EIK - Session 6 Part 12
O.K. then that was the static range! Then to that I have to add really the velocity. Because that was the actual number of miles I saw. So the velocity which I see is also then 700 million MPH. That's my velocity. Now, if I tried to make a chart to plot these things, you'll find that these first three are really quite close to one another. So, I can get them on my chart alright, but for the fourth faculty, the seeing, I'd have to take an airplane, and I'd be going quite a long while before I'd get to a point where I could plot it. So that I find that the first three senses are really very closely coordinated, and the seeing one is very remote from them so the fact that I had those first three in the beginning, put me really in really quite a pedestrian kind of a way, and you can imagine the excitation of seeing this one secondarily. I think that kids probably using the first one primarily, and not really realizing what a jump-up it is. Again, I think this is why circumstance happened to take a very average character, a fairly efficient average character, and get it into all this trouble!
You'll find me continually then trying to find hierarchies of experience trying to get total experience all onto one chart. This is my proclivity all of the time. Now this tells me a lot more.
When a child is born, I'm sure many of you all of you have been near a newborn child. Your sister's or your mother's and so forth. And a little child is lying there, and if you notice it's hands seem to move rather deftly. At first they can move their heads, and suckling and so forth but their hands, and these motions are kind of spasmodic the legs and whatever. But the hands seem to close. You'll find yourself tempted, and I've talked to so many people who do, because I know immediately I had the temptation to put my finger into the little child's hand. And sure enough it closed on it just as deftly as can be. Such an amazing thing. I feel as though this little child has started talking through hands. And, I'd like to take my hand away, and it immediately opens up! So I started to pull away, and it opens right up accommodates. Put it together immediately couples up. Now, this is not to surprise us, because the child has been in tactile communication with its mother for months. It can't see, it can't hear it can't smell in the womb. But it feels, so the tactile is there. The tactile is already operative when the child comes out, highly developed, very sophisticated way of feeling. So it is considerably later that the next thing comes in outside of the womb which is then the olfactory smelling for the other and so forth, going after milk. Then, considerably later, a child begins to hear. And the very last thing he does is to see.
You'll find then there is a hierarchy of relative magnitudes of effectiveness, but they are employed in that order. The first one that is used is the tactile, the second is the olfactory, and the next is the hearing, and finally the seeing. This, again, when you find such an agreement of hierarchies, of rates of use and so forth, it makes you think a little more about it. So when I began to think about things I might do on behalf of the new life, in the way of developing environments, that will have available within them the means for the child to acquire what it wants to acquire in the way of information because that's what it's going after all the time information. It couldn't be more after information! And, absolutely nothing can interfere with it, with getting that information. And so, I'd like to have it get it safely, yet not I'd like it to know it can hurt, you have to have some feeling about what that gravity does. But I'd like it to know it gets hurt, but not the feeling that you're going to be done away with that you're going to get damaged I don't want the equipment damaged. I'm sure all those things are designable. And they must be thought of in this kind of intimacy.
Now, something I've just gone through very simply here, but this brought me to an awareness, because the touching is already operative, I find all the other faculties are rated in the terms, relatively, of the touching. So you say it's "feet" away touch. Distances are "feet". "Feet" or "hands high" or so forth. That's how man began talking. And, I find then, that all the things he does then are rated back again to the tactile that's it. That's the big one. To such an extent here comes to me, really a shocker. I find that you only see what you couldn't touch. You don't know me by what I'm saying, you don't know me by what I'm hearing, what I'm smelling. You know me by my touch. The dog tends to know me by my smell. But we just absolutely take the absolutely limit case that you only begin where I can touch you. Which is exactly what is not you. Now I say, it may be, it could be, that Democritus is sitting here with us, but every time I say the word "atom" Democritus is here. He invented the word. He had the conception. Democritus is just absolutely immortal. As long as you ever hear the word "atom" there is Democritus. So I say, what we really are, if you had been really paralyzed, on your tactile, when you were young, then you probably would begin where you smell me. And maybe a shorter time in the womb of a dog make him want to be much more smelling, you understand.
But the point being, also if you had been tactilely paralyzed, and you had no smelling, then I would be where you hear me that's exactly where I'd be. And if you had had the other three paralyzed, then I'd be where you could see me. And what you could see would be very, very different I'm sure. You'd probably see my emotions rather than, what we'd really be I don't know, but this really gave me insight into how incredibly, at the very beginnings of things we really are in our apprehending. We continually come back to the tactile. To such an extent, we put on different clothes, or whatever these make you look different. We put on masks and a little child comes around, and there is no question that masks are very powerful and the Africans learned it long ago. A mask is a mask. Boy!
I'm going to I'd like to come back to pictures. I ought to have something I would say, after I say "Come back to pictures." Now, we're looking at, you remember, I gave you degrees of freedom, where, there was myself and Universe. I think if that could be put sideways could that be put sideways so we because you're only showing two and I think there are four frames. The top one is where you are just the tether ball, and the, now we'll turn sideways and you'll see where the there it is the tether ball is way on the left. Then in the next one you see yourself in a plane where the three make a plane. You can find that you can move. You're looking at the degrees of freedom, and you are allowed to make you can make a plane. And, I'm sorry to say, the tension line gravity, is to your right. So gravity is pulling the thing sideways, and the top ball you can see is free. And then in the next cartoon you can see the ball moving around in a plane, as it were in the middle of a music string. And the third one you can see it moving only in a line, see what it does in the middle of a drum head; and the fourth one you see it localized as far as locality goes, in order to prevent it from wiggling locally, and rotating, then we had to have finally the twelve restraints.
Next picture please. I've got here a water spout. The upper one there is a tornado or water spout. Where we get the airs get disturbed and they get rotative you get a thermal, and all air, like all ropes, they always twist. The thermal is twisting, and gradually it gets to sucking so much that it pulls the dust into it. It is absolutely invisible until it gets the dust into it. What you see of the tornado is everything it's sucking up there. They are fully loaded with debris. I have also, then, taken that funnel twister, and put a knot in it up there, on the upper right-hand side. And in the next one I have three twisters, or three water storms and they are twisting to make a piece of rope. I want you to realize then what goes on with this twister is that it finally, it sends out and it comes back on itself like this. It's trying to be an apple shape. It's our friend "Involuting and Evoluting". It's evoluting at the top and its involuting at the bottom. Because the air is being exhausted this way and automatically pulls the air in there to satisfy it.
So, what you're looking at up there, now at the lower left you are seeing the beginning of the Bikini bomb where you can see it spreading at the top, and the second one you see the rolling donut, and then the third the middle one at the bottom is the electromagnetic field the magnetic field around our earth gets to be this kind of a form.
Now, we're looking at the reality of those electromagnetic fields here. A very extraordinary space picture of it.
Next picture please. Now I'm seeing. This is the atomic bomb. It's starting to spread the mushroom.
Next picture. This next picture was the cover picture on LIFE of the first Bikini atomic bomb exploding and it's amazing what comes out. It is a geodesic dome! And you'll find it, again is coming out, as one of the regular geodesics. It is a three-frequency geodesic. As this thing finally gets really shaping itself towards a sphere, then suddenly these are the least resistance forms. Very, very exciting.