Morning Rituals, Irish Warmth, and the Magic of Handwritten Letters

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Imagine starting your day with a heartfelt "hiya" or "hi, love"—simple words that can elevate your energy and set a positive tone for the entire day. Join Patti, Anoki, and Taylor as we share the delightful story of an Irish woman whose uplifting greetings inspired us to reflect on morning rituals and the emotional connections they create. Taylor opens up about a powerful interaction with a colleague named Simone, reminding us of the magic that meaningful conversations can bring to our daily lives.

Ever wondered how friendships form and grow in new environments? Patti shares a story about fostering new bonds through shared interests and holistic practices when she meets Kelly, a former college professor who now teaches at her high school. Hear about her adventures in milling flour, cheese-making, and exploring historical sites in North Georgia, all while building a supportive community with her new colleague. This episode celebrates the camaraderie and enduring impact of dedicated educators like Patti and the inspirational Toni Pilla, who leave lasting impressions on their students.

We also take a deep dive into the art of persuasive writing and the beauty of handwritten letters, exploring how these forms of communication foster trust and respect in relationships. Reflect on the universal presence of the shaman archetype, the significance of genetic memory in our healing journeys, and the power of frequencies in healing. As we wrap up, we touch on the fascinating distractions of technology, sharing laughs and expressions of love and appreciation for each other, making this episode a beautiful blend of nostalgia, inspiration, and personal growth.

Episode Transcript

Speaker 3 (00:11):
Good morning.
Hi I'm hearing we, we are liveand good morning.
It is Sunday morning and helloto anybody who might be joining
us.
I'm Patty, with Patty Talks TooMuch, and I am here with my
dear friends Anoki and Taylor,and, you might have already
guessed, we have been reallyyacking it up this morning.

(00:33):
It's a chattery morning, so, atany rate.
So thank you for joining us,thank you for joining the
chatter.
I think it's going to be a wildone Mm-hmm, mm-hmm, mm-hmm
mm-hmm, gonna.

Speaker 2 (00:47):
I think it's gonna be a wild one.
I've got so much to talk about,so I hope you guys have time
for my chatter today.
First and foremost, since westarted off with good morning.
I want to speak on this littleirish fairy of a woman that I've
come across on the internet andshe was discussing the verbiage
in which we are just ourlanguage, you know and, um, how
to raise our vibrations when wespeak.

(01:09):
And she said the coolest thingat the beginning of the podcast
you know we were discussing.
She was discussing, um, goodmorning and all the ways in
which we start so low, right,hell, hell, low.

(01:33):
They're both very low words andso her way to greet people in
the morning is hi-ya.
And then her little Irishaccent was so precious because
she was saying higher and itimmediately was like a
vibrational raise, like what abeautiful way to greet somebody

(01:53):
in the morning.
Hi I love is what she says, hi Ilove.
So I'm literally saying higherlove as a greeting instead of
good morning or hello.
It's just really interesting.
And she went on to say a fewother terms in which I can't
remember off the top of my head,but they were things that you

(02:13):
say every day.

Speaker 1 (02:16):
I always loved good morning, but it's because of the
way my mom would say it rightand it's like the way that I say
it too, and and my mom wouldcome in in the morning in the
calmest voice on on the face ofthe planet and she'd walk up to
my bed and she'd go good morning, good morning, I mean, and just

(02:42):
that tone you know like the waythat's your association.
I mean, it was almost like Iwould wake up with this, like
tingle in my whole body, like mywhole body would feel her say
good morning.
And I and I knew that we weregonna like get up and go outside
and sit outside until the sunrose, or I knew that we were

(03:06):
going to go downstairs and shewas going to make some special
little breakfast and I was goingto sit at the counter in front
of her and we were going tointeract, you know, and it was
like I don't know, I guess, likeyou know, just saying all that
you know just now, like I mean,well, it was magic.

Speaker 2 (03:24):
It was all love and magic that, yeah, so your
association with that yeah, soyour association for me love and
magic yeah, and the beginning,the beginning.

Speaker 1 (03:36):
You know the the morning was the beginning of the
day, and it was like the bestpart of the day and it had that
golden hour, sunrise, beautifulbonding time with my mom.
You know every day that remindsme of beach mornings.
Yeah, like we connected so hardin the morning, the cooler's
packed.

Speaker 2 (03:56):
We're on our way Before the sun rises.

Speaker 1 (03:58):
we're at the beach waiting for the sun.

Speaker 3 (04:01):
Yeah, there was something about that.

Speaker 2 (04:02):
Some of the best days of my childhood.

Speaker 1 (04:14):
Yeah, for the sun.
Yeah, there was something.
There was something.
Some of the best days of mychildhood, yeah, yeah, you know,
when I had a good, you knowpositive, like the fresh, happy,
you know light filled start tosomething beautiful, beginning
is what I, yeah, yeah you knowso it's just your.

Speaker 3 (04:23):
So good morning has a whole unique meaning to you,
and it's not a low vibration.
It's now hello, love and magic.

Speaker 1 (04:35):
Yeah now hello.
I've always found to be a.
It can really be an impersonalgreeting.

Speaker 3 (04:47):
It's more formal.

Speaker 1 (04:48):
You can look at somebody and be like hello.
It doesn't mean the same thingas hello.
The delivery of your hello isvery, very important.
I never really liked that itcan be cold.
It can be cold yeah.

Speaker 3 (05:07):
Hello, can feel cold, mm-hmm.
I just thought hiya, hiya, love, it was so great.

Speaker 1 (05:11):
Yeah, it can feel like answering a question was
okay, like just okay, you know,or just okay in a text.
Yeah, I'm that guy guy.
You know, if you send me k orokay, I, I think something is
yeah is wrong.
It's like, yeah, I sent youthree sentences in one blank

(05:34):
white, you know you're not okay,yeah, give me something,
something else there send aperiod if you need help.
I'm not a cut and dryindividual.
I need some elaboration.

Speaker 2 (05:47):
Yeah, so you guys tell me if you have been this
week feeling a shift in yourintuitive senses.

Speaker 3 (05:59):
Oh, yeah, have y'all been feeling that.

Speaker 1 (06:03):
Oh yeah, have y'all been feeling?
Oh yeah, I've been feeling goodand I've been feeling more
connected and I feel like I'vebeen delivering meaningful
statements and impactfulinteractions with people around
me.

Speaker 2 (06:21):
so I want to share the story that happened at work.
Sorry to interrupt you, enoki,you want to finish?

Speaker 1 (06:25):
your time.

Speaker 2 (06:26):
Yeah, no, no, that was it I was so excited to share
the story so you know I wasasked to continue to be's, like
you know, this amazon of a woman, just big, burly voice, and her

(06:54):
name is simone, which you knowenoki was saying before the
podcast.
That's such a strong name she'sa very strong woman and very
good of heart, but she gets down.
You know, we all get down onourselves.
So, um, I get to work.
The other day and she was justlike man, this is just taylor is
just gonna be one of thoseshifts and I just don't know how

(07:16):
I'm gonna do it and I need tomake some money tonight.
And I touched her and I said,sim, one table is going to come
in here and change your nighttonight.
I said how much money do youneed to make?
She said, taylor, I need $200.
And I said, simone, you'regoing to make $200 tonight off

(07:41):
one table, do you trust me?
And she said, yes, I do, I do,you're right, you're right,
you're right, I'm just going tobe positive, okay.
So halfway through the night Ihad been double sat with a table
that requested me and so I saidSimone, take that five top,

(08:02):
just come in.
And it was a table where therewere special needs children and
they needed, you know, extraleavens at the table and that's
Simone's made for that.
So, anyways, at the end of allof this you know, dining
experience for these folks Ihear Simone, whoo, she gets

(08:25):
excited, she does this, she doesthis, and the whole restaurant,
like everybody at the bar will.
Just, it's hysterical.
You got to be there for it andshe's just so.
Her energy is so strong, youknow, and, um, I'll be damned if
she didn't walk up to me andstart crying.
And she held out her hand andshe held in her hand $200 bills

(08:52):
and she said Taylor, what areyou some kind of spiritual?
How did you do that?

Speaker 3 (08:59):
And I said no.

Speaker 2 (09:00):
Simone, you did that Because you believed in it, just
like that.
I said you see, how powerfulmanifestation is, and it was
such a beautiful lesson and thesecond time that the universe
has allowed me to show her that.
So she's like I don't know whatyou are.
You're some kind of I don'tknow, you're some kind of witch.

(09:22):
A manifester.

Speaker 1 (09:24):
A manifester, a manifester kind of I don't know,
you're some kind of witch amanifest, or yeah, but that was
a manifest this shit that was.

Speaker 2 (09:31):
That was co-manifested because you gave
her that table I gave it to herand she knew I did and it was
really, really beautiful it's soit was just.
It was a lesson for me too,Like maybe I needed to remember
like we are all powerful.
We are all so powerful that youcan speak it and then you can

(09:53):
literally fucking watch ithappen before your eyes.

