Let me tell you a true story that hasn't happened--yet...
... about actually doing things that work. And about the kind of transformed world that could be the result.
By Basia Alexander
Some time in the future, there was a family.
The family included a mother and her daughter, a father and his son, and another daughter.
The WHOLE family also included the 95 year-old Beech tree in front of the house, the 70 year-old Elm tree in back of the house, the rose bushes around the house, and a 20 year-old Apple tree on the side. In addition, the family included the bees that thrived on the nectar of the apple blossoms, the butterflies that flew around the roses, and deer that ate fallen apples. There was the small garden behind the house with beans, carrots, tomatoes, peppers, onions, eggplants, and cucumbers. The land itself, a small pond, and even the sunshine were part of the WHOLE family.
The mother and the father were teachers. As a team, they went out to teach in schools, in places of worship, at club meetings, in business offices, and in open town-meetings in their area. Their job was to share their experience of caring for their whole family–their children, other living Beings, and their land. They gave lessons about what they did to keep the whole family healthy. The mother and father talked about how much they loved their children, their trees, the vegetables, the insects, every living Being, the land itself, and the earth, sunshine, breezes, and rain.
COMMUNICATION WITH NATURE
The parents would ask each member of the whole family what it needed in order to survive and thrive. Just as they would make sure their children were healthy, they would make sure the whole family was healthy. The mother would go to the garden and ask, “Carrots, are your inner parts and functions working right?” The father would go to the trees and ask, “Tree, are your inner parts and functions working right?”
If the carrots or a tree were sick, the whole family felt sick. The mother and father would ask the children, the trees, and all the others on the land and in the water to send healing vibrations through their bio-energy fields to support the carrots that were not feeling well or the tree that was sick. So, the whole family would regain health and feel good.
Just as they would do their best to help each child live in harmony with the others, they would make sure that the whole family was living in harmony and in tune with each other. Regularly, the parents and children would stand together for a few minutes in the middle of the vegetable garden or under the trees and exchange quiet messages of gratitude with each other and with all of the other family members.
THE 4-LEGGED CREATURE
Then one day, an “invasive” 4-legged creature came onto the land. It ate all the beans in the vegetable garden.
The children went out and asked the 4-legged creature what it needed in order to survive and thrive. The creature said “I can only eat beans, and I need food, water, safety, and respect in order to survive.”
The boy said, “We will plant more beans so you can live. However, you cannot eat all the beans or destroy the bean-plants. You can eat a few beans from each plant so that the plants continue to live, you live, and we humans have a few beans to eat, too. You may also drink water from our pond.”
The younger girl said, “You are here. So, you are now part of the family. We respect you.”
The older girl said, “You are safe here. While you are here, we ask only that you support us, as we support you.”
The 4-legged creature agreed and only ate some of the beans.
THE BEECH TREE AND THE ORGANISMS
On another day, the parents and children saw that the Beech tree had red spots with fluid running out of them on its bark. The father turned to the tree and asked, “Why are you bleeding?”
The Beech tree said, “I am weak and sick on the inside, and so these organisms thought that my bark would be a good place to live. They are hurting me, even though they don’t mean to hurt me. Can you help me with the “ouchy” on my bark?”
The mother said, “May I have your permission to use bio-energy healing techniques on you to help restore your internal parts and systems to full health?” The tree agreed. She touched the tree and together they made a new healthy bio-energy pattern for the tree to use to become healthy.
The children asked the disease organisms what they needed to survive and thrive. The girls discovered that the disease organisms would be willing and happy to live at the roots of the tree. The boy checked with the tree to make sure that having the disease organisms living at its roots would be okay with it. The tree agreed to feed the disease organisms with outflow of substances from its roots. The organisms had a place to live but no longer on the tree’s bark. Now the tree could become healthy again and live. The disease lived. The people were happy.
And, the whole family–trees, plants, insects, disease organisms, other living Beings, the land, the pond, and the elements–was healthy once again.
TEACHING ABOUT AGREEMENTS IN NATURE
When they taught, the mother and the father would explain to the students that, yes, their apples got Apple Scab, too. “But, see, Apple Scab is part of our family.”
The mother explained how they talked to the Apple Scab and asked it to live on leaves and fruit that fell to the ground early in the season. The students were not surprised that the Apple Scab agreed to this arrangement.
The mother and father also explained that the Eggplants had Flea Beetles eating their leaves. But, again, they explained, “Flea Beetles are part of our family.”
The father said that they kept the Eggplants healthy so, as the population of the Flea Beetles grew, the Eggplant foliage grew in size. “That is how they live in dynamic balance. They both live and thrive,” he always said. The students were pleased that both the Eggplants and the Flea Beetles could live together and grow.
The vegetable garden also grew some plants that most people called “weeds.”
The mother explained to her students, “The plants you don’t like are part of our family. We have learned that we can eat some of them. For others, we ask them to live along the fence-line. And, we plant low-growing legume plants between the garden rows so those unwanted plants don’t feel the need to cover the soil in the rows. Also, the low-growing legumes feed our crops with much-needed nitrogen. When we do these things, all of our family’s members operate together; everyone has a role, does their best, and supports the others.
A student asked, “Wouldn’t you want to remove those weeds? They shade and take food from the crops. I don’t like them.”
The mother replied, “We work with Nature’s living Beings, not against them. Our whole family is precious to us, each one has a reason for living. We find that when we talk with each of them, they can come to agreements about how best to live together and support each other.”
