Featured

My Educational Philosophy

by Dr. Pelham K. Mead III

My Educational Philosophy

By Dr. Pelham K. Mead III

Introduction

I have always believed in Dewey’s position on Education on “pragmatism” since I am a pragmatist. I believe in God and that he/she has a purpose for our lives.  Of the idea of God, Dewey said, “it denotes the unity of all ideal ends arousing us to desire and actions. 

I agree with Dewey that education and learning are social and interactive processes. Education or schooling is where a child spends 6 ½ hours a day. It becomes their social focus. Thus as Dewey has stated, the school itself is a social institution through which social reform can and should take place. It is also my firm belief that students do well in an environment in which they are allowed to experience things and interact with the curriculum. This is another tenet of Dewey, and still today we are striving to allow students to actively engage in their learning in lecture halls in colleges, and in classrooms in elementary and secondary education.

Being a pragmatic teacher I believe programs that arise in education can be worked out. I also believe in Existentialism in which students learn in their own way.  I believe students to be unique and no set curriculum will work unless it allows for their individualism to exist. Dewey believed, as do I that a teacher needs to model the right way of doing things and to prepare a student not only for the subject being taught, but also for the future where their values will continue.

Today, I received an e-mail letter from a student I had in my physical education classes and my Boys Gymnastics team over 40 years ago, thanking me for all I did for him. When I first saw the name, I had to think, “Who was this student.” Then it occurred to me it was one of my smallest gymnasts that I always gave encouragement to, that one day he would grow taller and become stronger. He never forgot that modeling, and even though it took 40 years, he finally thanked me. Thanks were not need because I was doing my job and then some. I was being not just a teacher or a leader but and adult role model, something which had stuck with this student even though after he graduated from high school I never saw him again.

Satisfactions and Challenges of the Teaching Profession

The satisfactions of teaching are when like the student just mentioned come back or contacts me and says thanks. I use to always get excited when my students who had graduated from high school would come back and tell me how they were doing in college and how gymnastics or physical education in knowing me made a difference for them. I recruited a great deal of students to the profession of teaching even at the young ages of 14, 15, and 16. When I saw that special talent in working unselfishly with others I knew this student would one day make a great teacher. I gave them opportunities to teach by becoming what I called Junior Instructors and when they went off to high school from Junior High, I asked them to come back and help me after-school in the gymnastic practice sessions. Soon after a few years I had over 30 Junior Instructors helping my gigantic team of 110 students. Out of the 30 students 19 went on to become teachers, which is quite a record. Many became Gymnastic Captains at their College teams. Three such students became Captains of the Springfield College Gymnastic Team, my Alma Mata. These successes were very satisfying rewards for me in my career in teaching.

There are always cons in all professions, however despite the politics of my school where I taught for 31 years, I managed to survive. We had three major strike threats in which our Union tried to force the Board of Education to give us at least a 3% pay increase every four years that was below the cost of living.

Student diversity seems to be a key word in today’s education, however when I started teaching I saw no diversity in having as many black students on my gymnastic team as white students. I did not see the difference between special students and normal students. I remember going out of my way to encourage a tall black student who was considered a   special education student to succeed in gymnastics when his friends all wanted him to play Basketball. My support of this student paid off because   he actually became a NY State Gymnastic finalist. After high school graduation he attended the local community college and started a Gymnastic Club there. He went on to transfer after two years to SUNY Cortland University where he became a star male gymnast. Even though he was a special education student with a reading level of second grade in eighth grade and being a black American in a generally “white” sport, he achieved. My major philosophy in my Gymnastic Exhibition Team was that everyone that kept up their attendance and show motivation and effort would participate in some way in all of our traveling gymnastic shows at other elementary and secondary schools in our district and later on in other school districts. If they weren’t good at tumbling, I put them in the parachute event. If they are too weak for the parallel bars or uneven parallel bars I made them a vaulter so they could be a part of the “Elephant Vaulting” event. (Vaulting over parallel bars with a mat laid over the rails using a springboard or trampolette, with me on the other side catching many of them as they cleared the mat.)

It never occurred to me that there was diversity of religious backgrounds, or ethnic backgrounds until my school had an International Day and I noticed that all of my students came from 21 different countries and spoke 21 different languages at home. In the 1960’s and the 1970’s my school district was 60% Jewish students from Spring Valley, Monsey, Pomona, and Montebello, NY. Monsey itself was a self-sufficient Ultra-orthodox Jewish community where Jewish people owned all of the stores, and all the schools were Jewish Yeshivas. By the 1980’s the population changed and Haitian students became the next population to move into Spring Valley bringing the overall Haitian student population to almost 40% by the end of the decade. Much of the liberal and conservative Jewish population moved out of Spring Valley to New City. Out diversity increased more and more each decade with an influx of different nationalities moving out of New York City to the suburbs where the schools were better than the city and housing was available for a cheaper amount. By the 1990’s the Indian population and the Russian population had become larger along with Chinese families. Our diversity became out strength as we struggled to learn from one another and to identify with the ethnic cultures that had moved into our community over 30+ years. Diversity was the keyword then as it is now and it meant treating students equally and fairly with sensitivity for their religious and ethnic cultural values.

Scope of my Teaching Profession

My first teaching experience other than my field-teaching placement was as a Graduate Teaching Fellow in Biology, Botany, and Anatomy at Springfield College. In my senior year I was fortunate to get a part-time position as a Teaching Fellow in Botany when another Teaching Fellow left suddenly. Because of this opportunity I stayed on as a Graduate Teaching Fellow in Botany and Zoology the next year. I was in charge of four Biology labs a week and had to teach once a month using 35 mm slides to a lecture hall of 350 Freshman Students. 

After a summer in Los Angeles as Assistant Director of the LA Board of Education “School Camp” experience at Point Fermin Park, I concluded my graduate field experience, and headed back to New York. I started teaching Physical Education and Health that fall of 1967 and Coach of Cross Country, Track and Field, and Assistant to the Wrestling coach. After one year of teaching Physical Education I realized the school was in the “ice age” when it came to Gymnastics.  The Men’s Physical Education staff had no clue what gymnastics really was as a sport. They called rope climbing and obstacle course-gymnastics.  I had to demonstrate everything and strive to up grade the equipment, which was 20 years out of date. After I developed an intramural gymnastics program for the boys that were too small to play basketball in the winter, I inherited the girls gymnastic program the second year of my job when the girl’s coach left for a college job. I knew nothing about Girls gymnastics since in the 1960’s and early 1970’s before the Federal Title 9 rule came into effect demanding equal programs and equipment for girls. I went to gymnastic clinics every year. I bought records for Floor Exercise, and read  books on Girls Gymnastics. I later became a Nationally Certified USGF Safety Gymnastic Instructor and Coach. I went on to pass the Men’s USGF National Judging test and was certified as a Men’s Gymnastic Judge for ten years.

My teaching experience was diverse in public school with 31 years at a Physical Education Teacher, Health Education teacher, Darkroom Photography Teacher, and Dean of Students for grades 7,8, and 9, called Junior High in New York State. I coached practically every sport that existed including Girls Softball but no Field Hockey. I coached French Foil fencing on a club basis and Lacrosse that was a new and upcoming sport at the time. I was supposed to be the Swimming Coach but the pool in my building was turned down by public vote and we never got a swimming pool and instead had to rent a college pool for the team to practice.

As I was retiring in 1998 the junior high system of education was being replaced by a Middle School concept of grades 6,7, and 8, leaving the 9th grade in High school where it belonged. In the 1970’s Physical Education which used to teach separate gender classes. Getting my Doctoral degree in 1992 opened a future door for me since I knew that I could not be a Physical Education Teacher forever and keep the same stamina and energy I had when I was younger. When I retired in 1998, it was just the beginning of another wonderful career in higher education where my Doctoral degree opened the doors to college and university jobs. My Dewey and James philosophy had stayed with me all my career and always made me reach out to the underdog, the underserved, the small the large, the slow and the fast students that came across my career path.

Responsibilities and Requirements of Teaching

My legal responsibilities as a teacher were “en loco parente,” in Latin, in place of the parent. It was my responsibility to prepare my lesson plans in advance, both for Health Education and Physical Education and have it approved by the Department Chairman. It was my job as a teacher and leader to present a moral presence to my students and to show them by my actions that act of kindness, good sportsmanship, good ethical values and fairness in judgment mattered both in school and in society.

My skills as a gymnast in high school and college gave me an edge in teaching Physical Education since most Physical Education teachers were poorly educated in Gymnastics and other minor sports like Fencing, Lacrosse, and Judo. These specialty areas made the difference between an average Physical Education teacher and a great Physical Education teacher. I found that in my first ten years on the job, I not only had to introduce real gymnastics to my colleagues, but I had to also educate other Physical Education teachers at the two high schools, the other two Junior High schools and the 13 elementary Schools. This opportunity came around once a year when we started off the year with the first Day of the year with the Superintendent’s Conference. I contacted several Olympic Gymnasts and one National Trampoline Expert that were employed by the Nissen Corp. and American Gymnastic Equipment Corp. as field reps and good will ambassadors. They came and put on demonstrations and clinics on three different occasions that sparked a lot of interest on the elementary school level in proper gymnastic progressions.

In 1975 I was asked to serve on the District-wide Curriculum Committee for Physical Education.  I had the opportunity to write the complete Gymnastic Curriculum from K-12 grade with the skills progressions that were appropriate for each age and skill level. Later on in 1982, I was again invited to join the combined Health and Physical Education Curriculum rewrite committee to meet State requirements that had changed in Health Education and Physical Education. Trampoline has been outlawed and dropped due to insurance rates and local Doctors lobbying to drop it. Health Education was fighting with the AIDS/HIV curriculum which little was known at the time and was changed each year beginning in 1985 until 1992. These curriculum writing experience would go on to help me later in my second career in higher education where I wrote curriculums for instructional technology in the classroom, and in software programs like Powerpoint, MS Publisher, Podcasting, Electronic Whiteboards, and Student Response clickers. Still to this day my concern for the social life of the student, their learning environment, and getting them to participate in their education as Dewey and James advocated so many decades ago.

Conclusion

In conclusion I have tried to demonstrate how my philosophy of life with the tenets of Dewey and James in mind, have helped me to be a good lifelong teacher. I have shown by example how I deal with diversity in students and how I have always attempted to treat every student equally and with sensitivity to their cultural and religious backgrounds. I have tried in my teaching career to model what a highly motivated person would be like. I have tried to demonstrate that I achieve above the norm and that I have always tried to do more than expected and more than anticipated by my peers and colleagues, as well as my students. Proudly I have always remembered my College’s motto “spirit, mind, and body.” Treat the whole person was the theme at Springfield College, former YMCA Training School and the college where Basketball and Volleyball were invented. In retrospect I have been fortunate to have had two teaching careers, one in the New York State Public school Secondary level for 31 years, and after retirement for 12 years of higher education experience at some of the best Universities in the Northeast; New York University, St. Johns University, the NY College of Osteopathic Medicine and the College of Mount Saint Vincent.

References

Alfred, A. (2010). Surviving the APA requirement. American Research Journal, 47 (2), 75-83.

Curz, M.J. & Smith, C.D. (2009).  APA format for dummies.  American Psychological

 Association Journal, 58.  Retrieved July 1, 2010, from Academic Search Premier.

Dewey, John,  “My Pedagogic Creed” (1897), “The School and Society “(1900), “The Child and the Curriculum,”  (1902), Democracy and Education, (1916) Experience and Education (1938).

Henniger, M.L. (2004).  The teaching experience:  An introduction to teaching.  Upper Saddle

River, NJ:  Pearson Education, Inc.

Henniger. M.L. (2008).  Educational philosophies and you. (Rev. ed.). Athens, OH:  Universal

Publications.

Longfield, J.A. (1997).  A survival guide for f200 students.  Retrieved July 1, 2010, from

http://www.iun.edu/~edujal/f200/survival.doc

James, William, “ Principles of Psychology (1890), “ Psychology: The Briefer Course,” (1892). A

Featured

Looking Back at the Title V federal grant at the College of Mount Saint Vincent, Riverdale, Bronx, New York 2001-2005.

by Dr. Pelham Mead III

A true story of a five year Title V federal grant at the College of Mount Saint Vincent, a small Catholic College in Riverdale, New York, 2001-2005.