Speaker 3 (09:57):
Yeah, Well, it also it also involves, like I think
that manifestation is mostpowerful when it's done
cooperatively with goodintention, yes, of course, but
when people are the intentionsets it all.

Speaker 1 (10:18):
The intention sets it all.

Speaker 2 (10:20):
You know for sure it was powerful as fuck.
I was surprised.
I mean, I knew that, that thepossibility was there.
But when it actually happenedand I realized that it was
literally verbatim when I spoketo her, it was we were both.

Speaker 3 (10:41):
We both just stood there like whoa and she's like
you're some kind of magic orsomething but you know we all
are baby, we all are and youknow, manifesting something like
that is, um, I mean, like oneof the most powerful things in
manifestation is the emotionalcomponent you know, so our

(11:02):
emotions turbo charge, ourmanifestations, and Simone has,
you know, very, you know, strong, strong emotions and strong
intention.
So it's really, you know I don'tknow if she'll ever really
acknowledge that, because shemay be more religiously oriented

(11:24):
and so she thinks about thingsmore religiously, but it was,
you know, clearly.
I mean.
So, basically, what you, whatyou did, was you allowed her to
manifest what she needed.
Do you know what I mean?
You allowed the manifestationand you, kind of like you
organize the environment for themanifestation to happen, so the

(11:47):
table, giving her the table andassuring her and everything.
But you know, so Simone mightdefer to you, but she did all
the work.
Yep, she did it.
You know, what you did wasrecognize the possibility.
Yeah, and make her recognize thepossibility Exactly and make
her recognize the possibilityexactly and make her recognize
the possibility, and so herdespair at the beginning of the

(12:10):
shift turned into hope andexcitement.

Speaker 2 (12:14):
Yeah, hope and excitement too.
So yeah, and so when she got,that table.

Speaker 3 (12:20):
She probably knew she was in her element too, like
there was probably a sense thatit was a group.
It was meant to be.

Speaker 1 (12:27):
Yeah, it was meant to be.
No, there's a lot of portionsto it.
But you know, yeah, I think theempathy you know forces, you
know that that will and desireand want to heal that you know
and I think that that's one ofthe most powerful you know,
seeing somebody and just wishingbetter for them good for them,

(12:49):
yeah that's even more powerfulthan wanting it for yourself.
Yeah, no strings attached.

Speaker 2 (12:55):
Yeah, oh, it gives me goosebumps, literal goosebumps
right because for that womanyeah, and because that's how it
was wholeheartedly like whoosh,yes, yeah absolutely.
Yeah.

Speaker 3 (13:08):
But you know it is true, what goes out comes round.
So you orchestrated, like youcreated an environment for that
powerful manifestation to happenfor her, so that energy has
gone out and she's gotten it andand it will come back to you in
some form, in other words, youknow, and you've seen this.
Yeah, you've seen this always,always, always.

(13:31):
You know there's this.
It's interesting because I'm,I'm, um, I'm at this school of
2300 do you like your?
new school.
There are some things I likeand there are some things I find
really challenging.
So there's, it is not as, eventhough it's like this really

(13:52):
great building, it's not reallythat organized.
There are things that fallthrough the cracks.
There are things that they arereally focused on, and then you
look at other things and you'relike they really should be
focused on that, because that'sreally what I mean.
You just got to see thesethings.
And then, of course, there'salways the big component.
Well, you know, part of it isgetting to know my students and
my students getting to know me,and that has been overall, good,
but there have been someinteresting challenges in that.

(14:14):
And then there's the staff andthere's like who who will be?
Will I have acquaintances here?
Will I have people that I can?

Speaker 2 (14:23):
talk to.

Speaker 3 (14:24):
So there's this woman .
There's this woman across thehall.
Yeah, Her name is Kelly and sheactually came to the school
because her daughter also isteaching at the school, and now
Kelly has taught on the collegelevel for like 20 years and
decided to come into I know anddecided to come into the high

(14:45):
schools.

Speaker 1 (14:48):
Um, and partly, yeah, she's.
She is a teacher, she's goingto expect a lot from those kids.

Speaker 3 (14:52):
Yeah, yes, in a way, um, uh, but you know, so she's
meeting with her challenges andso when I meet with challenges,
I just kind of go across thehall and stand in her doorway
with challenges.
I just kind of go across thehall and stand in her doorway
and she was like what's up, shecomes into my room.

(15:13):
So.
So the first week I walked intoa room and what was on her desk
?
A pack of sage sticks forsmudging, and I was like you're
thinking of smudging your classbefore you get students.

Speaker 1 (15:23):
Yeah, she said but I can't he.
She said but I can't, he said.

Speaker 3 (15:25):
But I can't because of the smoke, I was told I just
waved the stage around, yeah andso, and I said well, there
might be so you're concernedabout.

Speaker 2 (15:33):
Energetics are serious.
You can literally think of sageand imagine the smoke clearing
the room and call on sage.
You don't even need to touchthe plant.

Speaker 3 (15:45):
Well, yeah, that's not really what I told her, but
if you were across the hall from.
Kelly, you could have said thatto her.
That would have been awesome.
But what I said is you know ifyou're concerned about?
Because she says I'm kind of anempath and so I absorb a lot of
energy and everything.
I said, ooh, this is going tobe challenging for you.

(16:05):
And she was like, yeah, I'malready anticipating it.
And I said well, have you heardof Shungite stone?
and so she said no, I haven'tactually well, look it up, look
it up, and shungite is somethingthat you can wear.
And what it is?
It's like this mysterious stone.
Apparently it came from ameteorite.
There's only one place in thewhole world you can find it
somewhere in russia and it ishighly, highly effective in

(16:28):
terms of protecting you from, uh, negative frequencies that come
from technology.
But in general, general, ingeneral, if there are kind of
these negative frequencies thatare not, you know, attuned to
you, then it can protect you.
So you can get a necklace, youcan get a bracelet.
You know you can, you know youcan you made a show.

Speaker 2 (16:56):
Yeah, I told her about that, something that I
adorned it.

Speaker 3 (16:58):
I said it's not something I could actually wear
to work.
But I explained, I explained toher, I said it was kind of like
a little bit like a priestessshawl for, like, uh, fire
ceremonies and everything.
And she went hmm, like thislike she got it immediately,
like yeah, so, so, uh, you knowand and so you know.

(17:19):
So she, we were kind of strikingup this rapport, which is
awesome because there are somany things happening at this
school that you need somebody totalk to and you know me, I'm a
talker, I need to talk acrossthe hall is perfectly just a few
steps away, right, yeah, yeah.
So so she came because I, youknow, I've been telling her oh,
you know, I'm milling my ownflour and I'm making my own

(17:40):
cheese and I'm going to do sourbread.
And she goes like, oh, that'sawesome, she's very impressed,
right.
And so she came into my roomthe other day and she said did
you know that there's a 200 yearold mill in Dahlonega that they
mill, they stone mill all ofthese different grains that you
can go and you can go in and buyit?
And my eyes got you should haveseen my, they got like really

(18:03):
big.

Speaker 2 (18:06):
I said are you?

Speaker 1 (18:07):
kidding me and she said I know, Are you?

Speaker 3 (18:09):
flirting with me right now.
She has a husband, so it's cool, um, yeah, but at any rate she
said I always I'm ready, I'mready for patty, I'm ready, I'm
like romantic.

Speaker 2 (18:22):
Yeah, I know you're always, you've been ready for
years, girl so so.

Speaker 3 (18:27):
But she said how about next weekend?
Um, I take you to the mill andI was like I'm there absolutely.
And I was telling her, it waslike I'm there Absolutely.

Speaker 2 (18:34):
And I was telling her when.

Speaker 3 (18:36):
I moved to North North Georgia.
I have these cousins who I lovedearly, but it's not like
they're taking me around to seestuff you know or the stuff that
maybe they'd be interested in.
I'm not so much.
So this mill, yeah, this is thething I'm interested in.
And she said you know, thereare Indian mounds and there are
all kinds of things in NorthGeorgia that you know.

(18:57):
She said we could go and shesaid an LJ is a really cool
little time.
I said I know I've heard.
And she said, okay, well, I, Iwouldn't mind taking you to
different places and showing youaround.
And I was like it's awesomeit's really what I wanted.
I wanted, you know, I came uphere I wanted to explore.
I know that there's a reasonwhy I'm here and I know that.

(19:20):
You know, I've got my.
I feed the deer and I have mylittle hummingbirds here and I
have the mountains and the trees, all the things that I wanted,
and I have a nature trail andthere are all these really
wonderful things.
But I also want to kind of goout a little further and see
other other things, so andexperience other things.
But I also want to kind of goout a little further and see
other other things, so andexperience other things.
So, at any rate, my new friendKelly is Dr McCaffrey, actually

(19:42):
Dr.

Speaker 2 (19:45):
McCaffrey, yeah, perfect for you.
You know English masters.

Speaker 1 (19:51):
She has a doctorate.

