The Schools Of Lemuria

Lemurian society was less technical than our society today; however, Kryon has said they were incredibly advanced. How did this advanced society function? Lemurian society functioned in ways that would appear to us like “out of the box” thinking. For example, their approach to education was vastly different to what happens today. As Kryon explains: Let me tell you a little more about Lemuria and some attributes of their society. You might say, “Why would you do such a thing?” The reason is so you can start to “connect the dots” as to what else is happening on the planet. I now speak of the Lemurians way back then, in a land that was beautiful before the ocean covered it. Let me tell you about their children. Schooling was very, very different in major Lemuria.

This was before Atlantis, and it went like this: The teachers were called elders. They were greatly respected, for they dispensed the knowledge of the culture. They were all seniors and represented some of the highest attributes in society. Yet, they didn’t run the schools as your teachers do, or have anything to do with day-to-day business. There were no administrators or administration buildings in the schools, either, and the buildings were all small, isolated, and unconnected classrooms. There was no linear system either! Instead, the elders would get together and decide what the children should learn and know by a certain time. The parents would send their children to the local classrooms at a certain age.

In a typical classroom, the children and the elder [teacher] would all decide together what had to be learned. The children would then take over and collectively decide how fast they could learn it, and report this to the elder. The teacher would be flexible and go along with the children’s plans. Then the children would often choose a leader among them, or a rotation schedule of student leaders, to help with the tasks of maintenance and administration of what their goal was. So the elder was there to dispense the knowledge and make certain the children got the appropriate knowledge. But the children had high conceptual ideas and could often conceive of the entire project of the year’s learning in one day. So even without the actual knowledge, they would lay out what they felt was the best way to learn it, the quickest method, and how to best “plug it in” to their schedule in class. When they felt they’d learned it, they would request to be tested. If the class passed, they would all earn the end of the term.

Then the vacation would begin (the real goal of the children at that age). So, instead of a common term of duration, they’d start at the same time, but there were no set ending points. So, the children would determine the term’s duration by how fast they’d learn. This was conceptual and reflected their ability to understand what had to be learned, without actually knowing the information. There was no school year or grades – only the goal of a certain degree of knowledge, and the goal to get it done so they could play! The children were in charge, but they absolutely understood that they had to learn what was required Now, many might exclaim, “No, this is too unusual and odd. It couldn’t work. Human nature wouldn’t allow for it!” My reply is this: Perhaps 4D Human nature would never allow for it, but a conceptual, multidimensional child could do it easily.