Twenty years ago in May of 2001 I was hired as the Director of the Teacher Learning Center at the College of Mount Saint Vincent in Riverdale, New York, on the border of Westchester county and the Bronx on the Hudson River. The Associate Dean at the time interview me first and I was recommended by Sister Margaret who was the Department chairperson of the Education Department. Originally, the Fall before in 2000 I applied for a job as a Professor of Special Education and Sister Margaret passed my name along as a possible Director of the Title V, Hispanic Serving Institutions grant for 1.1 million dollars.

The Dean of Students previously wrote the Title V grant but when it was awarded she had taken a leave of absence to care for her son in Arizona who was in a car crash. She never returned, so the 160 page grant was never read by anyone in the College. President Richard Flynn was hired in January of 2001 and insisted that someone be hired to run the Title V grant project for five years. I was interviewed in April 2001 and after several interviews including a group interview of ten people and a final interview by the President. There was no Teacher Learning Center at the time and no office.

After I was hired there was no office for me to work in. I stayed a week in the Reading Center until they could find an office. A storage closet on the four floor of the Administration building was selected. At the time it was full of cabinets and had no desks or chairs.

My first job was to hire an office assistant. I was allowed to pick my own office assistant, so I chose a Cambodian woman who was in my Computer training class at BOCES of Nyack. Her name was Py Liv Sun. I selected her because she was a quick learner and hard worker. I needed someone I could trust and depend on to keep track of the purchase orders and financial records. Py Liv was a a perfect choice. She lived in Suffern, so she drove to my house in Nyack and left her car there and we drove in together to the College of Mount Saint Vincent for five years. Later on I hired a Teaching Assistant, Christine Servano, who was an outstanding student in my Adobe Photoshop course at BOCES.

My second big task was cleaning out the storage room so we could set up office for the new Teacher Learner Center. I called Facilities many times to remove the metal cabinets, but they never came. Py Liv and I moved the cabinets out ourselves leaving them in the hallway to be removed. Finally, Facilities removed them. Next we needed furniture, so we were told there was old furniture in the fifth floor attic we could take. There was only one elevator that went to the fifth floor attic. We found office chairs and several desks in the attic. I got a hand cart from the basement and Py Liv and I moved the tables and chairs down the elevator to our new office on the fourth floor.

The clean-up came next. The place was dusty and filthy. We had to scrub all the wall and the floor before we could sit in the office. Eventually, I got approval to hire someone to paint the walls to cover all the cracks and stains. The ceiling lights needed new bulbs and the windows needed caulking to fill the cracks. Finally, we settled in and I was able to order several computers to work with using Title V grant money. All expenses had to be approved by the College Provost before I could order anything. Our budget for the first year was $340,000 dollars. All of it had to be spent or our account would be red flagged. The grant called for five smart classrooms a year to be installed on the campus. I reached out to the VP of Finance and the Director of Facilities for help in finding classrooms to upgrade to Smart Classrooms, but I got no cooperation all summer of 2001. Every time I called the Director of Facilities he ducked out on me. For some reason he did not want to be involved in the Title V grant development.

I interviewed Professors that were still on campus in May and June of 2001 and found some supportive friends for technology. Professor Pat Grove in Biology was one of my biggest supporters and had previously pushed for technology at CMSV. Dean Bob Coleman in the Communications department was another great supporter. He told me the history of the College in relation to technology and the hiring of an outside agency to run the college computer and technology program at the cost of five million dollars. Sister Margaret was also a good friend in helping to get teachers to sign up for Instructional Technology tutoring with the Teacher Learner Center. Sue Apold was the Director of the Nursing Department at the time and she personally came down for instruction from me in the first year. I was able to help her Professors write two successful grants for the Nursing Department. Professor Kathy Flaherty won a Masters Degree plus certificate Nurse training program from the New York State Education department. I helped write all the technical specs for that program and helped teach Nurses with Master degrees who wanted a certificate to teach on the college level but did not want to take a Doctor degree to do so.

The second Nursing grant for $650,000. dollars was a technology Nursing grant from the Federal Office of Health. I had to install a MAC lab for that grant and train the teaching Professors how to use the MAC Computers. We converted two old unused classrooms into a computer lab. I helped file all the Assessment paperwork for the Nursing Professors and kept all their equipment up to date. They had to film or video tape lectures for future reference, so I filmed the lessons and showed the Professors how to use iMovie and Final Cut Pro edit the movies and see them to a server.

Back to the Teacher learner center. The Associate Dean who hired me ran the Reading center for students and was very popular, but not with the new President. He forced her to retire in a year and all of a sudden she was gone to Canada to retire. There were a lot of turnovers in the Administration especially at the VP of Finance and Comptroller positions. The VP of Finance had spent funds from the grant illegally and without permission of the new incoming President for a financial software program costing $60,000. I found about the expenditure when I did the first year Assessment report and realized that $60,000 was unaccounted for. With some research, Py Liv and I went through all the purchase orders prior to my being hired from the fall of 2000. Lo and behold we found monthly payments to a software program in Indiana and signed by the VP of Finance. I knew that being the new guy in administration I could not opposed the VP of Finance until I had more evidence. I was able to absorb the expense within the ten percent rule the first year, but eventually, I had to inform the President that the VP of Finance has spent $60,000 from the grant illegally before he or I were hired in the fall of 2000. The President confronted the VP of Finance with the copies of the purchase orders Py Liv and I found and he was fired. The Director of Facilities was also fired for refusin to cooperated with the Title V grant.

After a whole summer of planning and interviewing administrators and faculty I achieved no progress on constructing the five smart classrooms in the goals of the Title V grant, thanks to the lack of cooperation from the Director of Facilities. Finally, when all hope dimmed and the first year grant was about to expire on September 30, 2001, I went to the President and told him the Director of Facilities had blocked me all summer and prevented me from installing any smart classrooms as required by the Title V grant. I informed the President that if we did not install the smart classrooms and spent the money, we would lose the 1.1 million dollar grant from the US Department of Education. He was furious that the director was not cooperating. The President told me to do what ever it took to install the five smart classrooms that weekend before there grant expired. “Do whatever it takes,” he told me.So I hired a subcontractor that was a specialist in smart classroom installations for $25,000. Sister Mary Edward the administrator of the Biology building helped me renovate the Biology 90 seat lecture hall. We could not safely remove a giant ceiling projector without danger to the workers. Sister Mary Edward talked the college plumber, a devote Catholic, into climbing through the ceiling to reach the heavy projector and lower it down by rope to the floor. I was nervous he would get injured, but luckily all went well. Sister Mary Edward helped me plan the TV wall rack which had to be drilled through a brick wall to hold it up. We ran a LAN wire from the computer server closet for WAN access for computers. The chemistry counter was removed and an electronic giant movie screen was also installed. Sister Mary Edward got President Flynn to replace the broken plastic seats and new curtains for the faded and torn old curtains. It was a very successful smart classroom conversion thanks to her help and Professor Pat Grove.

Back in the administration building I chose rooms 410 and 412 and on the third floor 310 and 308 classrooms with fifteen foot ceilings. Room 410 had been started but never finished as a smart classroom previously. It had defective windows that were broken and cracked that had to be replaced. The LAN system was drilled through the floors to the server closet on the first floor. Later on as technology improved I installed portable wireless modems. Eventually, I copied the UCLA approach and had the wireless modems installed on the telephone poles in front of the Administration building. This saved thousands of dollars in not having to put a modem in every classroom.

I began installed year two smart classrooms the fall of 2002 to make sure we had plenty of time to do it right. Meanwhile, My first class of professors had started. The professors were too interested in what the other professors were doing than what they were learning. I had to scrap the classroom approach and switch to individual tutoring to custom design the instructional technology to each Professors needs and learning ability level. Each Professor got an hour a week for 14 weeks in which they received a stipend of $1600. This factor alone made the TLC program very popular. In addition I ordered Laptop computers to loan out to Professors to use for the semester. Most of the King brand desktop computers were broken and beyond repair in most Professor’s offices. The five million dollar fee for an outside company did not go very far. Being that I had access to funds and the Technology department did not, I was able to get their cooperation.

A third priority was to establish a TLC web site with online learning courses in Photoshop, MS Word, Powerpoint, and Access. I also taught podcasting and movie editing to advanced Professors. To keep the graduates of the TLC program active and involved, I offered monthly Grad dinners in which I brought homemade chili, Py liv brought Cambodian spring rolls and Christine brought Filipino Adobo Beef. The unique foreign meals were a big hit. I reported the TLC progress and offered lunch time catch up clinic in new programs.

Installing Blackboard was the next major priority. I had to learn the program from scratch and then teach it to all the faculty. It took help from Manhattan college to install the program. I then had to manually upload each professor’s classiest and teach them how to upload their syllabus and use the lockbox. I was the administrator for three years until Manhattan college hired a full time person.

The biggest and most difficult job was a costly installation of the Banner all-college system. Manhattan College again provided tech support. The cost of the modules was thousands o dollars and training was included for the student database, registrar, financial, admissions and accounting modules for staff. The installation was so expensive it had to be spread out over a couple of years. The Banner system completely replaced the previous Manhattan college and College of Mount Saint Vincent systems. It was a very complicated and expensive process.

Dressed up in my Columbia Doctor’s Robe for Graduation ceremonies at CMSV.

Year

Featured

My Years at the College of Mount Saint Vincent as Director of the Teacher learner Center and Coordinator of the Title V federal grant for 1.1 million.

Dr. Pelham Mead, Director of the College of Mount Saint Vincent Teacher Learning Center 2001-2005.
Dr. Pelham Mead at CMSV graduation with Sister Mary Edward Zipf, Sisters of Charity and Biology Professor.

The College of Mount Saint Vincent Biology Building 2002

The College of Mount Saint Vincent administrative building 2002.

Communications Department. Sister Pat

My hard working assistant Mrs. Py Liv Sun at the CMSV Teacher Learning Center 2002-2005.

Professor Kathy Flannigan, Nursing Professor.

The first Smart Classroom presentation in 2002 Fall, room 210.

Dr. Mead and Kathy relaxing at the monthly TLC graduate dinner at the College of Mount Saint Vincent. Kathy was one of the first Professors to complete the TLC tutoring program.

Christine Servano, my TLC teaching Assistant

Christine the TLC teaching assistant working with a Business Professor.

Professor Arlene Moliterno teaching in a Smart Classroom 2002.

Smart Classroom with electronic movie screen, TV mounted on the wall, overhead projector and LAN access with portable Laptop computer.

OLYMPUS DIGITAL CAMERA

Py Liv Sun and Professor of Sociology 2003.

Dr. Pelham Mead attending College ceremonies in the fall of 2001.

Professor Pat Grove, Biology in her Office 2002.

The Biology Classroom 2002.

Christine TLC teaching assistant helps Professor Moliterno.

Professor Barbara Cohen, Nursing Graduate Professor 2002.

TLC Assistant Py Liv Sun and Christine Servano working at their desks in the Teacher learning lab 2001.

Newly renovated smart classroom -Biology Lecture hall, With the help of Sister Mary Edward, Biology administrator we completed the upgrade in September 2001. The old projector was taken down and a new $5,000 projector was installed. LAN access was installed and the Chemistry counter was removed. An electronic movie screen was installed and a 37 inch TV mounted through a brick wall to the right.

Dedicated Biology Professor.

Biology Department Chairperson in 2001.

Professor Jim working with students in Biology.

Dr. Green, Provost in 2001.

Professors Kathy and ….

Three female Professors at CMSV graduation in 2001.

Professor Fran and Sister Pat talking during the line up for Graduation 2001.

Director of the TLC- Dr. Pelham Mead and Professor Kathy.

Professor Arlene Moliterno, Teaching Professor at CMSV graduation 2001.

Dean of Communications, Bob Coleman, 2001.

Professor John, College Organist and Music Professor, graduate of TLC program using a Smart Classroom 2002.

Professor teaching in a new Smart Classroom 2002.

Sister Pat teaching in a smart classroom for Communications department. Notice the TV mounted in the background.

The Nursing Annex Smart Classroom. Previously a snack room. The floor was black from years of dirt. I had it sanded and resurfaced. The walls were cracked and had to be repaired. The overhead movie projector can be seen in this photo which was installed. The entire room was repainted after repairs. Outside the room a roof leak was also repaired. This room was a major unmaking but successful in the end.

Director of Nursing and Later VP, Susan at Graduation.
Professors at CMSV graduation 2001.

Bother, Professor of Communications 2001.

College of Mount Saint Vincent Castle seen through the trees.