Speaker 3 (19:52):
Yeah, she has a doctorate meant to be your
friend, be your friend.

Speaker 1 (19:56):
Yeah, she's she is and she's you know, so she's
really you it's really cool, youknow.

Speaker 3 (20:01):
She said you know I did this whole.
I did this whole thing on um,the um kind of like on, kind of
on on curse words and swearwords and like the history of
them and what they mean and allof that and I was like oh, you
are my new friend, you know andmy favorite, I know.
I asked her.
I asked her about fuck, I askedher about you know, is it

(20:23):
really an acronym?
And she said you know, well,that's a theory, but it's not
really true.
It looks like probably the, thef-u-c.

Speaker 2 (20:32):
Oh, no.
So in theater history in highschool I was taught that fuck
was actually pluck, pluck,p-l-u-c-k, pluck you.
Oh, and that was because whenwe were fighting each other with
bows and arrows.

Speaker 3 (20:48):
We plucked our arrow with our middle finger.

Speaker 2 (20:52):
Oh yeah, and so when you saw your enemy, you would
say pluck you.
Yes, and this is how you saidpluck you.

Speaker 3 (21:04):
You know what?

Speaker 2 (21:05):
In war they would cut off your middle finger.

Speaker 3 (21:08):
Oh yeah, I'm going to ask her about that when we're
on our drive out to the mill.

Speaker 2 (21:14):
But it's so fun.
How interesting.

Speaker 3 (21:16):
So we get to talk about language my favorite and I
get to go to this mill and pickup some grains that I might
like to use in my sourdoughbread.

Speaker 2 (21:30):
Oh my gosh, that's so exciting.

Speaker 3 (21:33):
I'm absolutely thrilled.
So it's interesting that.
Okay, so I have that.
And at the same time I havethese students for no, I'm
really strict about cell phones,so I don't allow them.
I have a little caddy where allthe cell phones go in and then
at the end of class they get totake their, their cell phones.

(21:53):
And there are some students whoare just flip, you know,
certain students are justflipping out about it, you know,
and I'm like no, that's therule.
And and I, there, there arethree students in particular,
all boys, 17, hispanic, and arejust completely disrespectful,

(22:17):
completely disrespectful, andI'm like, oh, this is
interesting because I don't, youknow, like I don't yell at
students, I'm not going to bedisrespectful to them or
whatever, but I'm like well,this, this is kind of
interesting, and so I want, youknow, I'm kind of wondering,
wondering it's like does it haveto do with my age?
Does it have to do, you know,like, do they think I'm too soft

(22:39):
?

Speaker 2 (22:39):
young people assume literally.
They have no idea that youworked in new york, the
epicenter of new york, in southflorida and some of the hardest
places baby sit down juvenilejails don't make me show you my
leg.
Don't listen.

Speaker 3 (22:56):
This is what I say don't make my leg worth show you
don't want my leg worth?

Speaker 1 (22:58):
yeah, but I don't, I don't.

Speaker 2 (23:00):
I've shopped at world thrift I shopped at work.

Speaker 3 (23:03):
Okay, I've been to the world but you know, I will
tell you that second week ofschool I've already heard two
other teachers yelling at theirstudents.

Speaker 2 (23:11):
It's like I don't, I'm not not your vibe, that's
not my vibe.
I'm not gonna yell.
I don't.
I'm not going to yell.
That's not my vibe.
I'm not going to yell.
Get the fuck out.
Yeah, I'm not going to yell.

Speaker 3 (23:17):
I'm not going to yell .
There's unbothered, there'slike this thing.
There's this thing, so we havea certain number of minutes.

Speaker 1 (23:25):
You don't have to yell at them, you just write
them up, you know.
Oh yeah, I do, yeah, so that'swhat I do unfortunately, I just
let them write you up yeah, andI don't even Deal with it.
Go to the office.

Speaker 3 (23:35):
Yeah, I don't even tell them that I'm writing them
up, I just send a note to theircounselor or you know, write a
little note and everything, andthat's kind of how I follow up.
But, like you know, I just kindof like wow, you know, I, this
is, this is new.
So, you know, I'm not reallysure, but it's really only three

(24:03):
.
And actually one of thestudents I had a student say
Miss Lucia, don't waste yourtime on him, so don't pay any
attention to him.

Speaker 2 (24:07):
He's just a this or that.

Speaker 3 (24:08):
And I was like no, no , no, no, it's cool, I'm not,
I'm not, I'm not mad at him, Ijust need.

Speaker 2 (24:14):
No, I'm not mad at him, I just need, you know, just
play it super cool.

Speaker 1 (24:18):
That's your problem.
You gotta use a little lingo.
You know what I mean.

Speaker 2 (24:21):
You gotta be like okay, say less, bro, I got your
slip.
Say less or bet.

Speaker 1 (24:30):
I've never been the guy that could throw lingo at
people.
I've never been the guy thatcould, never don't.

Speaker 2 (24:36):
I've never been a lingo lingo guy like I can't get
with this new shit that theselittle kids have.

Speaker 1 (24:45):
I can't.

Speaker 2 (24:46):
I have pride.

Speaker 1 (24:48):
My kids just think it's cringy you're asking an
English master to manipulate.

Speaker 2 (24:54):
I speak like that and then turn around and speak very
very well.
But, I think I'm very different.

Speaker 3 (25:02):
I think I'm very very different and they're trying to
figure.
They're trying to figure thatout.

Speaker 2 (25:06):
They can't figure you out, and I do speak to them.

Speaker 3 (25:08):
I do speak to them the way that I speak to adults.
Like I don't speak down to them, I speak to them.
And there was this one, one ofthe kids, who really wants to
challenge me.
We were looking at somevocabulary and one of the words
was impeccably.
And he said is that how youtalk?
And I said what do you mean?
Did you use those words?
Yes, I can speak impeccably.

Speaker 2 (25:28):
And I said.

Speaker 3 (25:29):
I said, well, sometimes I do I don't use it
all the time, but it's a greatword to know and I said, let me
just say a little bit aboutlearning new vocabulary and
everything it's like.
It's important to learn newvocabulary.
So we have better, you know, wehave better and better ways of
expressing ourselves.
And, to be honest with you,when you guys go out in the
world and you're getting a jobor you're joining the Marines or

(25:52):
you're, you know, whatever itis you're doing, a starting a
business People are not going tojudge your intelligence by how
much you remember from youralgebra class.
Like, nobody is going to ask youabout algebra Very few people,
depending on, they will, they'renot going to ask you about
geometry, but even if you wantto be a rapper go get a

(26:14):
thesaurus.
Yeah, but they are, that'sright.
That's right.
But they are going to judgeyour intelligence by how well
you communicate, how well youspeak, how well you write.
This is they're all in.
For the rest of your life.
You will be judged.
Your intelligence will bejudged by how well you
communicate, and so I know and Ioften I'll do this at the

(26:36):
beginning of the year.
I know that the intelligencelevel of all the students in
this class is up here.
Woo, you guys are really smart.
However, if your communication,if your communication is here,
then people are always going toassume that your intelligence is
here.
I just want to close the gap.
I want to close the gap, sopeople don't judge you less than

(26:59):
who you are.
That's all.
That's what I'm doing, allright, so let's give it a try.

Speaker 2 (27:06):
Oh, I get choked up every time Patty talks about
teaching, because even mychildren say, anoki, like damn,
what I would give hey Liv, whatI would give to have Patty as a
teacher.
Because, holy shit, you care.
You care about kids.
You give a shit about whothey're becoming and what they

(27:30):
can become, and you seepotential that they don't see in
themselves.

Speaker 3 (27:33):
And that is beautiful .
That's right.

Speaker 2 (27:35):
That's why you were palm beach county schools
because they are few and farbetween, and I'm sure in georgia
it's not much different.
Now I hope that you find I'mwrong.
I hope that you findlike-minded individuals in this
school other than Kelly.
Oh, yeah, sure, and you canhave a group of teachers that

(27:57):
give a shit, because that's sospecial and I commend you oh
yeah, I appreciate that thereare students out there that
you've touched years ago thatstill stand by, man, Ms Lucia.
Man, she was the dopest teacherI ever had.
I'm so glad I took her advice.

Speaker 3 (28:16):
Yeah, well, I hope so .
And it's like you know, one ofthe things about being a teacher
is that you touch people'slives and and most often than
not you really don't know younever find out.
I mean, you know, 20 yearslater they might say Wow, you
know, I remember this thing thatmy teacher said, and you're not
around for them to call and sayhey, I was just thinking about,
you know what I mean.

Speaker 1 (28:35):
like it's I was really blessed.
I don't know my english childthat that does look for my
teachers.

Speaker 2 (28:42):
No, yeah, my teachers my teachers that touched my
life.
They know to this day.
They know like you say, youknow what I'll tell you.
Thank you, I've messaged.

Speaker 1 (28:51):
I've messaged probably 10 of my teachers
throughout the years or whatever.
I have not had any one of them.
Send me a personal responseback.

