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The Indigo Soul
A Child's Journey to Purpose
By Arnette Lamoreaux
Balboa PressCopyright © 2015 Arnette Lamoreaux
All rights reserved.
(Words from Abraham)
We have chosen you, Arnette, to hear our word, to be our voice to benefit humanity. You volunteered for this long ago knowing it will require tenacity and an overwhelming sense of right and wrong. Yet right and wrong is not always black and white. "Right" is what is best for a soul. "Wrong" is what is harmful to a soul. If mankind's rules and regulations do not have the best interest of the soul then is it your job as the guardian of this soul to determine "its" right and wrong, which is (and will always be), very different from the right and wrong of mankind as you know it. You have been blessed by Source as you understand through actual experiences what it means to be the guardian of an Indigo.
This is a covenant, between Arnette Lillen Lamoreaux and we that are Abraham to bring forth the voice of Source. To guide, guard, and protect the soul of the Indigo. To navigate paths, journey together, and find purpose here on Earth. You, Arnette, will lovingly guide those souls we bring you. To embrace the uniqueness that is theirs and theirs alone, and bring forth the healing that is so desperately needed at this time.
We that are Abraham are a collective being that work through Earth Angels. We lovingly embrace the uniqueness of each and every soul sent to Earth. It is now our mission to educate you the people on what is needed. To those that have embraced and committed to raising an Indigo Soul, it is important that you are made aware earlier in their human lifetime the fact that they are, that which is Indigo. Every guardian of an Indigo Soul agreed to this purpose long ago, just like Arnette. She actively challenged her own right and wrong and attempted to apply logic to that which is illogical. It has brought us to where we are today. Her ability to interpret our words, express our thoughts, in a manner for all to hear. With this, we provide you with the tools you will need as the guardian of the Indigo Soul. A child's journey to their purpose is now in your hands. And with that, we begin.
(as spoken by Abraham)
My name is Arnette Lamoreaux and I am the mother of two Indigo Children. I did not know either was Indigo until my oldest child was 15 years old. It had been heart breaking for me to watch this brilliant child wither before my eyes. He seemed broken. He felt broken, and I could not fix him. For years I reached out to others for guidance and eventually found my way to Linda Drake and Abraham. Their words provided the comfort and solace from which my own purpose was recognized. Slowly, but surely, I have learned what I must do. I am eternally grateful to those that have helped me along the way. For now I, along with Abraham, am here to help all of you. To bring you the comfort you so desperately need, and to know that you are not alone. These children are our lifeline. These children must understand their role in the greater plan sooner rather than later. Mankind cannot wait years upon years for these children to realize why they are here. They must heal. They must begin to heal that which is broken; the planet, the animals, but most of all, each other. They are here to heal all souls.
My son started college today. I assume that most parents are happy for this day, I certainly am. It has been a long road for my boy and also for me. Never did I imagine that his academic journey would be anything other than "the norm." Yes, some are blessed "book smart" and easily make good grades. Others may have to put forth some kind of effort needing to study a little more just to make average grades. Regardless of the effort, school is what it is. (American) society dictates that we are supposed to complete 12th grade before we are free to choose our own path. Unfortunately, some never make it through. This boy was held back a grade. This boy supplemented with Sylvan Learning Center®. This boy had private tutors. This boy was tested for learning disabilities. So much time and energy trying to understand what is wrong and why does he struggle so much. It is not supposed to be this hard! It took me awhile, but I figured out my kids Plan B. It's 1 ½ years before he is "officially" scheduled to graduate from high school. However, my son started college today.
He's normal. Born just under 10 pounds, 20" long. He has all of his fingers and toes. I love him. Everybody loves him. Who doesn't love a baby? Over the 90th percentile for height and weight, "he's going to be a big boy" the pediatrician would say. I worked full time, but luckily grandma was daycare. He was an easy baby and an easy toddler (though very stubborn). He slept well, ate well, laughed and played. Time goes by so fast.
Preschool: where three to four year olds attend a local elementary school for a few hours a day. Seemed like a good idea: meet other kids, learn new things, give grandma a break. It is the precursor to starting "real" school. I remember his first day clearly. He was dressed in a matching blue sweatshirt and sweatpants, sneakers, sporting a military crew cut that was grandma's specialty (having four boys of her own). We were running a little bit late so we are the last to arrive. Walking and holding hands (we always held hands) we came through the door. The teacher approached us. I looked past her and could see the customary "circle time." The kids sit "criss-cross applesauce" (i.e. Indian style) in a circle on the floor trying to be still.
His eyes were huge, but he didn't seem scared. No tears, not clingy. I released his hand, crouched down, kissed the top of his head and said that grandma would pick him up. I figured that a quick exit strategy was the best; let the teacher handle any meltdown if one came. I could hear her whisper to him as I walked out the door. But, I didn't leave. I watched through a side window. The teacher put her arm around his shoulder to guide him to the circle. It seemed in slow motion. He ducked, turned, and spun out of her grasp. He walked toward the wall putting his back up against it and slid down to a sitting position. "Jacob" she said, "What are you doing? Come join the circle." He looked directly in her eyes and said quite clearly "I'm in a time out." She smiled and chuckled, "But Jake, you didn't do anything wrong." This time, a little bit louder and more precise he said, "I said ... I'm in a timeout." She had been dismissed. She knew it. She went back and joined the circle (without him). Jake sat there and observed, and I observed him observing.