Fran, Department Chairperson for Communications 2001.

CMSV department TV studio 2001 before the new one was installed in 2003.

Christmas party of 2001. Sister Mary Edward celebrating in Santa outfit.

Professors Celebrate at Christmas CMSV party 2001.

President Flynn and others sing at the Christmas Party 2001.

Dean Bob Coleman relaxes during the Christmas Party of 2001.

CMSV administration building from parking lot view.

Statutes in front of the CMSV library 2001.

Chapel of CMSV from the rear of the administration building.

The Business building under construction 2004. Maryvale was upgraded to a Fine Arts labs and Communication labs and classrooms, partially with Title V funds.

Maryvale construction. Before demolition.

Maryvale construction 2004-2005.

Front porch of Administration building. Before the old porch fell down, the Sisters of Charity had a porch going from end to end of the front of the administration building.

Another view of the administration building.

Maryvale construction pipes.

Sisters of Charity cemetery at the top of the hill.

Another view of the cemetery. All Nuns that taught or lived on the grounds and Priests are buried here.

Winter view of the great lawn from the Administration building.

2002 Spring View of Castle on the College of Mount Saint Vincent campus.

Winter view of Campus with Hudson river in the background.

Finished Maryvale 2005.

Road into the College of Mount Saint Vincent. 2002.

Gazebo on the back lawn behind the castle on the CMSB campus 2002.

CMSV auditorium and gymnasium building 2002 , spring.

Biology Building 2002.

Road to St. Vincent’s Point on the other side of the RR tracks on the shores of the Hudson river. Used to be a train station here in the old days.

Blackboard menu. Blackboard was installed by Title V and administered by Dr. Pelham Mead for three years until Manhattan College took over with a full time administrator.

Angel statute on campus.

Outdoor angel in the CMSV garden

Children praying to the Mother Mary.

Angel statute on campus

CMSV college logo

Female students exercise class at CMSV

Female CMSV students working out.

Exercise room at CMSV.

Fall leaf

Castle view from the administration building.

CMSV bell in the tower

Top of the administration building over the chapel.

Castle view.

Hudson river view looking toward the Tappan Zee bridge from the tower.

View from inside the bell tower on top of the administration building.

View of the road from the bell tower.

Administration building roof.

View from the roof.

Graduation Tent for 2002 goes up.

Stages of graduation tent going up on the great lawn. CMSV 2002.

Graduation tent covers the entire great lawn.

John, College Organist and Music teacher, Py Liv Sun and Christine Servano 2003.

Dr. Pelham Mead, Py Liv Sun, Christine Servano and Professor John.

College of Mount Saint Vincent chapel organ 2002.

College organist, John plays on the organ.

Organ view in chapel.

College organist John.

President Richard Flynn 2002 graduation.

Sister Mary Edward.

Faculty procession 2002 graduation.

Faculty procession 2002, Graduation.

Faculty entering Administration building.

Faculty leads student procession.

Student process in 2002 graduation at the College of Mount Saint Vincent.

Graduation 2002

castle door on CMSV campus

Faculty ascend platform.

Construction sign 2005 graduation

Faculty gather before graduation. Fran from Communications in background sitting.

Faculty graduation 2002.

Fran, Sister Pat and Brother chat.

Featured

The White Eyes and the Native Americans

By Dr. Pelham Mead

If you country was invaded by a foreigner what would you do? Fight back of course. Supposing the invader had superior weapons and you had only bows and arrows? Such was the plight of the American Native Indians. Who were the good guys and the bad guys? That depends on who you think had the right to wipe out entire nations of American Natives. The white eyes lied to the American Indians time after time. No wonder there was no trust.

Was the Native American Indian worse than the white eyes. Taking scalps was a tradition for Native Americans, but what about hanging a person from a rope in public until their neck broke or they choked to death.

Who killed hundreds of thousands of Buffalo? Not the Native American Indians, it was the white eyes with guns that could shoot rapidly. Buffalo skins had a great market value as well as horns.

Who held the white eyes accountable for their crimes against the Native American Nations? No one did. Killing Native American Indians was like a fox hunt where the fox had no chance in hell of surviving with hunting dogs chasing them down and men on horseback armed with rifles shooting at them.

So, a Few hundred years later the Native American Indian is treated as a minority with little or no rights. Look at Brazil how they do not let the Amazon Indians own land and have no more rights than a teenager.

When there is talk about reparations for the black slaves of America, think first about the white men who stole the land away from the Native Americans to begin with before the slaves were brought to America.

The Native American Nations had wonderful cultures and practices that are fading into the air over time. What can we do? Perhaps renew their status in the American culture and give them more support to get educated and become part of this great American society. Always remember the place in History the Great Chiefs and their Nations played in our history and the Wild West.

Why are there no national holidays that celebrate Native American Holidays?

Think about the Washington Redskins football team. Is Redskin really an insult?

Do we have any teams called the white eyes or the yellow skins? Think about it.

Are there any Polish poppers, or Irish hacks, or British cavaliers, or French Frogs?

Featured

New York College of Osteopathic Medicine

Learning Outcomes Assessment 2009-2010

January 2009

Taskforce Members

John R. McCarthy, Ed.D.

Pelham Mead, Ed.D.

Mary Ann Achziger, M.S.

Felicia Bruno, M.A.

Claire Bryant, Ph.D.

Leonard Goldstein, DDS, PH.D.

Abraham Jeger, Ph.D.

Rodika Zaika, M.S.

Ron Portanova, Ph.D.

Pre-

Doctoral

Data

Post-Graduate Data

Career

data

Pre-Matriculation

Table of Contents

OVERVIEW 4

I. Introduction and Rationale 5

II. Purpose and Design 9

III. Specifics of the Plan 11

Mission of NYCOM 11

Learning Outcomes 11

Compiling the Data 17

Stakeholders 17

IV. Plan Implementation 18

Next Steps 18

V. Conclusion 20

A. OUTCOME INDICATORS – DETAIL 24

1. Pre-matriculation data 24

Forms 26

2. Academic (pre-clinical) course-work 47

Forms – LDB / DPC Track 49

Forms – Institute for Clinical Competence (ICC) 55

3. Clinical Clerkship Evaluations / NBOME Subject Exams 86

Forms 88

4. Student feedback (assessment) of courses/Clinical clerkship

PDA project 92

Forms 94

5. COMLEX USA Level I, Level II CE & PE,

Level III data (NBOME) 120

6. Residency match rates and overall placement rate 121

2

7. Feedback from (AACOM) Graduation Questionnaire 122

Forms 123

8. Completion rates (post-doctoral programs) 142

9. Specialty certification and licensure 143

10. Career choices and geographic practice location 144

11. Alumni Survey 145

Forms 146

B. BENCHMARKS 151

Bibliography 152

Appendices: 153

Chart 1 Proposed Curriculum and Faculty Assessment Timeline

Institute for Clinical Competence:

Neurological Exam – Student Version Parts I & II

Taskforce Members

List of Tables and Figures

Figure 1 Cycle of Assessment 9

Figure 2 Outcome Assessment along the Continuum 15

Figure 3 Data Collection Phases 22

Table 1 Assessment Plan Guide 23

3

New York College of Osteopathic Medicine

Learning Outcomes Assessment Plan

February 2009

Overview

This document was developed by the NYCOM Task Force on Learning Outcomes

Assessment and was accepted by the dean in January 2009. Although a few of the assessment

tools and processes described in the document are new, most have been employed at NYCOM

since its inception to inform curriculum design and implementation and to gauge progress and

success in meeting the institution’s mission, goals and objectives.

The Learning Outcomes Assessment Plan documents the processes and measures used by

the institution to gauge student achievement and program (curricular) effectiveness. The results

of these activities are used by faculty to devise ways to improve student learning and by

administrators and other stakeholder groups to assess institutional effectiveness and inform

planning, decision-making, and resource allocation.

Certain of the measures described in later sections of this document constitute key

performance indicators for the institution, for which numerical goals have been set. Performance

on these measures has a significant effect on institutional planning and decision-making

regarding areas of investment and growth, program improvement, and policy.

4

Key performance indicators and benchmarks are summarized below and also on 􀁓􀁄􀁊􀁈 151

􀁒􀁉􀀃􀁗􀁋􀁈􀀃􀁓􀁏􀁄􀁑􀀑

Indicator Benchmarks

 Number of Applicants Maintain relative standing among Osteopathic Medical

Colleges

 Admissions Profile Maintain or improve current admissions profile based

on academic criteria (MCAT, GPA, Colleges attended

 Attrition 3% or less

 Remediation rate

(preclinical)

2% reduction per year

 COMLEX USA scores

(first-time pass rates,

mean scores)

Top quartile

 Students entering

OGME

Maintain or improve OGME placement

 Graduates entering

Primary Care careers

Maintain or improve Primary Care placement

 Career characteristics Regarding Licensure, Board Certification, Geographic

Practice, and Scholarly achievements–TBD

I. Introduction and Rationale

At NYCOM we believe it is our societal responsibility to monitor our students’ quality of

education through continual assessment of educational outcomes. On-going program evaluation

mandates longitudinal study (repeated observations over time) and the utilization of empirical

data based on a scientific methodology.

At Thomas Jefferson University, an innovative study was implemented circa 1970, which

was ultimately titled “Jefferson Longitudinal Study of Medical Education”.1 As a result of

implementation of this longitudinal study plan, Thomas Jefferson University was praised by the

1 Center for Research in Medical Education and Health Care: Jefferson Longitudinal Study of Medical Education,

Thomas Jefferson University, 2005.

5

Accreditation Team for the Middle States Commission on Higher Education for “…..their

academic interest in outcome data, responsiveness to faculty and department needs and the clear

use of data to modify the curriculum and teaching environment….their use of this data has

impacted many components of the curriculum, the learning environment, individual student

development, and program planning…” (TJU, 2005).

The Jefferson Longitudinal Study of Medical Education has been the most productive

longitudinal study of medical students and graduates of a single medical school. This study has

resulted in 155 publications in peer review journals. Many were presented before national or

international professional meetings prior to their publication (TJU, 2005).

According to Hernon and Dugan (2004), the pressure on higher education institutions to

prove accountability has moved beyond the acceptance and reliance of self-reports and anecdotal

evidence compiled during the self-regulatory accreditation process. It now encompasses an

increasing demand from a variety of constituencies to demonstrate institutional effectiveness by

focusing on quality measures, such as educational quality, and cost efficiencies.

Accountability focuses on results as institutions quantify or provide evidence that they are

meeting their stated mission, goals, and objectives. Institutional effectiveness is concerned, in

part, with measuring (Hernon and Dugan, 2004):

 Programmatic outcomes: such as applicant pool, retention rates, and graduation rates.

Such outcomes are institution-based and may be used to compare internal year-to-year

institutional performance and as comparative measures with other institutions.

 Student learning outcomes: oftentimes referred to as educational quality and concerned

with attributes and abilities, both cognitive and affective, which reflect how student

experiences at the institution supported their development as individuals. Students are

expected to demonstrate acquisition of specific knowledge and skills.

6

At NYCOM, we recognize that our effectiveness as an institution must ultimately be

assessed and expressed by evaluating our success in achieving our Mission in relation to the

following Outcomes:

1. Student Learning / Program Effectiveness

2. Research and Scholarly Output

3. Clinical Services

The present document focuses on #1, above, viz., Student Learning / Program Effectiveness.

That is, it is intended only as a Learning Outcomes Assessment Plan. At the same time, we are

cognizant that Institutional Effectiveness/Outcomes derive from numerous inputs, or “means” to

these “ends,” including:

1. Finances

2. Faculty Resources

3. Administrative Resources

4. Student Support Services

5. Clinical Facilities and Resources

6. Characteristics of the Physical Plant

7. Information Technology Resources

8. Library Resources

We believe it is our obligation to continually assess the impact of any changes in the inputs,

processes, and outputs of this institution.

The evaluation approach in this Assessment Plan provides for on-going data collection

and analysis targeted specifically at assessing outcomes of student achievement and program

effectiveness (educational quality). Assessment of achievement and program effectiveness is

based on objective, quantifiable information (data).

As a result of the NYCOM Learning Outcome Assessment Plan’s continual assessment

cycle, the report is available, with scheduled updates, as a resource in the decision-making

process.

7

The report provides outcomes data, recommendations, and suggestions intended to inform key

policy makers and stakeholders2 of areas of growth and/or improvement, together with proposed

changes to policy that strengthen both overall assessment and data-driven efforts to improve

student learning.