Speaker 2 (29:08):
Tony Pilla was my sixth grade English teacher, my
instructor at the auto industryis different.

Speaker 1 (29:11):
I talk to him all the time.
Auto industry's different.
I talk to him all the time like, and then um one, my third
grade teacher I reached out tohim and he just gave me a
cordial you know.
Thank you you know that's sweetum yeah, you know, I'm glad that
you're doing well, you know,but, uh, but, but yeah, like my
music teacher, I sent her amessage, like about how she

(29:34):
changed my life and it was likewhen I was playing music and
stuff and and, uh, you know,just thanking her for giving me
a chance to to sing, you know,and uh, you know, I mean it's
hard because, you know, anoki.

Speaker 3 (29:51):
Anoki, the thing about um teachers is like you
know, we, we're human beings.

Speaker 1 (29:56):
There's a line yeah.

Speaker 3 (29:57):
But I was actually going to say that many, many,
many teachers have difficultywith different levels of
intimacy, just like you know,ordinary people, ordinary people

(30:19):
, and so I honestly think thatthere might be a lot of teachers
who have a hard time dealingwith it emotionally.
You know, like taking in theemotional impact that you've had
on people.
I think can be hard and I knowI've struggled with it myself,
and so I think can be hard and Iknow I've struggled with it
myself, and so you know, don'tyou know who knows?

(30:39):
You know what's going on withthem, but a lot of times it's
not you, it's some limitationsthat they bump up against when
they contemplate, evenresponding to such a message
from a former student yeah,totally, yeah, totally.

Speaker 2 (30:57):
So in my experience I had the same six.
Remember I told you guys lastweek about the story, how I went
back to sixth grade.
Yeah, that was such a funnystory.
There was a teacher it was myEnglish teacher in sixth grade.
Her name was Toni Pilla.
She was from Brooklyn.

Speaker 3 (31:12):
She was a hard ass, little woman.

Speaker 2 (31:16):
She was from brooklyn .
She was a hard-ass little woman.
She was from brooklyn.

Speaker 3 (31:18):
She was from the bronx actually, oh, from the
bronx.

Speaker 2 (31:20):
She was from the bronx and she was this little
like italian woman with thispetite build covered in little
snoopy tattoos.
But she was a badass and shesaw me more than I saw myself.
And she knew that I had afucked up home life and she knew
that I needed to escape it andshe saw the potential in me that
I didn't see in myself.
This woman rallied for me.

(31:40):
It makes me want to cry.
This woman would give me booksthat were way far surpassed.
Shit I should have been readingat my age, but she knew I could
fucking handle it.
Gangs, drugs, suicide, you nameit.
I read about it Every you nameit.
I read about it.
Every fucking banned book.
I read it my first year ofsixth grade.
This woman was saving my lifewith books and she knew it.

(32:02):
Um, she would have to give merides home after detention, like
she knew that my life wasfucked up.
So I go back to sixth grade.
I have her again.
She's like taylor, don't fuckit up this time.
This is how she spoke to me,because she knew I could fucking
handle it and because she wasfrom the bronx and from.
She was from the.
So this is how cool she was.
If you got the question right,she would throw fucking candy.

(32:23):
She would just get up and justchuck candy at your head and if
you weren't paying attention andyou got the answer wrong if you
think.
Maybe she was half puerto Rican,I don't know, but she got a
chunk loss.
She would take her fucking shoeoff and threaten to hit you.
She did throw her shoe a coupletimes and then I had her again
in eighth grade but in highschool as a senior she got to

(32:47):
come watch me perform and got tosee me as a young adult who had
survived that childhood thatshe tried so hard to get me to
survive.
And then we lost touch againand then she actually reached
out when she saw all of myfriends for middle school on the
TV about Epstein.

(33:09):
She reached out and she was likeand she was like, please, tay,
I just need to know she said.
She said, tucker, tell me thatyou weren't a part of that shit.
Please tell me that you weren'tone of those kids, because
those were your girls and I know, like I ran an ad non group and
like an alanon group for allthe young girls at my school.

(33:33):
My guidance counselor assignedme to go collect all the broken
girls because I was broken butvery open and willing to heal
together Right.
So I organized this group andthese girls were in the group
with me, but they never spokeabout what's happening.
So we were all friends inschool, even though we ran in

(33:53):
different circles and whatnot,and so she was making sure I
wasn't a part of it and luckilyI was able to tell her.
Pat really did save me fromthat aspect of West Palm and I
was working on Palm Beach Islandbut I really never got wrapped
up in that, thank God.
And she was actually able togive me books for my middle
school kids at that point and Iwas like, wow, what a beautiful

(34:15):
full circle.

Speaker 3 (34:16):
So just know that you're always touching, yeah,
your students and in a way,through your teaching, that is
is treasured gold yeah, no, Iappreciate that and you know is,
and it's kind of like, for mean important thing has been to

(34:38):
give what I have to give in theclassroom and then let it go and
not expect anyone to comecircle back and thank me, do you
do your lives and you don't?
You know, I don't.

(34:58):
So I don't really expectstudents to come back around and
say, hey, miss Lucia, you didthis or whatever.
Um, I just kind of I'm alwayswishing them well and um, and
yeah, so that's kind of station.
That's also that same stringlessum yeah it's no strings, yeah,
hearted, I don't need.
I don't need genuine want forthe best of others, and that is

(35:21):
a powerful medicine because,honestly, whatever they do, even
if there's been one or twothings that have inspired him,
them that I've said, everythingthat they're accomplishing has
to do with them.
They're the ones manifesting,they're the're accomplishing has
to do with them.
They're the ones manifesting,they're the ones accomplishing,
they're the ones doing the work.
I simply said something thatstuck or said an example of a

(35:43):
facilitator like you.
You know with the woman who youhelped manifest and your
classroom.

Speaker 2 (35:48):
We saw the pictures and, okay, your classroom is a
conduit.
It's a conduit, it's a conduitof the energy that you I mean.
It's the same as walking inyour cafe.
I'm sure that walking in yourclassroom is a peaceful break
from the fucking crazy hubbub ofhigh school yeah yeah, no, it
is, it's a calm, little and I'lltell you this.

(36:10):
Patrick is in 11th grade thisyear and he said that the
teachers that he respects themost, the most refreshing part
about being in 11th grade, isthat there are actually teachers
that speak to these kids likethey are adults.
And it is so refreshing to benot spoken to like a child,

(36:31):
because he's not a child andthis is our future.
So why are we beingcondescending and yelling at
young adults?
What are we teaching, yeah?

Speaker 3 (36:41):
what are we doing?
I mean, like in a year they'regoing to be out, you know, on
their own.
Why would I speak to them like?

Speaker 2 (36:47):
they're a child.

Speaker 3 (36:48):
I need to speak to them like they're an adult
already on the out, on their, ontheir own because it's just a
year away.

Speaker 2 (36:57):
It's so.
They're right there, they're onthe cusp of adulthood and they
need guidance yeah, I mean they,they need um adult.

Speaker 3 (37:06):
Yeah, adult, adult you know, models people who just
model, you know?

Speaker 1 (37:13):
before they're exposed to it in the full danger
that it is.

Speaker 2 (37:18):
You know we were doing just to kind of say a few
words about you know, I wishLynn would speak because her
mother was a high school teacherand the impact that her mother
made on students at Dreyfus wasso overwhelming that the entire
student body came together forthat woman and created um like
so, just for really quickly, um,when, um she got sick with

(37:42):
cancer, the kids at dry fistthat were all the art students
yeah, any time that marcia wouldcomment on somebody's shirt
like that is such a cool shirt,I love that print all of the
kids came together and tookthose pieces of fabric and
created something for her.

(38:02):
Oh, that's, I think it's ablanket or something like that,
um, and, and gave that to her asa gift, and it was all of these
things, like a quilt that sheloved yeah, over the years or
something like that.

Speaker 1 (38:14):
So yeah, really special.

Speaker 2 (38:16):
See those touching moments that teachers are able
to.

Speaker 3 (38:20):
Yeah.

Speaker 2 (38:20):
I mean you too.

Speaker 3 (38:21):
And there's a kind of like a lot of times when you're
in the classroom you'rethinking, all right, I have to
teach them all these things, buthow does it connect with their
lives outside of the school?
You know, how do I connect this?
Like I'm teaching them writingor like how to write
persuasively, and I can't, youknow.
And so I give a lot of thoughtlike how does this apply to
their life and I?

(38:42):
One of the things that I cameto was that you know, we're
always, you know we always havean opinion or we always are in a
situation where maybe we wantto persuade someone or we want
someone to see our perspective.
But you know, we might not bewriting it, but we're speaking
it.
So one of the things that Italked to my students about this

(39:03):
this past week was or the weekbefore, I can't remember, it's
all mush now but like, is thatwhat we're learning in the way
we write will help uscommunicate better?
I said so think about whenyou're home and you want to
persuade a parent of something.
I said so and I listed some ofthe ways that aren't so

(39:24):
effective in persuading, likemanipulation.
Like I talked aboutmanipulation, bribing, bullying,
name calling.
I said so.
Sometimes we think that we canget what we want from a parent
through manipulation, like, forinstance, and I did, and I
literally role played I wrote tomy parents, yeah, I said.

