4.2. Childbirth

The soul concludes the process from conception to the formation of all organs and systems in the body with the birth of a human being. The soul conducts this process of child formation from conception to birth, which we are unaware of, in cooperation with the soul of the mother. The mother influences the child’s development with her physical and energy body, so it is possible for all its defects and illnesses to influence the development of the new organism. The foetus is particularly affected by pregnant women who take too much pills, smoke or are under the influence of alcohol, drugs and similar substances, deforming the natural development of the foetus. The child’s soul naturally has a strong influence on the development of the foetus. It takes care to prevent damage that might appear when pregnant women suffer from certain diseases, such as tuberculosis. This is obvious when such a mother gives birth to a healthy child. On the energy level, all psychophysical states of the mother, such as fear, trauma, stress and similar states, pass to the embryo and later become a visible cause of many diseases. Due to these negative influences on the embryo, certain cultures of ‘primitive’ nations have a special regime for pregnant women: they are freed from various duties and not burdened by daily problems. Some pregnant women have good tolerance of pregnancy. They are not burdened with it. This can be well observed with mothers who are not pregnant for the first time. With healthy pregnant women, the traumas they face do not have a strong impact on the embryonic development. This can be noticed in the case of partners who get divorced, which creates large stress. However, this does not affect the development of the foetus and the child is born without any visible consequences.

Birth means large changes for the newborn, and is a blow and trauma for them and their psyche. The physical birth and separation of the child from the mother can be visualised as follows: it travels through a tunnel to a strong light. The light bombards its eyes, and it keeps its eyes shut for a long time after birth. The environment also strongly influences the newborn, especially their auditory system: they do not understand sounds, talking, in some cases music, noise of various machines and the like, and they experience them as trauma, which they mitigate by crying. The crying is also a sign that the baby began to breathe and guarantees that the newborn is alright. If the midwife hits the baby because it does not cry immediately, this has severe consequences for the child. This event is the cause of many illnesses manifested after birth on the respiratory organs, and in most cases this is the cause of asthma.

With its birth, the child obtains the right to independent decision-making, for which it will not be qualified for a log time. It will take eighteen years of parental and societal care for it to get the relevant experience. These are the years of gaining maturity and education. This is a unique case in the nature for a species to take care of its offspring for so long. The process of obtaining the right to independent decision-making takes place according to a certain order. The child’s intellectual capacities develop by the age of seven. By twelve, the age of puberty, visible differences appear between the sexes. And in the end, at the age of seventeen, the child’s character is already formed. A year after the completed formation of the character, at the age of eighteen, the societal legislation declares humans to be mature persons who are responsible for their acts and behaviour.

The most valuable and important part of education is the period from the birth to the age of seven. This is the time of the development of ability to resolve the key issues, intelligence, which is of the greatest use later in life. After birth, the child still does not have the experience and strength for independent decision-making. Therefore, it records each event observed and starts to imitate, by which it gains the necessary experience and learns. In this period of life, correct education brings the largest benefit for the capacity of independent decision-making. Children brought up with force, beating, orders, prohibitions or punishment block all creative capacities in them and are later the least ready for inclusion in the society. If, on the contrary, we aid the child by showing them ourselves how to resolve certain situations, the child begins to act creatively and to develop its own psychophysical characteristics.

The second part in the development, when the child develops certain physical organs and a visible difference appears between females and males, is defined differently by different societies. In some countries, they are convinced that after puberty women are already prepared for motherhood, able to reproduce, and they enable them to have sexual intercourse and get married. Men lag behind somewhat or it seems to us that way because they are not yet able to form a family at that age. Women are divine. By giving birth, they enable the species to stay in its natural environment. By all means, in all societies women should have greater privileges than they have today. Owing to their physical supremacy and protection of the family, men assumed the management of the family and leading of the society, and thus enslaved women.

The third period, the period of the gaining of maturity and formation of the character, is also an important development period. This is the moment of the passing from the childhood to adulthood, where forgiveness is no longer allowed and where the effort to do good no longer suffices, but the society prescribes a certain penalty for any offence. It is interesting that persons who learn to steel, to take from others by the age of seventeen retain this characteristic throughout their lives. One year later, people also become formally mature. They take decisions themselves and form relations in the society based on their knowledge and experience. In better words, they form their character, obtain their ego.

Realistically, children begin to impose their – yet undefined – will immediately after birth. The parents see this as improper behaviour. In the first year of life, parents manage to control its requirements, but when the child learns how to stand on its feet and begins to talk, problems appear for almost every parent. Parents do not understand the requirements of their children and begin to use their upbringing systems. Usually, this consists of prohibitions, methods of physical coercion and the like. Children do not understand why their parents cause them pain and begin to adjust to the demands of their parents out of fear from punishment, like animals when being trained. Animals are broken in, adjusted to the needs of humans by force, beating and tying up. They begin to listen to the orders of people out of fear from pain, and by no means because they understand. Children see the world around them in their own way. They observe it and imitate the acts of others. Therefore, the most suitable upbringing system is to show them how to do things correctly. A good-quality programme for the education of parents and a system of pre-school education are the most beneficial for any child.