2 NYCOM Administration, academic committees, faculty, potential researchers, and students.

8

II. Purpose and Design

Well-designed plans for assessing student learning outcomes link learning outcomes,

measures, data analysis, and action planning in a continuous cycle of improvement illustrated

below.

Figure 1 Cycle of Assessment

Ten principles guide the specifics of NYCOM’s Learning Outcomes Assessment Plan:

1. The plan provides formative and summative assessment of student learning.3

2. The primary purpose for assessing outcomes is to improve student learning.

3. Developing and revising an assessment plan is a long-term, dynamic, and collaborative

process.

4. Assessments use the most reliable and valid instruments available.

3 Examples of the former include post-course roundtable discussions, Institute for Clinical Competence (ICC)

seminars, and data from the Course/Faculty Assessment Program. Examples of the latter include the AACOM

Graduation Questionnaire, COMLEX scores, NBOME subject exam scores, and clerkship evaluations.

Define

intended

Learning

Outcomes

Identify

methods

of measuring

outcomes

Collect Data

Review results

and use to make

decisions

regarding program

improvement

Start

Here

9

5. Assessment priorities are grounded in NYCOM’s mission, goals, and learning outcomes.

6. The assessment involves a multi-method approach.

7. Assessment of student learning is separate from evaluation of faculty.

8. The primary benefit of assessment is the provision of evidence-based analysis to inform

decision-making concerning program revision and improvement and resource allocation.

9. The assessment plan must provide a substantive and sustainable mechanism for fulfilling

NYCOM’s responsibility to ensure the quality, rigor, and overall effectiveness of our

programs in educating competent and compassionate physicians.

10. The assessment plan yields valid measures of student outcomes that provide stakeholders

with relevant and timely data to make informed decisions on changes in curricular design,

implementation, program planning, and the overall learning environment.

Outcomes assessment is a continuous process of measuring institutional effectiveness

focusing on planning, determining, understanding, and improving student learning. At

NYCOM, we are mindful that an integral component of this assessment plan is to ensure that the

plan and the reporting process measures what it is intended to measure (student achievement and

program effectiveness).

10

III. Specifics of the Plan

The NYCOM assessment plan articulates eleven student learning outcomes, which are

linked to both the institutional mission and the osteopathic core competencies

Mission of NYCOM

The New York College of Osteopathic Medicine of the New York Institute of

Technology is committed to training osteopathic physicians for a lifetime of learning and

practice, based upon the integration of evidence-based knowledge, critical thinking and the tenets

of osteopathic principles and practice. The college is also committed to preparing osteopathic

physicians for careers in primary care, including health care in the inner city and rural

communities, as well as to the scholarly pursuit of new knowledge concerning health and

disease. NYCOM provides a continuum of educational experiences to its students, extending

through the clinical and post-graduate years of training. This continuum provides the future

osteopathic physician with the foundation necessary to maintain competence and compassion, as

well as the ability to better serve society through research, teaching, and leadership.

Learning Outcomes

The following eleven (11) Learning Outcomes that guide this plan stem from NYCOM’s mission

(above) and the osteopathic core competencies:

1. The Osteopathic Philosophy: Upon graduation, a student must possess the ability to

demonstrate the basic knowledge of Osteopathic philosophy and practice, as well as

Osteopathic Manipulative Treatment.

2. Medical Knowledge: A student must possess the ability to demonstrate medical

knowledge through passing of course tests, standardized tests of the NBOME, post-

11

course rotation tests, research activities, presentations, and participation in directed

reading programs and/or journal clubs, and/or other evidence-based medicine activities.

3. Practice-based learning and improvement: Students must demonstrate their ability to

critically evaluate their methods of clinical practice, integrate evidence-based medicine

into patient care, show an understanding of research methods, and improve patient care

practices

4. Professionalism: Students must demonstrate knowledge of professional, ethical, legal,

practice management, and public health issues applicable to medical practice.

5. Systems-based practice: Students must demonstrate an understanding of health care

delivery systems, provide effective patient care and practice cost-effective medicine

within the system.

6. Patient Care: Students must demonstrate the ability to effectively treat patients and

provide medical care which incorporates the osteopathic philosophy, empathy, preventive

medicine education, and health promotion.

7. Communication skills: Students must demonstrate interpersonal and communication

skills with patients and other healthcare professionals, which enable them to establish and

maintain professional relationships with patients, families, and other healthcare providers.

8. Primary Care: Students will be prepared for careers in primary care, including health care

in the inner city, as well as rural communities.

9. Scholarly/Research Activities: Students will be prepared for the scholarly pursuit of new

knowledge concerning health and disease. Students in NYCOM’s 5-year Academic

Medicine Scholars Program will be prepared as academic physicians in order to address

12

this nation’s projected health care provider shortage and the resulting expansion of

medical school training facilities.

10. Global Medicine and Health policy: Students will be prepared to engage in global health

practice, policy, and the development of solutions to the world’s vital health problems.

11. Cultural Competence: Students will be prepared to deliver the highest quality medical

care, with the highest degree of compassion, understanding, and empathy toward cultural

differences in our global society.

The NYCOM assessment plan provides for analysis of learning outcomes for two

curricular tracks and four categories of student

NYCOM has historically tracked student data across the curriculum, paying particular

attention to cohorts of students (see below), as well as NYCOM’s two curricular tracks:

a) Lecture-Based Discussion track: integrates the biomedical and clinical sciences along

continuous didactic ‘threads’ delivered according to a systems based approach;

b) Doctor Patient Continuum track: a problem-based curriculum, whose cornerstone is

small-group, case-based learning.

Current data gathering incorporates tracking outcomes associated with several subcategories of

student (important to the institution) within the 4-year pre-doctoral curriculum and the 5-year

pre-doctoral Academic Medicine Scholars curriculum. The pre-doctoral populations are defined

according to the following subcategories:

 Traditional:4

 BS/DO: The BS/DO program is a combined baccalaureate/doctor of osteopathic

medicine program requiring successful completion of a total of 7 years (undergraduate, 3

years; osteopathic medical school, 4 years).

 MedPrep: A pre-matriculation program offering academic enrichment to facilitate the

acceptance of underrepresented minority and economically disadvantaged student

applicants.5

4 All other students not inclusive of BS/DO, MedPrep, and EPP defined cohorts.

5 The program is funded by the New York State Collegiate Science and Technology Entry Program and the

NYCOM Office of Equity and Opportunity Programs.

13

 EPP (Émigré Physician Program): A 4-year program, offered by NYCOM, to educate

émigré physicians to become DOs to enable them to continue their professional careers in

the U.S.

The NYCOM assessment plan includes data from four phases of the medical education

continuum (as illustrated in Figure 2 and Figure 3): pre-matriculation, the four-year predoctoral

curriculum6, post-graduation data, and careers and practice data

Within the NYCOM Learning Outcome Assessment Plan, the Task Force has chosen the

following outcome indicators for assessment of program effectiveness at different points in the

medical education continuum:

 Pre-matriculation data, including first-year student survey;

 Academic (pre-clinical) course-work (scores on exams, etc.) – attrition rate;

 Clinical Clerkship Evaluations (3rd/4th year) and NBOME Subject Exams;

 Student feedback (assessment) of courses and 3rd and 4th year clinical clerkships and

PDA-based Patient and Educational Activity Tracking;

 COMLEX USA Level I, Level II CE & PE, and Level III data, including:

o First-time and overall pass rates and mean scores;

o Comparison of NYCOM first time and overall pass rates and mean scores to

national rankings;

 Residency match rate and placement rate (AOA / NRMP);

 Feedback from AACOM Graduation Questionnaire;

 Completion rates of Post-Doctoral programs;

 Specialty certification and licensure;

 Career choices (practice type–academic, research, etc.);

 Geographic practice locations;

 Alumni survey.

The Outcome Indicators—Detail sections of this plan (􀁓􀁄􀁊􀁈􀁖 24 􀁗􀁋􀁕􀁒􀁘􀁊􀁋 150) show the various

data sources and include copies of the forms or survey questionnaires utilized in the data

gathering process.

The NYCOM assessment plan identifies specific sources of data for each phase

Figure 2 illustrates which of the above measures are most relevant at each phase of the medical

education continuum.

6 And the five-year pre-doctoral Academic Medicine Scholars program

14

15

16

The NYCOM assessment plan describes the collection and reporting of data,

responsibilities for analysis and dissemination, and the linkage to continuous program

improvement and institutional planning

Compiling the Data

Discussions with departmental leaders and deans confirmed that data gathering occurs at

various levels throughout the institution. Development of a central repository (centralized

database) facilitates data gathering, data mining and overall efficiency as it relates to data

analysis, report generation, and report dissemination. This includes utilization of internal

databases (internal to NYCOM) as well as interfacing with external organizations’ databases,

including the AOA (American Osteopathic Association), AACOM (American Association of

Colleges of Osteopathic Medicine), AMA (American Medical Association), and the ABMS

(American Board of Medical Specialties).

Stakeholders

Information from the data collection serves to inform NYCOM administration, relevant

faculty, appropriate research and academic/administrative committees, including the following:

 Curriculum Committee

 Student Progress Committee

 Admissions Committee

 Deans and Chairs Committee

 Clinical and Basic Science Chairs

 Research Advisory Group

 Academic Senate

The NYCOM assessment plan sets forth benchmarks, goals and standards of performance

The major elements of the plan are summarized in Table 1: Assessment Plan Guide:

Learning Outcomes/Metrics/Benchmarks found at the end of this chapter.

17

IV. Plan Implementation

As discussed earlier, most of the assessment tools and processes described in the

document have been employed at NYCOM since its inception to inform curriculum design and

implementation and to gauge progress and success in meeting the institution’s mission, goals and

objectives. Beginning in fall 2008, however, assessment efforts have been made more

systematic; policies, procedures, and accountabilities are now documented and more widely

disseminated.

The Office of Program Evaluation and Assessment (OPEA), reporting to the Associate

Dean for Academic Affairs is responsible for directing all aspects of plan refinement and

implementation.

Next steps

1. Develop a shared, central repository for pre-matriculation, pre-doctoral, and postgraduate

data (see Figure 3). Time Frame: Academic Year 2010-2011

Centralized database: Development of a (shared or central) repository

(database) utilized by internal departments of NYCOM. WEAVEonline is

a web-bases assessment system, utilized by numerous academic

institutions across the country, for assessment and planning purposes.

Utilizing this program facilitates centralization of data. The central

database is comprised of student data categorized as follows:

Pre-matriculation Data includes demographics, AACOM pre-matriculation survey, academic

data (GPA), and other admissions data (MCAT’s, etc.).

Data is categorized according to student cohort as previously written and

described (see item III. Specifics of the Plan on pages 13-14).

18

Pre-doctoral Data includes academic (pre-clinical) course work, course grades, end-ofyear

grade point averages, the newly implemented, innovative Course /

Faculty assessment program data (described in Section 4), ratings of

clinical clerkship performance, performance scores on COMLEX USA

Level I and Level II CE & PE, descriptors of changes in academic status

(attrition), and AACOM Graduation questionnaires.

Post-graduate/Career Data includes residency match rate, residency choice, hospitals of

residency, geographic location, chosen specialty, performance on

COMLEX Level III, geographic and specialty area(s) of practice

following graduation, licensure, board certification status, scholarly work,

professional activities/societies, faculty appointments, type(s) of practice

(academic, clinical, research).

This database supports and assimilates collaborative surveys utilized by

internal departments in order to capture requested data (see item III.

Specifics of the Plan on pages 13-14) essential for tracking students during

and after post-graduate training. Specific data (e.g., COMLEX Level III,

board certification, and licensure) is provided by external databases,

through periodic reporting means, or queries from NYCOM, therefore the

database provides for assimilation of this external data, in order to

incorporate into institutional reporting format.

2. Establish metrics. Time Frame: Academic Year 2010-2011

Benchmarks and Reporting: Conduct a retrospective data analysis in

order to establish baseline metrics (see Compiling the Data on page 17).

19

Following development of these metrics, institutional benchmarks are

established. Benchmarks align with Institutional Goals as written above.

Reporting of data analysis occurs on an annual basis. An annual

performance report is compiled from all survey data and external sources.

Timeframe for reporting is congruent with end of academic year. Updates

to report occur semi-annually, as additional (external) data is received.