(39:44):
And I said oh, mom, you're sobeautiful, you're such a great
mom, can I have twenty dollars?
Yep and and um, everyone.
And they laughed.
They were like because theyrecognize.
It's like.
Oh, I said, now, what's theissue with that?
So you might get what you want,but how does it feel on the
other side?

(40:05):
So, in other words, the motherwho knows that every time her
son or daughter comes up to herand says I love you, chances are
it's because they wantsomething.
And so have you ever had, youknow, your mother or your father
?

Speaker 2 (40:20):
I know that about my three year old.

Speaker 3 (40:21):
Yeah, when you, when you say, when they say I love
you, your, your mother says whatdo you want, what do?

Speaker 2 (40:28):
you want.

Speaker 3 (40:29):
I said so is that the kind of relationship that you,
you know you want?
Or you know if you bribe if yougive me this, I'll give you
that.
If you give me this, I'll giveyou that.
That's bribing, or you couldbully.
If you don't give me this, I'mgoing to do that.

(40:52):
These are all ways that youknow that we might use to
persuade.
But what does it do?
Will that person trust you?
And now my students are like no.
I said, will that personrespect you?
I said if a boy gets what hewants from a girl by
manipulating her, will the girltrust him?
And all the girls are like no,will the girl respect him?
And then I did the opposite.
If a girl gets what she wantsfrom a boy by manipulating him,

(41:18):
will that boy trust her?
Will that boy respect her?
I said so you can get what youwant by these ways, but you're
going to lose someone's trustand respect.
I said so.
How we're learning to persuadein our writing may be something
you can do when you speak topeople, and it's a more

(41:40):
effective way of persuadingbecause you're giving.
You know your position, you'regiving a reason, you might give
examples, you know you're kindof, you know you're laying it
out Now.
It's a more honest way ofpersuasion, but it's really up
to you.
You're laying it out now.
It's a more honest way ofpersuasion, but it's really up
to you.
You can use what we're learningin class in your relationships
with your family, with yourfriends, with your boyfriends,

(42:01):
with your girlfriends, and seeif it makes a difference when
you want to make a point or youwant to persuade.
See if it makes a differenceand that's.

Speaker 1 (42:10):
My family was really big into writing letters.
My family was really big intowriting letters.
My family was really big intowriting letters and stuff.
My mom would write, my grandpaand my grandfather would write a
lot of people and and.

Speaker 2 (42:23):
I kind of died with our generation, our letters,
like before, text messages.
That's all we did in school waswrite letters.
We folded them a certain way.

Speaker 3 (42:31):
Yeah, yeah, I still have a hundred notes you know, I
have little pieces of toiletpaper that people wrote me
messages on and you know what'sinteresting that's how Pat and I
yeah, they really do.

Speaker 2 (42:46):
They're nostalgic and that's how Pat and I always
communicated as teenagers and tothis day, when we are having
issues in our relationship, thebest way for us to communicate
is to write it down not wellwell because it's not.

Speaker 3 (43:02):
It's not reactive.
You're able to think it throughand say it more thoughtfully
understood as a kid, you know.

Speaker 1 (43:10):
And so by writing this letter, you know you're
deeper.
I was putting the thought intoit, and then I was, you know,
reading it and making sure thatwas what I meant you know, and
I'd crumble it up and throw itand write another until you got
it over until you got it right Iknew who I was, what I was

(43:31):
feeling, what I was thinking itwas helping you discover
yourself absolutely and and it,and then it was also fascinating
.
I felt like it should but it.
You know a lot of the timesthat would come across, as you
know.
Uh, you know, whatever you know, people didn't want to read it
or or whatnot, you know, but but, like if they had.

(43:52):
You know, like I feel like itwas the best way that I could be
understood it's such a big.
Thing.

Speaker 2 (44:01):
You think so big yeah , and you have such big feelings
, my Aquarian friend.

Speaker 1 (44:07):
I'm not a good arguer .

Speaker 2 (44:09):
People want me to recall what somebody said I
don't know.
Aquarians hold so much in, Ihave to literally sit down and
think about it.
Yeah, you and payton hold somuch.
I mean phoenix now too, I seeit.
I'm like you guys well, becausewe know if there's any reaction
at all, like the consequencesare, dire you know, it's not

(44:33):
like like, is it?

Speaker 1 (44:34):
aquarius is our extreme, yeah, but the world is
extreme to us.
You're right, you know you'reright and so so.
So we know that if we're justus, you know, if we're just say
it how it popped into our head,we're gonna get yeah, you'll get
pushback, you'll get, so Ithink, I think, I think maybe

(44:55):
that's why a lot of aquariansand a lot of you know people
with adhd, you know, make suchgood writing.
You know like yeah you know,like, like without writing, I
would have nothing, and likehonestly, oh my god, I'm a
writer before I am a singer.
I'm a singer because nobodywants to read the stories.

Speaker 3 (45:17):
So I want to sing them because I felt like the
message was important yeah.

Speaker 1 (45:21):
You know, and and and and so.
So I, I really feel like thosego hand in hand.
You know, like, like we have tostop ourselves and we have to
put it down, because if we sayit the way that we're thinking
it, there's gonna be, you know,a major repercussion.

Speaker 2 (45:40):
Yeah, you know like well so writing as a child saved
me too, and I still have thosejournals from the 11 12 year old
version of me, and I've toldyou this, patty, that little
girl was not a little girl.
No that little girl was sostrong and I'm like I don't know

(46:02):
, where she went, Like I'm soglad that she doesn't have to be
that anymore.

Speaker 3 (46:08):
But oh yeah, you, you haven't, you haven't needed to
be strong in the last 10 years.
Now you you didn't.
You've had such an easy life.
I mean you didn't.
You don't really need any ofthat strength that you had when
you were young.
I still think, right onoki,yeah you are.

Speaker 1 (46:23):
I still think she was stronger man.

Speaker 2 (46:25):
She was strong, that little girl was tough as nails
because she had to be but it'sso cool to have that writing.

Speaker 3 (46:32):
Yeah, you know, because it is inspirational it
is, you know I agree, I and Iagree with you guys about letter
writing, and I might havementioned this to you before.
Um when I was yes, when I, whenI um, yeah, I have something to
say about that too.
But when I was with the lastclass that I had in uh lake at,

(46:55):
you know, at my last high schoolin Florida, they were juniors.
And so I said in one year thiswas towards the end of the year
I said, in one year you're goingto be graduating, you're going
to be walking on the stage, andso I want you to write letters
to your future self who'swalking across the stage to get

(47:16):
that diploma.
I want you to imagine that youare writing to that you, the you
that's graduating on graduationday.
And so they wrote these lettersand I folded them up and I
promised them that I would sendthem to them.
I would send them back to themjust before graduation.

(47:37):
And so I that was one of thethings I brought to Georgia.
They were like, yeah, but whatif you're not?
And I said, no matter where Iam, I am sending these letters
to you.
It doesn't I promise you, and soon on May 1st, because I knew
that they were going to graduatelike around the 8th or the 10th
or whatever that day was inFlorida, and I mailed them off

(48:00):
to them.
I have no idea you know whathappened, because you know it's
not like I have contact with mystudents, but the students that
I had it was about 150 of them.
It was about 150 of them, thestudents that I had all received
the letters that they wrotetheir junior year, that the
letters that they wrote to theirfuture self.

(48:21):
So it may have been letters ofcongratulations.
You go, girl, you did it.
You know whatever it was thatthey wanted to say to themselves
, you did it.
You work so hard way to go.
You know whatever they coulduse, whatever language they
wanted, because they werewriting to themselves, and I
just folded them up and I madesure that they wrote down their
addresses and they guess.

(48:42):
So I know that stuff like thathas an impact.
I've also had students.

Speaker 1 (48:48):
Oh, it's been the coolest thing, yeah, yeah.

Speaker 3 (48:50):
So cool.
The students that I, that I hadlast year.
They were all new immigrants.
Like I had a class of newimmigrants, and so one of the
projects that we did was write aletter to your family back in
Guatemala, back in Mexico, backin Honduras.
Oh, but, ms Lucia, they live ina little town and I said so
where does the mail go?

(49:11):
Where do they pick up the mail?
Oh well, there's this little.
I said you find it, you findthat address and we are sending,
but it's international.
So I got international stampsand I said, oh, no, we're
sending these, we're sendingthese letters and I made sure it
was pretty stationary, likepretty card stationary, and we

(49:32):
sent them.
We sent them out and hopefullythey got to the people that they
were writing to back home, whoyou know, I mean.
Maybe they're in touch by phoneor by text, but there is, you
know, and I told, I've told mystudents.
It's like, yes, maybe you cancall them, maybe you can text
them, but don't underestimatehow powerful it is to receive a

(49:56):
letter that's come through themail and now you have it in your
hands and I assure you thatmost people will keep things
like that because they are sospecial.
You know, I have all of.
I love that.