When they taught, the mother and father would tell stories about how they helped their trees, plants, bees, vegetables, and others grow in the same way they helped their children grow–with love, compassion, respect, direction, and–most importantly–open communication.
INVITING THE NEIGHBORS
The mother and the father knew that by teaching people in their community about their ideas for caring for their whole family, their ideas would spread. They knew that others would want to care for their whole families the same way.
The parents often invited their students to come to the land, eat the food, sit in the shade of the trees, smell the roses, toss a pebble in the pond, see the 4-legged creature, and feel the peacefulness.
When people came, they felt the peacefulness and wanted to learn to communicate with their whole families. The mother and father were happy to show them how to feel the Life Force energy of a big tree, put questions to an Eggplant, and talk with a bug.
People enjoyed the feelings they had when they were on the land, caught on to the ideas, and started caring for their own whole families in similar ways. Each whole family–adults, children, plants, insects, other organisms, birds, the animals, and the land–began to operate as a whole group, like a big happy party.
OVERLAP OF FAMILIES AND NEIGHBORHOODS
Soon, neighbors realized that they could agree to overlap their whole families–all organisms–with each other, for the good of all. The whole neighborhood became a zone that was healthy, vibrant, and strong.
Several neighborhoods in the town banded together to make larger and larger zones of healthy, vibrant, strong whole families.
Everyone in town was talking about it.
Houses of worship and companies said they wanted to do the same thing on their land.
The mayor congratulated everyone and hired professionals who were trained by the mother and father teacher-team to help the town’s parks become whole families.
The media wrote a story and did a video to show how everyone was connected to everyone.
SAVING THE TREE
One day, the electric company man came to the teachers’ home and told them that part of the 95 year-old Beech tree must be cut down, since it was too close to the power-lines.
The children explained to the man that the Beech tree was alive and part of the family. They said that by removing part of the tree, he would be removing part of the family and ruining the peace of the whole family.
The mother said that by cutting off part of the Beech tree, their house would not be shaded any more. With less shading, more electricity would be needed to cool the house in summer. The more electricity they used, the bigger would be their carbon-footprint, and this would negatively affect the whole community.
They invited him to eat the food, sit in the shade of the trees, smell the roses, toss a pebble in the pond, see the 4-legged creature, and feel the peacefulness. They showed him how to put questions to an Eggplant, to talk with a bug and to feel the Life Force energy of the big tree.
The father asked the man to move the power lines.
The father explained that while this might be slightly more expensive at first–compared to the cost of cutting down the family’s tree–in the long run, it would be better for all. By moving the power lines, more jobs would be created. This would bring more money into the local economy, which would be good for the community. Using less electricity would lower the carbon footprint of the family, which would also be good for the community.
The electric company man enjoyed his experience. He like to sit in the shade of the tree, to smell the roses. He remembered tossing a pebble in the pond, so he agreed with the wisdom in the family’s explanation.
They all agreed on a plan of action.
The tree remained intact. The whole family remained intact. The house would continue to be shaded by the tree. The electric lines could be easily moved.
AT THE UTILITY COMPANY
The electric company man went back to his company. He showed the plan for moving the power lines to other people in the company. Eventually, they saw that the plan would be good for the company.
They decided to do similar things in other towns.
By the time they proposed these changes in other towns, they discovered that many people in those towns had already banded together into zones of whole families. The electricity-man’s ideas were welcomed.
SCIENTIFIC READINGS
Scientists took readings and started noticing that the health of other trees and plants in the town as well as in nearby places was improving. They declared that the environment was improving. This caught the attention of government officials and investment professionals.
They all wanted to know how this was happening in that area. The mother and father teacher team invited the scientists, the government officials and the investment professionals to meet their whole family, to eat the food, sit in the shade of the trees, smell the roses, toss a pebble in the pond, see the 4-legged creature, and feel the peacefulness. Those officials came to visit.
The officials realized that there were opportunities to be had.
The scientists saw that the peaceful land was cooler. “If lands everywhere could be this peaceful, perhaps planetary cooling could begin.”
The government officials saw how the communities were banded together. “If communities everywhere could share this way, there would be more peacefulness.”
The investment professionals saw that the land was more productive and the people were prosperous. “Maybe this is a better way to produce wealth!”
IDEAS SPREADING and TAKING ROOT
Teachers at colleges and universities wanted to learn how such a thing could happen so they could teach about it, too.
Organizations of professionals realized that some of the ways they were doing things could be revised.
Everyone felt that there was a change in the wind and that life on Earth would be better for all living Beings.
So, The mother and father teacher-team invited MORE people to meet their whole family, to eat the food, sit in the shade of the trees, smell the roses, toss a pebble in the pond, see the 4-legged creature, and feel the peacefulness.
That’s how they spread their ideas about Partnering with Nature—about collaboration with the living Beings of Nature and letting others live.
They showed how whole families–people as equals with Nature’s living Beings–could prosper together and teach each other what it takes to survive and thrive.
Other people teamed up to follow those ideas and make their whole families into healthy, vibrant, strong groups.
Then, more communities grew following those ideas. Then, towns, companies, and even nations accepted the ideas about living in whole families at peace with Nature.
It didn’t take long, and the ideas became normal; it was the way all people lived: in peace, respect, and collaboration with all living Beings of Nature.