Data reporting includes benchmarking against Institutional Goals

(mission), in order to provide projections around effectiveness of learning

environment, quality improvement indicators, long-range and strategic

planning processes, and cost analysis/budgetary considerations.

Report dissemination to key policy makers and stakeholders, as previously

identified (see Stakeholders on page 17) in addition to other staff, as

deemed appropriate for inclusion in the reporting of assessment analysis.

V. Conclusion

The impact on student learning of such things as changes in the demographics of medical school

applicants, admissions criteria, curricula, priorities, and methods of delivery of medical education

deserve careful discussion, planning, and analysis before, during, and after implementation. This

plan facilitates change management at three points:

o Planning, by providing evidence to support decision-making;

o Implementation, by establishing mechanisms for setting performance targets and

monitoring results, and

20

o Evaluation, by systematically measuring outcomes against goals and providing evidence

of whether the change has achieved its intended objectives.

At NYCOM, accountability is seen as both a requirement and a responsibility. As healthcare

delivery, pedagogy, and the science of medicine constantly change, monitoring the rigor and

effectiveness of the learning environment through assessment of student learning outcomes

throughout the medical education continuum becomes paramount.

21

Figure 3 Data Collection Phases

Pre-doctoral Data

Pre-matriculation

Data

Post-Graduate

Data

Career

Data

Assessment

Process

22

Learning Outcomes7 Data Collection Phases8 Assessment Methods Metrics9 Development of

benchmarks10

Students will:

Demonstrate basic knowledge of OPP

& OMT

Demonstrate medical knowledge

Demonstrate competency in practicebased

learning and improvement

Demonstrate professionalism and

ethical practice

Demonstrate an understanding of

health care delivery systems

Demonstrate the ability to effectively

treat patients

Demonstrate interpersonal and

communication skills

Be prepared for careers in primary

care

Be prepared for the scholarly pursuit

of new knowledge

Be prepared to engage in global

health practice, policy, and solutions

to world health problems

Be prepared to effectively interact

with people of diverse cultures and

deliver the highest quality of medical

care

• Pre-matriculation

• Pre-doctoral

• Post-graduate

• Career

• Didactic Academic

Performance

• LDB Curriculum

• DPC Curriculum

• Formative / Summative

Experiences: Patient

Simulations (SP’s /

Robotic)

• Student-driven Course,

Clerkship, and Faculty

Assessment

• Clinical Clerkship

Performance

• PDA-Based Patient and

Education Tracking

• Surveys

• Standardized Tests

• Alumni Feedback

Vis a Vis:

• Admissions Data

(Applicant Pool

demographics)

• Course Exams

• End-of-year pass rates

• Coursework

• Analysis of Residency

Trends Data

• Standardized Tests

Subject Exams

• COMLEX 1 & II Scores

• Analysis of Specialty

Choice

• Analysis of geographic

practice area

• Academic Attrition

rates

• Remediation rates

• Graduation and postgraduate

data

• External surveys

• Applicant Pool

• Admissions Profile

• Academic Attrition

rates

• Remediation rates

(pre-clinical years)

• COMLEX USA

Scores I & II (1st

time pass rate /

mean score)

• Number of

graduates entering

OGME programs

• Graduates entering

Primary Care (PC)11

• Career Data:

Licensure (within

3 years);

Board

Certification;

Geographic

Practice Area;

Scholarly

achievements

7 Complete detail of Learning Outcomes found in III., pages 11-13.

8 See Figure 3, page 22.

9 List of Metrics is not all-inclusive.

10 See complete detail of benchmarks—pages 5 & 151.

11 Primary Care: Family Medicine, Internal Medicine, and Pediatrics.

Table 1 – Assessment Plan Guide: Learning Outcomes / Data Sources / Metrics

23

Outcome Indicators – Detail

1. Pre-matriculation data

Data gathered prior to students entering NYCOM, and broken down by student

cohort, which includes the following:

Traditional, MedPrep, and BS/DO students

 AACOM pre-matriculation survey given to students;

 Total MCAT scores;

 Collegiate GPA (total GPA-including undergraduate/graduate);

 Science GPA;

 College(s) attended;

 Undergraduate degree (and graduate degree, if applicable;

 Gender,;

 Age;

 Ethnicity;

 State of residence;

 Pre-admission interview score.

Additional data is gathered on the MedPrep student cohort and incorporates the

following:

 Pre-matriculation lecture based exam and quiz scores;

 Pre-matriculation DPC (Doctor Patient Continuum) based facilitator assessment

scores and content exam scores;

24

 ICC (Institute for Clinical Competence) Professional Assessment Rating (PARS)

Scores.

Émigré Physician Program students

 TOEFL (Test of English as a Foreign Language) score;

 EPP Pre-Matriculation Examination score;

 Medical school attended;

 Date of MD degree;

 Age;

 Ethnicity;

 Country of Origin.

25

Specific forms/questionnaires utilized to capture the above-detailed information include the

following:

 MedPrep 2008 Program Assessment

 MedPrep Grade Table

 NYCOM Admissions Interview Evaluation Form

 Application for Émigré Physicians Program (EPP)

 AACOM Pre-matriculation survey (first-year students)

 NYCOM Interview Evaluation Form – Émigré Physicians Program

Samples of the forms/questionnaires follow

26

MedPrep 2008 Program Assessment

Successful completion of the MedPrep Pre-Matriculation Program takes into consideration the

following 3 assessment components:

1. Lecture-Discussion Based (LDB)

2. DPC (Doctor Patient Continuum)

3. ICC (Institute for Clinical Competence)

A successful candidate must achieve a passing score for all 3 components. Strength in one

area will not compensate for weakness in another.

1. The first component assesses the Lecture-Discussion Based portion of the MedPrep Pre-

Matriculation Program. It is comprised of 3 multiple choice quizzes and 1 multiple choice exam.

 Histology

 Biochemistry

 Physiology

 Genetics

 Physiology

 OMM

 Pharmacology

 Pathology

 Microbiology

 Clinical Reasoning Skills

Each of the three quizzes constitutes 10% of an individuals overall LDB score and the final exam

(to be conducted on June 27) constitutes 70% of an individuals overall LDB score (comprising

100%) in the Lecture-Discussion portion of the program.

2. The second is based upon your performance in the DPC portion of the MedPrep Pre-

Matriculation Program. There will be a facilitator assessment (to be conducted on June 26),

which will comprise 30% of an individual’s grade and a final written assessment which will be

70% of an individual’s overall DPC score.

** Note – Both the Lecture-Discussion Based and DPC passing scores are calculated as

per NYCOM practice:

 Average (mean) minus one standard deviation

 Not to be lower than 65%

 Not to be higher than 70%

27

3. The third component is the ICC encounter designed to assess your Doctor Patient

Interpersonal skills. This assessment is evaluated on the PARS scale described to you in the

Doctor Patient Interpersonal Skills session on June 12, by Dr. Errichetti.

After the program ends, on June 27th, all three components of the assessment will be compiled

and reviewed by the MedPrep Committee. The director of admissions, who is a member of the

committee, will prepare notification letters that will be mailed to you within two weeks.

Please note:

The written communication you will receive ONLY contains acceptance information. NO

grades will be distributed. Exams or other assessments (with the exception of the Lecture-

Discussion Based quizzes, which have already been returned) will not be shared or returned.

Please DO NOT contact anyone at NYCOM requesting the status of your candidacy. No

information will be given on the phone or to students on campus.

Thank you for your participation in the MedPrep Pre-Marticulation Program. The faculty

and staff have been delighted to meet and work with you. We wish you success!

Sincerely,

Bonnie Granat

28

Last Name, First Name

Quiz #1

Score

(10% of

Overall

LDB

Score)

Quiz #2

Score

(10% of

Overall

LDB Score)

Quiz #3

Score

(10% of

Overall

LDB

Score)

LDB Final

Exam

Score

(70% of

Overall LDB

Score)

Overall LBD

Score

(Exam and

Quizzes

Combined)

Overall

DPC

Score

Overall

ICC

Score

29

NEW YORK COLLEGE OF OSTEOPAHTIC MEDICINE

ADMISSIONS INTERVIEW EVALUATION FORM

Applicant______________________________________________________ Date____/_____/____

CATEGORY

CRITERIA

VALUE

RATING

I. PERSONAL PRESENTATION

MATURITY

LIFE EXPERIENCE /TRAVEL

EXTRA CURRICULAR ACTIVITIES/HOBBIES

COMMUNICATION SKILLS

SELF ASSESSMENT (STRENGTHS/WEAKNESSES)

AACOMAS & SUPPLEMENTAL STATEMENT

50

II. OSTEOPATHIC MOTIVATION

KNOWLEDGE OF THE PROFESSION

TALKED TO A DO/LETTER FROM A DO

15

III. PRIMARY CARE MOTIVATION

INTEREST IN PRIMARY CARE

15

IV. OVERALL IMPRESSION

EXPOSURE TO MEDICINE

– VOLUNTEER EXPERIENCE

– EMPLOYMENT EXPERIENCE

– UNIQUE ACADEMIC EXPERIENCES

– RESEARCH

20

TOTAL RATING

100

OTHER COMMENTS: PLEASE USE OTHER SIDE

(REQUIRED)

INTERVIEWER:

Print

Name______________________________

Signed__________________________________________

30

Comments on Applicant _____________________________________________________

COMMENTS:

Interviewer_______________________________________

31

32

14. List all Colleges attended (Undergraduate, Graduate, Professional – US and Home Country) List in chronological order

Institution Name Location Dates of Major

Attendance Subject

Degree granted

or expected (Date)

Medical Specialty (if any) ___________________ No. of years in practice _________

15. Have you had any U.S. military experience ? Yes ( ) No ( )

If yes, was your discharge honorable? Yes ( ) No ( )

16. List employment in chronological order, beginning with your current position:

Title or Description Where Dates Level of Responsibility

17. Work/daytime telephone number________________________

area code phone

18. How do you plan to finance your NYCOM education? Personal funds ________ Loans

19. Were you ever the recipient of any action for unacceptable academic performance or conduct

violations (e.g. probation, dismissal, suspension, disqualification, etc.) by any

college or school? Yes ( ) No

If yes, were you ever denied readmission? Yes ( ) No

20. Have you ever been convicted of a misdemeanor or felony (excluding parking violations)? Yes ( ) No(

If your answer to #19 or #20 is yes, please explain fully:

21. Evaluation Service used: Globe Language Services ______ Joseph Silny & Assocs. ______

World Education Services ______ IERF _____

*22. TOEFL Score(s): ________________________________

*ALL CANDIDATES MUST TAKE TOEFL / TOEFL

Scores Cannot Be Older Than 2 YEARS

If you plan to take or retake the TOEFL, enter date: _____/_____/ mo.

yr.

(NYCOM’s TOEFL Code is #2486; copies cannot be accepted)

( )

( )

)

33

USMLE WILL NOT BE ACCEPTED IN LIEU OF TOEFL

All evaluations must be received directly from the evaluation service and are subject to approval by the New York

College of Osteopathic Medicine.

Personal Comments: Please discuss your reasons for applying to the EPP program.

Selection of candidates is competitive; achieving a minimum, passing TOEFL Score

does not automatically guarantee an interview.

I certify that all information submitted in support of my application is complete and correct to the best of my knowledge.

Date: Signature: ______________________________________

PLEASE MAIL APPLICATION AND FEE ($60.00 CHECK OR MONEY ORDER ONLY, PAYABLE TO NYCOM) TO:

New York College of Osteopathic Medicine

Of New York Institute of Technology

Office of Admissions/ Serota Academic Center Room 203

Northern Blvd.