Speaker 1 (50:16):
Now here's the thing.

Speaker 3 (50:17):
Here's the thing.
Maybe you can help me out withthis, anokhi.
Since my arthritis has takenover my hands, I can't.
I can't write those cards likeI used to.
So I would love, I would loveto continue to write the cards,
but I have difficulty holding apen correctly.

(50:39):
And so I'm thinking, you know,and I still have the wax and I
still have my little stamps andI still have all these things,
it's like, oh, I would reallylike to continue to do that.
So, anyway, I'm trying to thinkof how I can, you know,
continue something like that,given that I'm not, whether you

(51:00):
paint them, hmm, Like, do art,yeah, yeah, I might, I might, um
, do that, because I think I cando a paintbrush, you know, like
I can, I think I can do that,but writing, you know, like they
come in different sizes.

Speaker 1 (51:19):
Yeah, they do.
You can buy a different, youknow handle for a paintbrush
that might be bigger and less ofa pinch for you.
You have to hold on to, youknow yeah, but it's something or
yeah, that's a really good idea.
They've got the skinny markersand then they've got the fat
markers.
You know, you can, you can youknow, maybe experiment yeah

(51:44):
experiment you can do giantposter size letters and then
fold them up into a little tinyenvelope that would be cool,
that's awesome.
I'd have to put it on like yeah.
I'd have to put it on like ricepaper.

Speaker 3 (51:59):
That would be great.
That's an idea, because if it'slike something that I can do
this, then that's one thing.

Speaker 1 (52:10):
But if I'm trying to do, yeah, if I'm trying to do
small.

Speaker 3 (52:11):
I'm trying to do small.
I can't.
I can't really write like thatanymore.
Like I used to, I'm on thoselittle note cards, so I'm at
this at this point.

Speaker 2 (52:18):
So we need to get you a cricket or something.
Then a cricket, yeah, somethingthat you can just like, make
cute things with, and you justtype it onto a, type it onto
your phone and it just printsout.
Yeah, I don't know what thatcute little stationary and and
this is.

(52:39):
Is this an app?
It's a machine, oh, but itcomes with an app.

Speaker 3 (52:46):
So it's like you know , what I've never heard of that
I haven't.

Speaker 2 (52:49):
Yeah, you can make all sorts of things t-shirts,
all sorts of things you know, Ithink that's a great idea.

Speaker 3 (52:56):
So maybe that is something that you know that
that I can use to continue to.
You know, to send things topeople, because I do like
sending things to people in themail.
I think it's just reallyspecial.

Speaker 2 (53:09):
I love receiving your things the mail, but I I
managed.

Speaker 1 (53:14):
I've mailed three letters in my life like mailed I
.
I'm really good at like handing, you know.

Speaker 2 (53:20):
I'm really good at not going to the post office.
I'm pretty sure.
Yeah, I'm not present.

Speaker 1 (53:26):
I love those people Like I mean, my mailman was like
my best friend as a kid.
People like I mean, my mailmanwas like my best friend as a kid
, like I love getting mail, Ilove sending mail, but I suck at
sending mail.

Speaker 3 (53:40):
I really suck at sending it like yeah but, I, did
manage to to put patty on mylist of two other people to have
ever received a letter from meyes, that's right, and I still,
and I keep them too, Idefinitely I keep them.
I think that they're reallyspecial.
So you know, but I think, likewe just live in a time when
there are all these other waysof doing things that are like

(54:03):
more convenient, they're fasterand whatever, and so letter
writing kind of goes, you know,kind of falls away, but when
people get letters they stillare like they're very special
yeah, very, very special to getto get a letter.
So I'll be doing that with mystudents this year too.
You know doing letter writingat some point.
But so, hey, is it time to pulla card?

Speaker 2 (54:26):
Yes, but prior to pulling a card, I was whispered
to this morning.
Yeah, that flew by.

Speaker 3 (54:33):
Didn't it, though, but we've been having so much
fun We've been having fun.

Speaker 2 (54:38):
Yeah, I was whispered to by her on my way down the
stairs.

Speaker 1 (54:42):
Okay, oh, the clam light.
You guys told me to read thatbook one time.
Jamie Samson, I think I toldyou I looked at it.

Speaker 2 (54:48):
What a great book.
You need to read this book,Anokhi and Dancing the Dream.

Speaker 1 (54:54):
I suck at book reading.
You know, it's like I'm betterat it.
She's a storyteller.
She's a native storyteller, youcan't wait to turn the page and
hear her next vision, but shedoes the medicine cards yeah she
does I love the medicine cards.

Speaker 3 (55:11):
But I mean does, yeah , I love so.
But I mean, like she speaksyour language, she does you
would?

Speaker 2 (55:17):
be your language it's for you, it's literally for you
yeah, it's different, so it'sfunny because as I say this I
pulled this before we ever goton the phone right, and then we
had that little discussion priorto um going live.
So, um, the clan mother of theeighth moon cycle is she who

(55:39):
heals, and she who heals is theguardian of serving the truth.
And this is jamie sam's poemabout the eighth clan mother.
This is the moon cycle that sherepresents, right, right, our
august moon cycle.
Yeah, she who heals.
Mother, sing me a song thatwill ease my pain.

(55:59):
Wow, when I tell you that thewind just blew so hard mend
broken bones.
Bring wholeness again.
Catch my babies when they areborn.
Sing my death song.
Teach me how to mourn.

(56:21):
Show me the medicine of thehealing herbs, the value of
spirit, the way I can servemother.
Heal my heart so that I can seethe gifts of yours that live
through me.
It's beautiful.

Speaker 1 (56:40):
Wow, that's a lot of different levels there.

Speaker 2 (56:43):
Yeah, and so the story about the eighth-time
mother is a really beautiful one.
Um about um, a mother in a cavebeing doted upon um by the
medicine women of the blacklodge tribe, and they assist her

(57:03):
and her birth and they callupon bat to come through and
guide the baby out of the cave.
It's absolutely a stunning,beautiful birth story.
Gives me goosebumps.
Magical, magical.
Now, when I came outside thismorning, I had brought this deck
and there was one card missingfrom it.

(57:28):
Ironically, as I clicked joinZoom, I found the card lying
face up on the ground.
I put it back in the deck ontop.
When the wind blew just now, itflipped the card back up.

Speaker 1 (57:51):
So I'm pretty sure that the wind.

Speaker 2 (57:55):
The card has been chosen.

Speaker 3 (57:57):
I'm not going to use a card today.
You didn't have to choose it,the wind chose it, I'm an air
sign.

Speaker 1 (58:02):
The shaman.

Speaker 3 (58:03):
Whoa the shaman.

Speaker 1 (58:08):
It's really funny.
It's got a diamond on there.
I take my ring and, likeanytime I can catch sunlight, I
put a galaxy on the wall.
So I'm sitting here like this,playing with my little prison
and meanwhile at the same timethe wind is blowing.

Speaker 3 (58:29):
Yes, so you want to read the shaman?
That's a powerful card at thesame time, the wind is blowing.
Yes, so you want to read theshaman that's a powerful card,
it is.

Speaker 1 (58:37):
It's a card that comes up a lot for me.

Speaker 2 (58:40):
I because it's what you are my dear friend, yeah,
girl stop here it goes.

Speaker 1 (58:49):
Let's hear it.
The shaman Girl stop.
It just happens.
Here it goes.
What's the name in that deck?

Speaker 2 (58:54):
Let's hear it the shaman, the magi, the sorcerer,
the medicine woman, medicinewoman, okay sorry.
These archetypal ingredients?
Oh yeah, thank you.
These archetypal ingredientsconstitute the shaman, and all

(59:15):
must be present in order torevel and reveal its magic.
First, the shaman is activatedby long-standing and diligent
study the mentor.
Second, its orientation isgenerously and accurately aimed
towards the healing of self, theother and the culture, the

(59:37):
healer.
And third, the shaman has aknack for finding doorways to
the other world, allowingpsychic visions and old magic to
leak into this world the unseento leak into this world the
unseen.
And this way, the shaman is themaster who bridges the everyday
and the sacred, revealingpotent power needed desperately

(01:00:01):
in our time.
Yet where there is power, thereis shadow.
So the shaman must be vigilantin studying their own darkness.
This card reminds us that theforce of healing is ultimately
not our own.
We must shape it and share itwith the world.
When light become a fearlessstudent, when dark we

(01:00:26):
overpromise, we blame, we hurtourselves and others.
To go deeper, it's recommendedto read black elk speak.
Contrary to popular belief, theshaman archetype appears in
every vocation teachers,directors, surgeons, politicians

(01:00:47):
, poets, poets all of these areshaman's faces.
The shaman cannot be rushed.
Working with this archetyperequires study and perseverance.
Think of it like bringing ormerit, like brining, sorry, or

(01:01:10):
marinating.
The content must permeate everyfiber of our being.
That's powerful.