With his unblinking eyes wide open I could see the wheels turning in his head. The conversation his little three year old brain must have been having with himself probably went like this "Why do they want me to sit on the floor in a circle with a bunch of kids I don't know? Is this supposed to be fun? Blech, that boy in the orange is picking his nose. Oh my gosh, the other boy looks like he's about to explode, he cannot sit still. Well, mommy wants me here so I guess it can't be bad. I'll go see what this is all about." After a few minutes he got up from his self assigned "time out" and went and joined the circle. The teacher smiled and said she was happy he joined them and he actually smiled in return. I turned and left having no clue that I had just witnessed the initial indicator that my son and traditional education might not get along.
We have another baby, this time a girl. He is the best big brother ever. Her first words were not mama or dada. Oh no, she said "my Jacob." A tad bit disappointing but how can I blame her? He is an awesome kid.
Kindergarten comes and goes. He is starting to play sports and he's really good. The left handed kid can throw far. Everyone says he is a "natural athlete." The relatives come to all his games and cheer loudly and are so excited at his performance. He laughs his little kid laugh and says, "thank you", taking the accolades in stride because he could care less. He plays because we want him to play. He does well because well, he's a "natural athlete." There is not a competitive bone in his body. I can tell, and he knows I know. He plays anyway because it makes us happy.
First grade and report cards: S=Satisfactory, U=Unsatisfactory. How we parents want so badly to have all S's on a report card. End of school year, his report card is fine but his teacher wants to meet. There are concerns that even though he is "academically ready" he doesn't seem to be "socially ready" and it is "strongly recommended" that he is "held back." I took it personally and that was my first mistake. "My kid is smart," you said so yourself. "He is happy and kind and helpful." I was able to justify it. Isn't it true that girls mature faster than boys? He was a young five when he started Kindergarten. Should he have waited until he was six? If an extra year now will gain him needed social skills and will help him in the long run. ... hmmmmmm, what to do, what to do.
The explanation went like this, "Jake, mommy made a mistake in starting you in school too early. You didn't do anything wrong. I was over excited about school for you but should have waited one more year before you started. It's not your fault, it's mine." His response was a simple, "okay". But it it wasn't ok. This feeling is unknown to me; a feeling of being judged by the successes (or failures) of my child.
I come from a family of educators. I myself am certified in secondary education (9-12). However, I am not a K-5 educator. It is not my skill set and I won't pretend that it is. They are the experts. I never thought to push back; tell me more specifically what "socially not ready" means. I never thought to challenge how he is outside of school in comparison to what he is (or isn't in this case) inside of school. I wanted what was best for him and would do anything to make sure my kid was successful. If this was their recommendation, then so be it. He repeated 1st grade. This was my 2nd indicator that my son and traditional education might not get along.
A work sheet comes home from school that needs to be done over. No note, no directions, apparently he didn't get it right the first time so he gets another chance. I'm assuming that means he needs help? The single piece of paper has a picture of coins; quarter, dime, nickel and penny. The paper has been copied so many times the images aren't very clear and really vague instructions aren't very helpful either. I call this 1 dimensional (1D) learning. It's common practice to rely on "paper based" tools. A school can't walk around with loose change everywhere. Except I know that he is a 3 dimensional (3D) learner. He won't understand how to count money if this is how he is being taught.
"Get the jar of change in the closet please and dump it all on the carpet", I said. We sit criss-cross applesauce and get ready for a lesson. "Dig your hand in the pile. Lift the coins up and let them fall through your fingers over and over again. (FEEL it). Count out 25 of the pennies. These are worth 1¢ each" I say. He does it. "All of this together is 25 cents. I hate carrying around all these coins. They are heavy and jingle so I'd like to carry around fewer coins. Let's trade those 25 pennies in for fewer coins that equal the same amount." I pick out five nickels. We continue to do the 'trade out for less' concept using 2 dimes and a nickel (3 coins) and finally a quarter (1 coin). I give him random numbers: 88, 72, 91, 34 cents and allow him to always start with whatever number of coins he wants. Many times we do the "trade out for less" to understand that carrying the least amount of coins is usually preferred. We even figured out how to take all that change and trade it for paper money (dollar bills). When all is said and done we have $9.33. I asked "Does that make sense/cents?" He laughed and his eyes were bright. "YES!" "Perfect, because all that money is yours. Since you could count it you can keep it. Take what you learned and apply it to that piece of paper." He did, and he got it all right.
Looking back there were many times I "re-taught the lesson" using hands-on, or physically building something to get the message across. I have no idea how I knew what to do at the time. I'm just thankful that I did. But deep down, it really bothered me.