Old Westbury, NY 11568-8000

34

35

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38

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40

41

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NEW YORK COLLEGE OF OSTEOPATHIC MEDICINE

INTERVIEW EVALUATION FORM – É MIGRE PHYSICIANS PROGRAM

Applicant:___________________________________ Date:________________

State:___________________________

CATEGORY

CRITERIA TO BE

ADDRESSED VALUE RATING

1. Oral Comprehension

Ability to understand questions, content

30

2. Personal Presentation

Appropriate response, ability to relate to

interviewers

30

3. Verbal Expression

Clarity, articulation, use of

grammar

30

4. Overall Impression

Unique experiences, employment ,

research

10

OVERALL

RATING

100

INTERVIEWER RECOMMENDATION:

Accept_____________

Reject_____________

COMMENTS:______________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

NAME:_____________________________

SIGNED:____________________________

46

2. Academic (pre-clinical) course-work

Data captured during NYCOM’s pre-clinical 4-year pre-doctoral program and 5-year

Academic Medicine Scholars program which includes the following:

Curricular Tracks: Lecture Based-Discussion / Doctor Patient Continuum

 Pre-clinical course pass/failure rate as determined by class year (year 1 and year

2) and overall at end of year 2 (tracking each class and in aggregate for two

years);

 Failure rates of (components) Nervous System course or Behavior course;

 Course grades (H/P/F);

 Exam scores;

 Scores (pass/fail rate) on Core Clinical Competency OSCE exams;

 Professionalism Assessment Rating Scale (PARS)

 Students determined as pre-clinical course dismissals (and remediated);

 Students determined double course failure (and remediated);

 Failure rates due to cognitive and/or OMM lab portions of course

 Repeat students (aligned with Learning Specialist intervention)

 Changes in academic status (attrition-as identified above);

 End-of-year class rankings.

47

Specific forms/questionnaires utilized to capture the above-detailed information include the

following:

 Introduction to Osteopathic Medicine / Lecture-Based Discussion

 Doctor-Patient Continuum (DPC) – Biopsychosocial Sciences I

Grading and Evaluation Policy

 DPC – Clinical Sciences II – Grading Policy

 Assessing the AOA Core Competencies at NYCOM

 Institute for Clinical Competence (ICC) Professionalism Assessment

Rating Scale (PARS)

 SimCom-T(eam) Holistic Scoring Guide

 Case A – Dizziness, Acute (scoring guides)

Samples of the forms/questionnaires follow

48

Introduction to Osteopathic Medicine / Lecture-Based Discussion

Grading and Evaluation

1. At the conclusion of this course, students will receive a final cognitive score and a final OMM laboratory

score.

2. Both a student’s final cognitive score and a student’s final OMM laboratory score must be at a

passing level in order to pass this course.

3. Cognitive Score

a. A student’s cognitive score is comprised of the following two components:

i. Written Examinations and Quizzes pertaining to course lectures and corresponding

required readings, cases, course notes, and PowerPoint presentations

ii. Anatomy Laboratory Examinations and Quizzes

b. The weighting of the two components of the final cognitive score is as follows:

Summary of Cognitive Score Breakdown

Cognitive Score Component % of Final Cognitive Score

Written Examinations and Quizzes 75%

Anatomy Laboratory Examinations and

Quizzes

25%

Total Cognitive Score 100%

c. Written Examinations and Quizzes

i. There will be three written examinations and four written quizzes in this course.

ii. The written examinations and quizzes will consist of material from all three threads

(Cellular and Molecular Basis of Medicine, Structural and Functional Basis of Medicine,

Practice of Medicine).

iii. Up to 25% of the written exam and quiz material will come from directed readings.

iv. For the purpose of determining passing for this course, the written examinations will be

worth 90% of the final written score and the quizzes will be worth 10% (2.5% each) of the

final written score. This weighting is illustrated in the following table:

Summary of Written Exam/Quiz Score Breakdown

Written Exam/Quiz # % of Final Written Score

Written Exam #1 25%

Written Exam #2 30%

Written Exam #3 35%

Total Written Exam Score 90%

Written Quiz #1 2.5%

Written Quiz #2 2.5%

Written Quiz #3 2.5%

Written Quiz #4 2.5%

Total Written Quiz Score 10%

Total Written Score 100%

d. Anatomy Laboratory Examinations and Quizzes

i. There will be two Anatomy laboratory examinations in this course

ii. There will be Anatomy laboratory quizzes in this course, conducted during Anatomy

laboratory sessions.

iii. For the purpose of determining passing for this course, each Anatomy lab examination

49

will be worth 45% of students’ final Anatomy lab score and all Anatomy lab quizzes

combined will be worth 10% of students’ final Anatomy lab score. This weighting is

illustrated in the following table:

Summary of Anatomy Lab Exam/Quiz Score Breakdown

Anatomy Lab Exam/Quiz # % of Final Anatomy Score

Anatomy Lab Exam #1 45%

Anatomy Lab Exam #2 45%

Anatomy Lab Quizzes 10%

Total Anatomy Lab Exam/Quiz Score 100%

4. OMM Laboratory Score

a. A student’s OMM laboratory score in this course is comprised of an OMM laboratory examination

and laboratory quizzes, as follows:

i. There will be one OMM laboratory practical examination in this course

ii. There will be two OMM laboratory practical quizzes in this course conducted during OMM

laboratory sessions

iii. There will be a series of OMM laboratory written quizzes in this course conducted during

OMM laboratory sessions.

b. The weighting of the components of the OMM laboratory final score is as follows: For the purpose

of determining passing for this course, the OMM laboratory practical examination will be worth 70%

of the final OMM laboratory score, the OMM laboratory practical quizzes will be worth 20% (10%

each) of the final OMM laboratory score, and the OMM laboratory written quizzes will be worth 10%

(all OMM lab written quizzes combined) of the OMM laboratory score. This weighting is illustrated

in the following table:

Summary of OMM Laboratory Exam/Quiz Score Breakdown

OMM Laboratory Exam/Quiz % of Final OMM Laboratory Score

OMM Laboratory Practical Exam 70%

OMM Laboratory Practical Quiz #1 10%

OMM Laboratory Practical Quiz #2 10%

OMM Laboratory Written Quizzes (all quizzes

combined)

10%

Total OMM Laboratory Score 100%

5. Examinations and quizzes may be cumulative.

6. Honors Determination

a. For the purpose of determining who will be eligible to receive a course grade of Honors (“H”), the

final cognitive score and final OMM laboratory score will be combined in a 75%/25% ratio,

respectively.

b. Using the formula noted above, students scoring in the top 10% (and who have not taken a makeup

exam within the course or remediated the course) will receive a course grade of Honors.

50

DOCTOR PATIENT CONTINUUM(DPC) – BIOPSYCHOSOCIAL

SCIENCES I

Grading and Evaluation Policy:

The examinations and evaluations are weighed as follows:

Evaluation Criteria: Percent of Grade

Content Examination 55%

Component Examinations 25%

Facilitator Assessment 20%

Content Examination: There will a mid-term exam and an end of the term exam, each weighted equally. The

examinations will cover the learning issues submitted by the case-study groups. Questions will be based on the

common learning issues (covered by all groups) and learning issues specific to individual groups (unique issues).

Component Exams: Distribution of the component exams will be as follows:

 Exams based on Anatomy lectures and labs = 20%

 Graded assignments offered by problem set instructors, which might include quizzes, position papers,

and/or other exercises = 5%

Facilitator Assessment: Facilitators will meet individually with students twice during the term to evaluate their

performance. The first evaluation will be ‘formative’ only, i.e., to advise students of their progress and will not be

recorded for grade. The end of the term evaluation will be used to assess the student’s progress/participation in the

group and other class related activities. Students will also complete Self-Assessment Forms to supplement the

evaluation process.

The grading of this course is on a “PASS/FAIL/HONORS” basis.

1) Students will be evaluated each Term using the multiple components as described above.

2) Each year at the end of the 1st Term:

a) All students will be assigned an interim grade of I (Incomplete);

b) Each student will be informed of his/her final average, a record of which will be maintained in the office of

the DPC Academic Coordinator and the Director of the DPC program.

3) Students who earn less than a 1st-Term average of 70%, or a content exam score of <65%, will be officially

informed that their performance was deficient for the 1st Term. The student, in consultation with the Course

Coordinator, will present a plan designed to resolve the deficiency. This information will also be forwarded to

the Associate Dean of Academic Affairs for tracking purposes.

4) Students with a 1st-Term average <70%, or a content exam score of <65%, will be allowed to continue with the

class. However, in order to pass the year the student must achieve a final yearly average (1st- and 2ndterm)

of 70% or greater with a content exam average (for the two Terms) of 65% or greater.

5) All students who meet the requirements for passing the year (see 4) will then be awarded the grade of P (Pass)

or H (Honors) for each of the two Terms.

51

6) Students who fail the year (see 4) will be awarded a grade of I (Incomplete) and will be permitted (with

approval of the Associate Dean for Academic Affairs) to sit for a comprehensive reassessment-examination.

The reassessment exam will be constructed by the course faculty and administered by the Course Coordinator.

The exam may include both written and oral components. Successful completion of the reassessment

examination will result in the awarding of a grade of P for the two Terms. Failure of the comprehensive

reassessment exam will result in the awarding of a grade of F (Fail) for the two terms, and a recommendation to

the Associate Dean of Academic Affairs that the student be dismissed from the College.

7) Students whose failure of the year (i.e. overall yearly average <70%) can be attributed to low facilitator

assessment scores present a special concern. The student has been determined, by his/her facilitators, to be

deficient in the skills necessary to effectively interact with patients and colleagues. This deficiency may not be

resolvable by examination. Such failures will be evaluated by the Director of the DPC program, the Associate

Dean of Academic Affairs and/or the Committee on Student Progress (CSP) to determine possible remediation

programs or to consider other options including dismissal.

52

DOCTOR PATIENT CONTINUUM(DPC) – CLINICAL SCIENCES II

Grading Policy:

1. The grading of this course is on a “PASS/FAIL/HONORS” basis. Grades will be determined by performance

in the three components of the course, OMM, Clinical Skills, and Clinical Practicum, as follows:

Evaluation Criteria: Percent of Grade

OMM 40%

Clinical Skills 40%

Clinical Practicum 20%

In both the OMM and Clinical Skills components of the course, student evaluations will encompass written

and practical examinations. In order to pass the course, both the written and practical examinations in OMM

AND Clinical Skills must be passed. Students who fail to achieve a passing score in either Clinical Skills or

OMM will be issued a grade of “I” (Incomplete). Such students will be offered the opportunity to remediate

the appropriate portion of the course. Re-evaluation will be conducted under the supervision of the DPC

faculty. Successful completion of the re-evaluation examination, both written and practical, will result in the

awarding of a grade of P (Pass). Failure of the comprehensive reassessment exam will result in the

awarding of a grade of U (Unsatisfactory) for this course.

2. Grading of the OMM component will be evaluated according to the following criteria:

Evaluation Criteria: Percent of Grade

OMM written (weighted) 50%

OMM practical (average) 50%

3. Grading of the Clinical Practicum component will be evaluated according to the following criteria:

Evaluation Criteria: Percent of Grade

Attendance and Participation 15%

Case Presentation 35%

Clinical Mentor Evaluation 50%

53

4. Grading of the Clinical Skills component will be evaluated according to the following criteria:

Evaluation Criteria: Percent of Grade

Class participation/assignments 5%

ICC participation/assignments 10%

Timed examination #1

– Practical portion 20%

– Written portion 5%

Timed examination #2

– Practical portion 20%

– Written portion 5%

Timed Comprehensive examination

– Practical portion 25%

– Written portion 10%

Pre-clinical Years: Years I and II DPC Track

54

Assessing the American Osteopathic Association (AOA) Core Competencies at

New York College of Osteopathic Medicine (NYCOM)

A. Background

In recent years, there has been a trend toward defining, teaching and assessing a number

of core competencies physicians must demonstrate. The Federation of State medical Boards

sponsored two Competency-Accountability Summits in which a “theoretical textbook” on good

medical practice was drafted to guide the development of a competency-based curriculum. The

competencies include: medical knowledge, patient care, professionalism, interpersonal

communication, practice-based learning, and system-based practice. The AOA supports the

concepts of core competency assessment and added an additional competency: osteopathic

philosophy and osteopathic clinical medicine.

Arguably it is desirable to begin the process of core competency training and assessment

during the pre-clinical year. Patient simulations, i.e. using standardized patients and robotic

simulator, allow for such training and assessment under controlled conditions. Such a pre-clinical

program provides basic clinical skills acquisition in a patient-safe environment. NYCOM has

responded to this challenge by creating a two-year “Core Clinical Competencies” seminar that

requires students to learn and practice skills through various patient simulations in the Institute

For Clinical Competence (ICC). In this seminar the ICC assesses a sub-set of the above

competencies taught in the lecture-based and discussion-based clinical education tracks.

The following is a list of the competencies assessed during the pre-clinical years at

NYCOM, and reassessed during the third year (osteopathic medicine objective structured

clinical examination) and fourth year (voluntary Clinical Skills Capstone Program). It should be

noted that there is a fair amount of skills overlap between the competencies, for example, the

issue of proper communication can be manifested in a number of competencies.