Speaker 3 (01:01:20):
Do you know that almost the whole time that you
were reading it was 11, 11?

Speaker 2 (01:01:29):
um I don't know about y'all but, angel numbers have
been personally attacking melike angel numbers.

Speaker 3 (01:01:37):
I have been so overwhelmed with the amount of
angel numbers I'm getting hitwith right now yeah, I mean, I
just thought I'd mention itbecause I was like I just looked
up and I was like wow, it'slike 11, 11, that's kind of
significant, well, but so I wakeup at 3 33 every morning and
I've seen, and I've seen 11, 11and 3 33, like every day, one,

(01:02:00):
one, one three, three, three,four five, five five every
single day.

Speaker 2 (01:02:06):
Yeah, my mileage, my gas, my troubles, my gas, my
totals on my bills, the amountof money.
I make every night addresses Ipass license plates, I'm like
listen, it's not my fault thatyou can't be enchanted by the
time on a microwave.

Speaker 3 (01:02:24):
Baby Live, live a little live a little so, so good
.
Getting back to the shaman,which I, you know, I I'm sorry I
didn't mean to like interruptour, our, our flow with the
medicine cards, but like I justcouldn't help but mention that,
um, I, I was noticing it, butyeah, going back to the shaman

(01:02:47):
card and the importance ofhealing ourselves, you know, I
think, like you know, on apersonal note, I think like,
okay, so what is this arthritisthing that's going on with me?
Like okay, so it's challengingin some ways because I've
decided to approach it in aparticular way where I'm not

(01:03:08):
doing any medicine, but it'sstill, you know, it's still
pretty, pretty serious, likeit's a still, it's a pretty
serious condition that.

Speaker 2 (01:03:18):
I'm dealing with.

Speaker 3 (01:03:21):
Louise, hey, but but like does, is this connected to
my relationship to my body, tomy body, my relationship to my
spirit, right, mind, body,spirit?
And so is there some cosmic orkarmic lesson that I need to be

(01:03:45):
learning as my you know, thehands that all my life were so
strong like I was known forhaving really, really a lot of
strength in my hands and I wasable to do all kinds of things
right up until you know a matureage and just in the last you
know couple of years, it's likenope.
That's, you know literally justthe last year.

(01:04:07):
It's like nope.
So I'm thinking, all right,there's, there's, there's.
Um, I want to make sure I'm notmissing the last.
What, what are you?
Why are you looking at me likethat?

Speaker 2 (01:04:17):
oh, girl, because you know I just went and got my
louise hay book.
Let's hurt your feelings.
You ready, you know, are youknow you're already laughing at
me.

Speaker 3 (01:04:26):
You're already laughing at me, enoki, for real.
You want to talk?

Speaker 1 (01:04:30):
no, no, no, no, no.
Oh, you were laughing, we'reall laughing, because look at
your phones, look at my phones,look at my, look at your phones
as soon as I sent it.
Tay made that face.
I was like we're glittering.

Speaker 3 (01:04:51):
Oh, you're glittering , you.
You're glittering your littlegalaxy.
I thought you were laughing atme.
You were just giggling at yourown little galaxy.

Speaker 2 (01:04:57):
The most wonderful Lost in her own little galaxy
over there.

Speaker 3 (01:05:04):
All right, she's just showing up Meanwhile.

Speaker 2 (01:05:06):
I've just weaponized.
I've just weaponized Louise.
Hey, she always hurts myfeelings and I can't stand the
way um that.
She's right all the time.

Speaker 3 (01:05:21):
So essentially what she does, because you don't, we
don't even like it really does?

Speaker 2 (01:05:25):
I don't understand why you?
Have to be so hurtful, butwhatever thanks for bringing my
childhood trauma, okay.
Emotional damage all right,okay.
So what she does is she takesyour ailment, your dis ease yeah
, it is a dis ease and she turnsit into the spiritual, the

(01:05:49):
spiritual message.

Speaker 3 (01:05:50):
She tells you why just draw a happy tree.

Speaker 2 (01:05:56):
She tells you why you have this ailment and then she
tells you the mantra to helpheal it.
We are going to go to arthritis, feeling unloved, crit mantra I

(01:06:20):
am love.
I now choose to love andapprove of myself.
I see others with love,arthritis in the fingers, blame,
feeling, victimized.
The mantra I see with love andunderstanding.

(01:06:42):
I hold all my experiences up tothe light of love.
Hmm.

Speaker 1 (01:06:50):
I got arthritis and I am loved damn it.
What the hell is that I havearthritis from?

Speaker 2 (01:07:02):
being of service to others, my whole life From being
a servant.
My fingers are broken fromserving others.

Speaker 3 (01:07:10):
This is bullshit, samuel Louise my fingers are
broken from serving others.
This is bullshit.
Yeah, damn you, louise, I meanit's something.
You know I don't want to.
Um, you know I I don't want topoo poo it.
I mean it's something to knowit's something to consider.
I thought it was gonna be like.

Speaker 1 (01:07:27):
Uh, I thought it was like.
Every time anybody says amantra, I think.
I think of a frequency.
Buddhist chants and mantras hita frequency.
I know there's a frequency forliterally everything in the

(01:07:48):
world.

Speaker 3 (01:07:50):
Yeah, for sure there is.

Speaker 1 (01:07:52):
I think I count our frequency for everything in the
world.
Yeah, there is, and I thinkI've seen frequency validified
like validated fucking more thananything else, you know, like
that.
I wish I had the power to makefrequencies in a certain, you

(01:08:18):
know, in certain.

Speaker 2 (01:08:19):
I just wish I had more, more on it, more of it,
more so what that brings my mindto is my Reiki master attuning
me to Reiki and using specificdrums and specific singing bowls
and bells.
That looks like all my musicresonating yeah, the proper

(01:08:45):
hurts, but not just 432, but theproper hertz for each chakra,
the proper hertz for each organin your body, because that's a
thing, and when every night,when I put yeah yeah, when he

(01:09:05):
would put the singing bowl andding it on your liver, you could
literally feel your liver.
Yeah, you can feel it.
You can feel the change.
So that would be.
That's what I want, I want tomaster the handbook on frequency
.
That is light language yeah.

(01:09:28):
Frequency is light language I'mlight language.

Speaker 1 (01:09:31):
I believe in light and I believe in all the
translations.
Yeah, I want.
That's what I am.
I'm light language you know andI really you are I believe in
light and I believe in, like allthe translations of light.
You know like I like to connectreligions with light.
I do that's.

Speaker 3 (01:09:45):
That's like a thing that I am.

Speaker 1 (01:09:47):
I like to listen to them being yeah, I am the light.
I am the light and the way,exactly.
You know, like that's right.
You know it's the way and thelight is how you know, and I am
a metaphor, which is why I onlyspeak in metaphor.

Speaker 2 (01:10:07):
you know, like like it's you intricate, complicated
being I mean yeah.

Speaker 3 (01:10:12):
I mean it's you intricate, complicated being.
I mean, yeah, I mean it's alllight and sound, you know, and
when they break, when they, whenthey look at, when they combine
, well, I think, like light, itturns out to be frequency and
sound.
Yeah, yeah, turns out to be that, so I don't know.

(01:10:34):
I mean, I think you know.
I remember back when, um I wasworking with um uh, liv wheeler,
and um I had a conversationwith the contemple, told me that
my all of my, my memory of whoI really am, is in my bones.

(01:10:57):
Oh, and it's in the bones.
It's in the bones, in the bones.
It's in the bones, they said.
They repeated it's in the bones, your story is in the bones you
are in their bones and I waslike, oh, oh, say that again.
That's why fairies want yourteeth, yeah, but I mean, you
know, so I've thought about that.

(01:11:18):
You know, as I'm dealing witharthritis, it's like, okay,
there's a relationship here.
I need to get to it.
I need to get to it.
I'm, I'm, you know, and I'msorry, I'm sorry universe, that
I'm dense, that I'm kind ofdense and it takes me a while to
kind of get it and have thelight bulb go off, but like
you're in a human body.
It's like I know there's aconnection here, but I haven't

(01:11:41):
gotten yet so at any rate, butit's all part of the healing
journey, I think.
So this is kind of how I'mthinking.
This is one of the ways I thinkabout the.
You know, know the this, thisjourney that I'm having with um.

Speaker 2 (01:11:53):
You know this, this sudden condition so well,
considering that libraries arestone, stones are libraries.
My and and bone is the closestthing in our body to stone.
Yeah, my first initiativeintuition is to find yourself a

(01:12:16):
very favorite, isn't arthritis?

Speaker 1 (01:12:18):
like an inflammation of your bone, though, isn't it
like your bones?
Yeah, it's a condition of thejoints.
It's an immune response wellyou know, what's really strange
is, like I think I've told youguys before, I was on
Depo-Provera for like half mylife.

(01:12:40):
It was a long long, long time.