Jacob is having trouble reading. We buy Hooked on Phonics®. We work our way through every book and put the stickers of success on the chart. I tell myself that reading "will click." He will find his groove. I have to be honest; this is new territory for me. I'm not exactly sure what I'm doing. I don't remember how I learned to read, I just did it. I was ordinary. Everything about me is ordinary. I'm only prepared for ordinary. I keep telling myself to have faith that everything will be okay.
Walking through the mall during the holidays I come across a kiosk with an Asian gentleman who creates the most beautiful art. I ask him to make me three signs using his alphabet for my "P" words: patience, passion and purpose. He has to write it in English on the back of each sign so I know which is which. I have them matted and framed. I'll hang them in my home office.
Jacob sees the picture frames in my room and asks what they are. "Patience" I begin, "is because sometimes I want everything all at once. I need to slow down and appreciate what I have and know that I will have all that I want. But I need to have patience. Passion is because I want to love what I do. Everyone should have something that they are passionate about. Something that brings them such joy and happiness they couldn't imagine their life without it. And Purpose ..." is where he jumps in and interrupts me to yell, "that one is easy! Your purpose is to be my mom!" I smile and hug him. I'm glad he provided an answer because my response would have been I'm really not sure what my purpose is. He's eight.
In his world, Mom is unwavering support. Mom gives him hugs and kisses and tells him all the things he deserves to hear. We cuddle at night to read books like Harry Potter out loud. He loves how Mom reads. He tells me all the time I'm a really good reader. I realize that when we do this together (he helps me with words and we discuss to reiterate understanding) this mom/son activity needs to stay separate from teacher/student activities. We have a conflict. I stop teaching him to read using Hooked on Phonics®.
Sylvan Learning Centers: 4 days a week, every week, after school. He never complains. What long days he has. He worked hard. His tutors loved him. He bulldozed his way through and somehow learned a method that was sufficient to read and remember. Let's throw some math in too since he's already onsite anyway. Oh, and let's not worry about the fact that we just spent his freshman year of college tuition to get through the 4th grade. This was my 3rd indicator that my son and traditional education might not get along.
The kids have been complaining that I travel too much for work. I try to explain that the economy in Michigan isn't the best. If they want me to be home more we will need to move; preferably somewhere warm. They immediately think mommy will go work for Disney® (their idea of warm). They don't yet understand how hard it can be to find employment. On a personal note, I started reading things I don't normally read such as Illusions: The Adventures of a Reluctant Messiah by Richard Bach (Random House, 1977) and The Alchemist by Paulo Coelho (Harper Collins, 1998). I was a trashy romance novel kind of girl. As my mind opened, I found my way to The Law of Attraction by Esther and Jerry Hicks (Hay House, Inc., September 2006). How hard can it be to figure out what I want? How naïve. But one thing was really quite simple. I want what is best for my kids. Warm weather, comparable cost of living to the Midwest, good public school and tech industry: we moved to Austin, Texas.
Checking them into the new school with only 3 months left in the school year was a challenge. School assessments indicated both kids were "behind." The school staff is concerned as to how to bring the kids up to par (to their standards) before the school year ends. Back to Sylvan, this time both kids. Seriously, what am I missing?
They love Sylvan. With a 3-to-1 student to teacher ratio I love it too. But if Sylvan is really working, why am I not seeing the results "long term?" I understand the high student-to-teacher ratio in public schools these days. But why would both my kids have the same difficulties? If it is not the education system, it has to be the kids. This school district, luckily, suggested testing them both for learning disabilities (I have no idea why Sylvan didn't also make this suggestion). His testing did not indicate any quantifiable challenges, but hers did.
Excerpted from The Indigo Soul by Arnette Lamoreaux. Copyright © 2015 Arnette Lamoreaux. Excerpted by permission of Balboa Press.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
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Table of Contents
Getting Started, 1,
Meet Arnette, 3,
Arnette's Words, 4,
May 2011, 4,
July 1994, 5,
February 2005, 13,
May 2010, 21,
June 2010-June 2011, 23,
August 2011, 25,
September 2011, 26,
January 2012, 29,
June 2012, 30,
July 2012, 31,
August 2012, 33,
October 2012, 35,
November 2012, 36,
December 2012, 36,
January 2013, 38,
February 2013, 40,
March 2013, 43,
March 30, 2013, 46,
December 2013, 47,
July 2015, 48,
Abraham & Arnette Collaborate, 50,
Prepare To Navigate, 57,
Own Your Wellness, 59,
Team Building, 61,
Chakras: Yours And Theirs, 68,
Bodyguard 101, 73,
Reiki For ... Everyone!, 77,
Education: Indigo Style, 80,
The Pattern, 84,
Arnette: Ready, Set, Go Indigo, 86,
Indigo Affinty Chart – Animals, 91,
Indigo Affinity Chart – People, 92,
Indigo Affinity Chart – Earth, 93,