B. Core Clinical Competencies

1. Patient Care: Provide compassionate, appropriate effective treatment, health promotion

Skills:

 Data-gathering: history-taking, physical examination (assessed with clinical skills

checklists)

 Develop differential diagnosis

 Interpret lab results, studies

 Procedural skills, e.g. intubation, central line placement, suturing, catheterization

 Provide therapy

2. Interpersonal and communication skills: Effective exchange of information and collaboration

with patients, their families, and health professionals.

Skills:

 Communication with patients and their families across a spectrum of multicultural

backgrounds (assessed with the Professionalism Assessment Rating Scale)

55

 Health team communication

 Written communication (SOAP note, progress note)

3. Professionalism: Commitment to carrying out professional responsibilities and ethical

committments

Skills:

 Compassion, respect, integrity for others

 Responsiveness to patient needs

 Respect for privacy, autonomy

 Communication and collaboration with other professionals

 Demonstrating appropriate ethical consideration

 Sensitivity and responsiveness to a diverse patient population including e.g. gender,

age, religion, culture, disabilities, sexual orientation.

4. Osteopathic Philosophy and Osteopathic Clinical Medicine: Demonstrate, apply knowledge

of osteopathic manipulative treatment (OMT); integrate osteopathic concepts and OMT into

medical care; treating the person, and not just the symptoms

Skills:

 Utilize caring, compassionate behavior with patients

 Demonstrate the treatment of people rather than the symptoms

 Demonstrate understanding of somato-visceral relationships and the role of the

musculoskeletal disease

 Demonstrate listening skills in interaction with patients

 Assessing disease (pathology) and illness (patient’s response to disease)

 Eliciting psychosocial information

C. Assessment of Core Competencies

The ICC utilizes formative assessment to evaluate learner skills and the effectiveness of

NYCOM’s clinical training programs. Data on student performance in the ICC is tracked from

the first through the fourth year. The ICC satellite at St. Barnabas assesses students during their

clerkship years as well as interns and residents in a number of clinical services. It uses a variety

of methods to assess competencies:

1. Written evaluations

 Analytic assessment – skills checklists that document data-gathering ability

 Global-holistic rating scales to assess doctor-patient communication (Professionalism

Assessment Rating Scale) and health team communication (SimCom-T)

 SOAP note and progress note assessment

2. Debriefing / feedback – a verbal review of learner actions following a patient simulation

program provided by standardized patients and instructors as appropriate.

56

Core Clinical Competencies 590 (MS 1)

Core Clinical Competencies 690 (MS 2)

The courses provide a horizontal integration between clinical courses provided by the LDB and

DPC programs (small group discussion and demonstration) and the OMM department. It

provides practice with simulated patients (some variation in this aspect as noted below),

formative assessment, end-of-year summative assessment and remediation.

1. SP PROGRAM, METRICS AND HOURS

MS 1 Program – SP Different program, same standardized examination

LDB

 SP program: training with formative assessment (see next bullet for formative assessment

metrics)

 End of year OSCE assessing history-taking (checklists designed for each SP case), PE (see

attached physical examination criteria) and interpersonal communication (see attached

program in doctor-patient communication “Professionalism Assessment Rating Scale)

 Hours: 13.5 / year (including OSCE)

DPC

 Clinic visits to substitute for SP encounters

 End of year OSCE (same as LDB)

 Hours: Should be equivalent to the number of SP hours in the LDB program

NOTE: The purpose of the OSCE is to assess the clinical training of both the LDB and DPC

programs. It is assumed the LDB and DPC faculty will work on this OSCE together with the

OMM department.

MS 1 Program – Patient Simulation Program

LDB and DPC

 Same program in basic procedures for both LDB and DPC students as outlined in the

syllabus distributed during the curriculum committee

 Hours: 5 hours / year

57

MS 2 Program – SP

LDB and DPC – same program, different approaches, same standardized exam

 SP program: training with formative assessment (see next bullet for formative assessment

metrics)

 End of year OSCE assessing history-taking (checklists designed for each SP case), PE (see

attached physical examination criteria) and interpersonal communication (see attached

program in doctor-patient communication “Professionalism Assessment Rating Scale)

 Hours: 13.5 hours / year (including OSCE)

 NOTE: It is assumed that the LDB and DPC program schedules will vary but that the

content will be equivalent

MS 2 Program – Patient Simulation Program

LDB and DPC – same program, same standardized exam

 Students work in the same group throughout the year

End of year OSCE assessing medical team communication using the SimCom-T rating scale

(attached)

 Group grade assigned for the OSCE (reflecting the spirit of the SimCom-T rating scale)

 Hours: 11 / year (including OSCE)

2. Attendance

 All activities and exams are mandatory.

 Make ups are done at the discretion of the ICC

NOTE: Make ups will be done as close to an activity as possible because delaying them, e.g. to

the end of the year, will incur additional training expenses (e.g. re-training a SP for a case played

months earlier) for the ICC.

3. Grading and remediation

 Pass / fail

 Grading is based upon:

o Attendance

o Participation

o End-of-year OSCE (standards to be set)

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ICC Hours

MS1

Clinical Practice OSCE Total

Hours

LDB 8 SP exercises @1.5 hours each

12 hours per student

5 patient simulation program exercises @ 1 hours

each

5 hours per student

End-of-year SP OSCE

1.5 hours per student

(approximately 6.25 days)

13.5 hours

(SP)

5 hours

(Pat Sim)

Total = 18.5

DPC Clinic experience to substitute for SP exercises

 Students will receive information re:

communication and PE competencies

5 patient simulation program exercises @ 1 hours

each

5 hours per student

0 hours

(SP)

5 hours

Pat Sim

Total = 5

MS2

Clinical Practice OSCE Total

Hours

LDB

DPC

8 SP exercises @1.5 hours each

12 hours per student

6 patient simulation program exercises, plus ACLS

10 hours per student

End-of-year SP OSCE

1.5 hours per student

(approximately 6.25 days)

End-of-year Pat Sim OSCE

1 hour per student

(approximately 5 days)

13.5 hours

(SP)

11 hours

(Pat Sim)

Total = 24.5

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© 2007 NYCOM Do not reproduce or distribute without permission 9/4/07

Institute For Clinical Competence (ICC)

Professionalism Assessment Rating Scale (PARS)

Dear Students:

As part of your professional development, standardized patients (SPs) in the ICC will be

evaluating your interpersonal communication with them using the Professionalism Assessment

Rating Scale (PARS).

This scale evaluates two types of interpersonal communication, both important to quality health

care:

􀂃 Patient Relationship Quality – Rapport, empathy, confidence and body language.

􀂃 Patient Examination Quality – Questioning, listening, information exchanging and careful and

thorough physical examination.

Arguably patients (real or simulated) are in the best position to assess your interpersonal

communication with them because you are directly relating to them during an intimate, face-toface,

hands-on encounter. They are in the best position, literally, to observe your eye contact,

demeanor and body language because they are in the room with you. We would recommend you

take their feedback seriously, but perhaps “with a grain of salt.”

The term standardized patient is to some degree a misnomer – SPs can be standardized to

present the same challenge and the same medical symptoms to each student, but they cannot be

standardized to feel the same way about you and your work with them compared to other

students. This is true in life as well as clinical work – some people will like you better than others,

and patients are people! You may communicate with one patient the way you do with the next,

but receive slightly different ratings. This is to be expected. Unlike the analytic checklists we use

to document if you asked particular questions or performed certain exams correctly, there are no

dichotomous / “right or wrong” communication ratings. Patients are people who may tune into

different things during an encounter. We think this slight variation in observation is an asset that

will help you understand that patients are individuals who must be approached as individuals.

Another word about the ratings you will receive – the ratings are not absolute numbers that

constitute an unconditional assessment of your communication skills. Some days you may be

better than other days. We use the ratings numbers (1-8 holistic scale) to chart progress over

time. We do see improvements during the first two years of the typical student’s training but the

ratings are used to track your progress as much as to structure a conversation with the SP, or

faculty member, during debriefing. We would recommend you take responsibility during SP

debriefing and ask them questions about the work you just did.

The holistic 1 – 8 scale is broken down into two parts: Ratings of 1 – 4 are considered “lower

quality” communication, i.e. what might be considered acceptable at a novice or trainee level, but

less acceptable for an experienced professional. Ratings of 5 – 8 are considered “higher quality”

communication, i.e. more professional-quality communication regardless of the training or

experience level.

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© 2007 NYCOM DO NOT DISCLOSE, DISTRIBUTE OR REPRODUCE WITHOUT PERMISSION 3/18/07

Professionalism Assessment Rating Scale (PARS)

Standardized patients will rate “to what degree” you demonstrated relationship quality and

examination quality on the following nine factors:

RELATIONSHIP QUALITY

To what degree did the student …

Lower Higher

Quality Quality

1 Establish and maintain rapport 1 2 3 4 5 6 7 8

2 Demonstrate empathy 1 2 3 4 5 6 7 8

3 Instill confidence 1 2 3 4 5 6 7 8

4 Use appropriate body language 1 2 3 4 5 6 7 8

EXAMINATION QUALITY

To what degree did the student …

Lower Higher

Quality Quality

5 Elicit information clearly, effectively 1 2 3 4 5 6 7 8

6 Actively listen 1 2 3 4 5 6 7 8

7 Provide timely feedback / information / counseling 1 2 3 4

5 6 7 8

8 Perform a thorough, careful physical exam or

treatment

1 2 3 4 5 6 7

8

Less experienced, More

or unprofessional professional

The following pages are a guide to the PARS, giving examples of “lower quality” and

“higher quality” communication.

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© 2007 NYCOM DO NOT DISCLOSE, DISTRIBUTE OR REPRODUCE WITHOUT PERMISSION 3/18/07

1 Establish and maintain rapport

Establish and maintain a positive, respectful collaborative working relationship with the patient.

Lower Quality

1 2 3 4

Higher Quality

5 6 7 8

Overly familiar.

􀂃 “Hi Bill, I’m John. How are you doing

today.”

Appropriate address, e.g.

􀂃 “Hi Mr. Jones, I’m Student-doctor Smith. Is it

OK if I call you Bill?”

No agenda set. Set agenda, e.g.

No collaboration with the patient, i.e. carries

out the exam without patient consent or

agreement.

􀂃 “We have ___ minutes for this exam. I’ll take a

history, examine you…..etc.”

Collaborative mindset

􀂃 “Let’s figure out what’s going on.”

􀂃 “We’re going to work out this problem together.”

Took notes excessively, i.e. spent more time

taking notes than interacting.

Spent more time interacting with the patient than

taking notes.

Began physically examining patient without

“warming” patient up, asking consent, etc.

Asked consent for obtaining a physical

examination, e.g.

􀂃 “Is it OK for me to do a physical exam?”

Did not protect patient’s modesty, e.g.

􀂃 Did not use a drape sheet

Respected patient’s modesty at all times e.g.

􀂃 Used a drape sheet when appropriate

􀂃 Did not direct patient to get dressed after

exam

􀂃 Letting patient cover up follow an examination.

􀂃 Left door open when examining patient.

Talked “down” to patient, did not seem to

respect patient’s intelligence.

Seemed to assume patient is intelligent.

Rude, crabby or overtly disrespectful. Never rude, crabby; always respectful.

Dress, hygiene problems:

􀂃 Wore distracting perfume/cologne.

Dressed professionally, i.e. in a clean white coat,

clean clothes, etc.

􀂃 Poor hygiene, e.g. uncleanly, dirty nails,

body odor, did not wash hands, etc.

􀂃 Touched hair continually

􀂃 Unprofessional dress, e.g. wore jeans,

facial jewelry (e.g. tongue or nose studs),

overly suggestive or revealing garments

Seemed angry with the patient.

Seemed to like the patient.

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© 2007 NYCOM DO NOT DISCLOSE, DISTRIBUTE OR REPRODUCE WITHOUT PERMISSION 3/18/07

2 Demonstrate empathy

Demonstrate both empathy (compassion, understanding, concern, support) and inquisitiveness

(curiosity, interest) in the patient’s medical problem and life situation.

Lower Quality Higher Quality

1 2 3 4 5 6 7 8

EMPATHY

No expressions of concern about patient’s

condition or situation.

Expressed concern about patient’s condition or

situation, e.g.

􀂃 “That must be painful.”

􀂃 “I’m here to try to help you.”

Failed to acknowledge positive behavior /

lifestyle changes the patient has made.