Speaker 2 (01:12:42):
What is that?
It's a birth control.
It's the yeah and so.

Speaker 3 (01:12:49):
I didn't have a period.

Speaker 1 (01:12:50):
I didn't have anything.
Well yeah, that's what they say, like guaranteed bone loss,
right, yeah, guaranteed boneloss.
I was on it for 10 years plus.
I went in for my bone densityscan and the woman argued with
me that I'd never, ever been onand I was like wow, I've been on

(01:13:13):
it for 10 years and she's likeno, there's no way that you
could have been on it, and ontop of that, your bones aren't
even normal.

Speaker 3 (01:13:23):
I'm like what do you?

Speaker 1 (01:13:24):
mean Thinking like.

Speaker 3 (01:13:26):
I know he's an alien.

Speaker 1 (01:13:29):
Well, yeah, I don't know.
So she holds up my x-ray and itlooked like a cartoon skeleton,
like black and white, and thenshe holds up the skeleton of
somebody else, you know, andit's like gray and white and
black, you know, and and likeliterally the, the bones were so

(01:13:53):
dense or whatever that thatthey, that they glowed, like
that was.
there was no gray scale, hardly,you know interesting compared
to the one next to it right,well, my uncle, six foot seven
or six five one of the two isreally tall, really tall guy and

(01:14:15):
um, when they cremated him,they couldn't burn his bones.

Speaker 2 (01:14:21):
Yeah, yeah you couldn't burn the bone something
in your genetics yeah, it's agenetic they yeah, they're
related to giants yeah you'rerelated to giants.

Speaker 1 (01:14:32):
You know, there's something in that lineage that
makes sense I'm the only girl inmy family that's as big as I am
you definitely have some kindof special DNA yeah, it has
something to do with your boneswell, and then when I did the

(01:14:52):
council um screening for my sonor whatever, when, when I uh
when I had my son they.
They normally test like 14chromosomes or whatever, and
that's if you're worried or youhave like a thing in your family
or something only one iswarranted.
Well, my mom worked for thisplace, you know.

(01:15:13):
So, like we were like, well,let's just run the whole panel.
So we ran the whole 200 andsomething chromosome panel that
you like, all the ones that youcould test or whatever and out
of all of them and typicallylike anybody that does, any of
this scan will pop up you knowthis or that or whatever.
Out of the full panel there wasnot one percentile for any kind

(01:15:41):
of genetic defect.

Speaker 3 (01:15:43):
Mm-hmm yeah.

Speaker 1 (01:15:47):
With him.

Speaker 2 (01:15:47):
When they did the genetic testing on Phoenix's
cancer, right the DNA strand andthe portion of DNA where they
found abnormalities.
Get this, Shidenoki.

Speaker 3 (01:16:09):
They don't even know, what that?
Dna is for.
Yet they don't understand.

Speaker 2 (01:16:16):
They haven't decoded.
They haven't decoded it yetshe's like we could call you in
20 years with an explanation tothis abnormality, but at this
juncture it's not a.
It's literally not genetic but,there is some crazy
differentiation in part ofphoenix's dna well remember, I

(01:16:38):
personally think that's why hesurvived.

Speaker 3 (01:16:41):
Yeah, I mean remember that the portion of dna that
they do not understand is mostlikely other life memory.
It's it's memories from it's.
It's it.
Our dna holds memory from ourexistence, you know our souls
existence.

Speaker 2 (01:17:00):
So everything from neanderthals was held in our
prefrontal cortex sometimeduring the evolution of humanity
.
All of that was infiltratedinto our DNA and we have not yet
figured out a way to decodethat Right, but you are also

(01:17:24):
thinking just about the historyon Earth.

Speaker 3 (01:17:28):
Okay, I mean also I'm talking about the soul's
history, which probably lived inother places inside the atom is
the nothing and that nothing isthe something that creates all
of our right.
There's anitis, yeah so that'sthat's, yeah, that's fascinating

(01:17:52):
, that's fascinating, but yeah,so.
So the bones, and also justgetting back to the shaman, yeah
, what are the ways that we cancontinue to heal ourselves?
And I think all three of us arereally um earnestly pursuing
all of the different ways thatwe can heal our, you know, body,
mind, spirits, know.

Speaker 2 (01:18:12):
I think you need to go lay on a Rose Quartz bed and
take some Solomon's seal.
That is my doctor advice foryou, Patty.

Speaker 3 (01:18:19):
Rose Quartz bed All right.
Well, I'm going to have to lookfor a Rose Quartz bed, Taylor.

Speaker 2 (01:18:23):
I have one down the street.
Come visit me.
I have one right down thestreet.
Just come over, I do yes, wheredo they?

Speaker 3 (01:18:32):
where would I find a rose quartz bed by me?

Speaker 1 (01:18:34):
a healing in the mountains oh, yeah, like in a
healing healing center, yeah,yeah, with a place, just like
red light therapy.

Speaker 2 (01:18:43):
they do crystal beds um, but you know if we're
talking about um locked memory.
Yeah, there you go, there yougo.

Speaker 1 (01:18:54):
What's that, what'd you say?
We can run a trip together andhave a spa day.
Ooh.

Speaker 2 (01:19:01):
I love that.

Speaker 3 (01:19:03):
Yeah, I'm loving this idea too.
Yeah, okay, all right.
Well, I tell you what I will dosome research, taylor, and I
will see if I can find a rosequartz bed somewhere near me.
Wonderful, yeah, you what Iwill do some research, taylor,
and I will see if I can find arose quartz bed somewhere near
me.

Speaker 2 (01:19:13):
Wonderful, yeah, so, and I'll I'll let you guys and
maybe I'll get out into thewoods and collect some solomon
seal and make some medicine.

Speaker 3 (01:19:22):
So that I can send you some.
I would so like that.

Speaker 1 (01:19:24):
Yeah, because I am doing a whole day, weekend, and
then we go up and visit taylorand yeah, you guys can come here
and we can do it together.

Speaker 3 (01:19:31):
Oh, that sounds really.
And pat can watch midas and allthe and then we go up and visit
Taylor and give this holidaythere.
That sounds really good.

Speaker 1 (01:19:34):
And then Pat can watch Midas and all the other
kids.

Speaker 3 (01:19:38):
The boys can hang Give all the children to Pat, oh
wow.

Speaker 2 (01:19:43):
Oh, he can handle it.
It sounds great.
I think it's great he canhandle it.
He can handle it.
It would just be, for a fewhours.

Speaker 1 (01:19:54):
I just have to see I do have the 24th next weekend, I
believe or the followingweekend.
The next weekend, there's adouble game in your area, Patty,
if you would like to come meetus oh.

Speaker 3 (01:20:13):
I would love that.
Just let me know Now I know oneof those days I might be going
on that trip to the mill but, ifthe double, I mean if it
happens on the other day.

Speaker 1 (01:20:24):
Well, it's two games, so there's one early, at like
10, and then there's one at like120 or something.
So I'll get the deets and I'llshoot them to you.
And if you can, if not he'sgoing to have like 15 other
games that are all within, youknow, 40 minutes of you.

Speaker 3 (01:20:47):
Yeah, but I would love that.
So there's one happening righthere in Gainesville.

Speaker 1 (01:20:51):
There's two in one day at the same place in
Gainesville.

Speaker 3 (01:20:55):
Great, yeah, send me the details on that.
I'd love to come.

Speaker 1 (01:20:59):
Yay.

Speaker 3 (01:20:59):
All right.

Speaker 1 (01:21:00):
All right you guys.

Speaker 3 (01:21:02):
Well, this has been, as always, so much fun.
We've covered a lot of ground,we've traveled the galaxy, and
we and a Nokia has takenpictures traveled the galaxy and
we and and nokia's takingpictures.

Speaker 1 (01:21:17):
Yeah, isn't that so cool, wouldn't that be so
distracting?
Can you imagine having adhd andlooking at that like just
randomly all the time?
It just happens, you know, andthen it catches your eye and as
soon as it happens, yeah that'sit.

Speaker 3 (01:21:27):
I love you.
That's beautiful.
Well, it's been so it's been somuch fun, you guys, and of
course, I'm wishing you andeveryone out there a wonderful
week.
Think about the shaman, thinkabout I mean, we are all shamans

(01:21:47):
in our own way.
You know, and right now it is.
It's important for us all tothink about the ways that we can
heal mind, body, spirit, um,especially living in the kind of
the crazy world, uh, we live in, it'll help us navigate it much
better.
The more, the more we heal, thebetter we'll be able to
navigate the the craziness outthere.

Speaker 2 (01:22:10):
So yeah so we're all shamans.
You don't have to lookoutwardly to find a shaman,
because there's a shaman withinus all.

Speaker 1 (01:22:19):
Yeah, absolutely everybody's a shaman for a
different reason everybody's gota different shaman purpose you
know, absolutely, absolutely Ilove you guys.

Speaker 3 (01:22:31):
I love you guys so much love, love, love, love,
love I'll talk to you soon, loveyou, have a great week Music.