12 July 1996
  RI-537i  'The Right to Demand Awareness' of 15 Apr 1996


- Some Bulletins about How to Help and Look at People

  RI-592i  'How To Look At People' of 5 June 1996
  RI-235i  'Handling people with Understanding' of 14 July 1995

  RI-242Ri 'Being There - Freedom to Act' of 22 July 1995
  RI-274i  'Setting Own Awareness-Level - Use of Vital Data' of 8 Oct 95


- Bulletins about Marriage and Family and Problems in Marriage

  RI-759i  'Understanding a Typical Marriage Problem' of 12 Dec 1996
  RI-713i  'Handling Attacks Correctly - Space and Love' 18 Oct 1996

  RI-543i  'Dictators' of 22 July 1994, issued 2 May 1996
  RI-602i  'Definition of Power' of 20 June 1996

  RI-688i  'Handling parents - a psychotic mother' of 7 Sept 1996
  RI-698i  'Treat a Psychotic as a Psychotic (on my mother)' of 19 Sept 96


- Some Bulletins about Sanity

  RI-449i  'A Rule For Freedom' of 14 Jan 1996
  RI-714i  'State of Sanity, Definition of' of 24 Oct 1996
  RI-537i  'The Right to Demand Awareness' of 15 Apr 1996


- Some Bulletins about Religion

  RI-379i  'Religious Tolerance' of 1 Nov 1995
  RI-738Si 'Christianity - Love, and Guilt solved' of 17 Nov 1996


- Some Bulletins about Society

  RI-705i  'Society Resurgence, Use of Rules' of 9 Oct 1996
  RI-750i  'Crimes are not motivated by money' of 30 Nov 1996


- Some Bulletins about Art

  RI-019i  'Artists and Ethics' of 10 Sept 1992
  RI-704Ri 'Real Art is not hard to understand' of 30 Sept 1996


  RI-380Ri 'Obtaining Truth from the RI-Bulletins' of 1 Nov 1995
  RI-50RQi 'RI-xxxi series Archive - Content and Use' 28 Dec 94
               Revised and Replaced on 6 March 1996

These and other RI-Bulletins can be obtained

    At the Library of Koos' writings on
         http://Art-Org.com

    or (also accessible with WWW-browser) at
         ftp://thetics.europa.com/outgoing/adams/RI




Advanced theoretical reference:

 Philadelphia Doctorate Course Lecture Tapes,
  by L. Ron Hubbard, of December 1952.