Reinforced behavior/lifestyle changes the patient

has made, e.g. “That’s great you quit smoking.”

Failed to acknowledge suggested behavior /

lifestyle changes might be difficult.

Acknowledged that suggested behavior/lifestyle

changes might be difficult.

Empathic expression seemed insincere,

superficial.

Empathic expressions seemed genuine.

Detached, aloof, overly “business-like,” robotic in

demeanor.

Compassionate and caring, “warm.”

Seeming lack of compassion, caring.

Accused patient of being a non-compliant, e.g.

􀂃 “Why don’t you take better care of yourself?”

􀂃 “You should have come in sooner.”

Positive reinforcement of things patient is doing

well, e.g.

􀂃 “That’s great that you stopped smoking.”

􀂃 “I’m glad you are taking your medication on a

regular basis.

INQUISITIVENESS – An aspect of empathy is inquisitiveness, the ability to attempt to

understand the patient, both medically and personally.

Focused on symptoms, but not the patient, i.e.

did not explore how the medical problem /

symptoms affect the patient’s life.

Tried to understand how the medical problem /

symptoms affect the patient’s life, or vice versa.

􀂃 “How is this affecting your life?”

􀂃 “Tell me about yourself.”

Failed to explore activities of daily living. 􀂃 “Describe a typical day in your life.”

􀂃 “Tell me about your stress.”

Failed to explore patient’s response to diagnosis

and / or treatment.

Inquires as to patient’s response to diagnosis and

/ or treatment

Failed to explore barriers to behavior / lifestyle

change.

Explored barriers to behavior / lifestyle change.

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3 Instill confidence

Instilling confidence that the medical student or doctor is able to help and treat the patient.

Lower Quality

1 2 3 4

Higher Quality

5 6 7 8

Conveyed his / her anxiety, e.g. Conveyed an appropriately confident demeanor,

e.g.

􀂃 Made eye contact

􀂃 By avoiding eye contact

􀂃 Laughing or smiling nervously

􀂃 Sweaty hand shake

Made statement such as:

􀂃 “This is making me nervous.”

􀂃 “This is the first time I’ve ever done this.”

􀂃 “I don’t know what I’m doing.”

Apologized inappropriately to the patient. E.g.

􀂃 “I’m sorry, but I have to examine you.”

􀂃 Shook hands firmly, etc.

Overly confident, cocky.

Never cocky, appropriately humble without

undermining the patient’s confidence.

When making suggestions, used tentative

language, e.g.

􀂃 “Maybe you should try…”

􀂃 “I’m not sure but …”

When making suggestions, used authoritative

language, e.g.

􀂃 “What I suggest you do is…”

Made excuses for his/her lack of skill or

preparation by making statements such as:

Offered to help the patient or get information if he

/ she could not provide it by saying, e.g.

􀂃 “I’m just a medical student.”

􀂃 “Let me ask the attending physician”

􀂃 “They didn’t explain this to me.”

􀂃 “Do you know what I’m supposed to do next?”

􀂃 “I don’t know but let me find out for you.”

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4 Use appropriate body language

The ability to use appropriate gestures, signs and body cues.

Lower Quality Higher Quality

1 2 3 4 5 6 7 8

Overly casual posture, e.g. leaning against

the wall or putting feet up on a stool when

interviewing the patient.

Professional posture, i.e. carried himself / herself

like an experienced, competent physician.

Awkward posture, e.g.

• Stood stiffly when taking a history

• Stood as if he / she was unsure what to do

with his / her body.

Natural, poised posture.

Uncomfortable or inappropriate eye contact

e.g. stared at the patient too long and / or

never looked at the patient.

Used appropriate eye contact.

Avoided eye contact when listening.

Made eye contact when listening, whether eye

level of not.

Stood or sat too close or too distant from the

patient.

Maintained an appropriate “personal closeness”

and “personal distance.”

Turned away from the patient when listening.

Maintained appropriate body language when

listening to the patient.

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5 Elicit information clearly, effectively

Effectively ask questions in an articulate, understandable, straightforward manner.

Lower Quality Higher Quality

1 2 3 4 5 6 7 8

Used closed-ended, yes / no questions

exclusively, e.g.

Used open-ended questions to begin an inquiry,

and closed-ended questions to clarify, e.g.

􀂃 “How many days have you 􀂃 “Tell me about the problem.”

been sick?” 􀂃 “What do you do in a typical day?”

􀂃 “Ever had surgery?” 􀂃 “How is your health in general?”

􀂃 “Any cancer in your family?”

Used open-ended questions / non-clarifying

questions exclusively.

Used open-ended questions to begin an inquiry,

and closed-ended questions to clarify.

Student’s questions were inarticulate, e.g.

mumbled, spoke too fast, foreign accent

problems, stuttered*, etc.

* NOTE: Consider stuttering a form of inarticulation for

rating purposes, i.e. do not make allowances for

stuttering

Student was articulate, asked questions in an

intelligible manner.

Asked confusing, multi-part or overly complex

questions, e.g.

􀂃 “Tell me about your past medical

conditions, surgeries and allergies.”

Asked one question at a time, in a straight-forward

manner.

􀂃 “Tell me about your allergies.”

Asked direct questions, e.g.

Asked leading questions, e.g.

􀂃 “No cancer in your family, right?”

􀂃 “No surgeries?” 􀂃 “Do you have any cancer in your family?

􀂃 “You only have sex with your wife, right?” 􀂃 “Any surgeries?”

􀂃 “Are you monogamous?”

Jumped from topic to topic Organized interview.

in a “manic,” disjointed or

disorganized way.

Stayed focused, asked follow up questions before

moving to another topic.

Asked questions in a robotic way, Asked questions in a conversational way, i.e.

listened to the response, and then asked another

question.

i.e. as if reading from a prepared

checklist.

Constantly cut off patient, i.e. did

not let patient finish sentences.

Allowed patient to finish sentences and thoughts

before asking the next question.

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6 Actively listen

Both listen and respond appropriately to the patients’ statements and questions.

Lower Quality Higher Quality

1 2 3 4 5 6 7 8

Asked questions without listening to the

patient’s response.

Asked questions and listened to patient’s

response.

No overt statements made indicating he / she

was listening.

Said, e.g. “I’m listening.”

Turned away from the patient when listening.

Maintained appropriate body language when

listening to the patient.

Kept asking the same question(s) because

the physician didn’t seem to remember what

he / she asks.

If necessary, asked the same questions to obtain

clarification, e.g.

􀂃 “Can you tell me again how much you smoke?”

􀂃 “I know you told me this, but when was the last

time you saw your doctor?”

Wrote notes without indicating he / she was

listening.

When writing indicated he / she is listening, e.g.

􀂃 “I have to write down a few things down when

we talk, OK?”

Did not seem to be listening, seemed

distracted.

Attentive to the patient.

Kept talking, asking questions, etc. if the

patient was discussing a personal issue, a

health concern, fear, etc.

Was silent when necessary, e.g. if the patient was

discussing a personal issue, a health concern,

fear, etc.

67

7 Provide timely feedback / information / counseling

Explain, summarize information (e.g. results of physical exams, provides patient education

activities, etc.), or provide counseling in a clear and timely manner.

Lower Quality Higher Quality

1 2 3 4 5 6 7 8

Did not explain examination procedures, e.g.

just started examining the patient without

explaining what he / she was doing.

Explained procedures, e.g.

􀂃 “I’m going to check your legs for edema.”

􀂃 “I’m going to listen to your heart.”

Did not provide feedback at all, or provided

minimal feedback

Periodically provided feedback regarding what he /

she heard the patient saying.

􀂃 “It sounds like your work schedule makes it

difficult for you to exercise.”

􀂃 “I hear in your voice that your family situation is

causing you a lot of stress.”

Did not summarize information at all. Periodically summarized information.

􀂃 “You had this cough for 3 weeks, it’s getting

worse and now you’ve got a fever. No one is

sick at home and you haven’t been around

anyone who is sick.”

Provided empty feedback or unprofessional

feedback, e.g.

Feedback was meaningful, useful and timely.

􀂃 “OK…..OK…..OK…..OK…”

􀂃 “Gotcha..gotcha…gotcha,..”

􀂃 “Great ” “Awesome” “Cool”

Examined the patient without providing

feedback about the results of the exam.

Provided feedback about results of the physical

exam.

􀂃 “Your blood pressure seems fine.”

Refused to give the patient information he /

she requested, e.g.

“You don’t need to know that.”

“That’s not important.”

Give information to the patient when requested, or

offered to get it if he / she couldn’t answer the

patient’s questions.

Used medical jargon without explanation, e.g. Explained medical terms.

􀂃 “What you experienced was a myocardial

infarction.”

􀂃 “What you experienced is a myocardial

infarction, meaning a heart attack.”

Ended the exam abruptly.

Let the patient know what the next step was,

provided closure.

No closure, no information about the next

steps

􀂃 “Let’s review the exam and your health…”

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8 Conduct a thorough, careful physical exam or treatment

Conduct physical exams and / or treatment in a thorough, careful manner vs. a tentative or

superficial manner.

Lower Quality Higher Quality

1 2 3 4 5 6 7 8

Conducted a superficial examination, e.g. Conducted a careful examination, e.g.

􀂃 Avoided touching the patient 􀂃 Examined on skin when appropriate

􀂃 Touched patient with great tentativeness

Hurried through the exam. Used the full amount of time allotted to examine

the patient.

Avoided inspecting (looking at) the patient’s

body / affected area.

Thoroughly inspected (looked at) the affected

area e.g. with gown open.

Consistently palpated, auscultated and / or

percussed over the exam gown.

Consistently palpated, auscultated and / or

percussed on skin.

Exam not bi-lateral (when appropriate). Bi-lateral exam (when appropriate).

Rough exam, e.g. Conducted a smooth exam from beginning to

􀂃 Started, stopped, re-started the exam. end.

􀂃 Fumbled with instruments

Did not look to see what patient’s expressions

were during an examination in order to assess

pain.

Looked for facial expressions to assess pain.

Did not thoroughly examine the site of the

chief complaint, e.g.

Thoroughly examined the site of the chief

complaint.

􀂃 Did not examine heart and / or lungs if

chief complaint was a breathing problem

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9 Conduct the examination in an organized manner

Overall conduct the exam in an organized, systematic way vs. a disorganized or unsystematic

way.

Lower Quality Higher Quality

1 2 3 4 5 6 7 8

No clear opening, e.g. Clear opening, e.g.

􀂃 Did not set an agenda 􀂃 Set an agenda and followed it

􀂃 Abruptly began the exam 􀂃 Began the exam after a proper introduction

Medical interview not organized – history

jumped from topic to topic

Organize the medical interview vs. jumping from

topic to topic

No clear closure, e.g. Clear closure, e.g.

􀂃 Did not summarize information gathered

during the history and physical

examination

􀂃 Summarized information gathered during the

history and physical examination

􀂃 Did not ask patient “Any more questions?” 􀂃 Asked patient “Any more questions?”

􀂃 Did not clarify next steps 􀂃 Clarified next steps

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SimCom-T(eam) Holistic Scoring Guide

The SimCom-T is a holistic health care team communication training program and rating scale. The nine-factor scale of SimCom-T

rates team members’ performance as a unit, i.e. individual team member performance should be considered a reflection upon the

entire team.

Rate each factor individually.

Ratings should be global, i.e. reflect the most characteristic performance of the team vs. individual incidents.

The following pages are a guide to SimCom-T, providing behavioral examples representative of each score for the SimCom-T

competencies.

Score Performance Level Description – The team…

1 Limited ….consistently demonstrates novice and / or dysfunctional team attributes

2 Basic ….inconsistently operates at a functional level

3 Progressing ….demonstrates basic and average attributes

4 Proficient ….proficient and consistent in performance

5 Advanced ….experienced and performing at a significant expert level

CNE Not applicable ….A factor could not be evaluated for some reason

Competency Lower

Quality

Higher

Quality

1 Leadership establishment and maintenance 1 2 3 4 5 CNE

2 Global awareness 1 2 3 4 5 CNE

3 Recognition of critical events 1 2 3 4 5 CNE

4 Information exchange 1 2 3 4 5 CNE

5 Team support 1 2 3 4 5 CNE

6 External team support 1 2 3 4 5 CNE

7 Patient support 1 2 3 4 5 CNE

8 Mutual trust and respect 1 2 3 4 5 CNE

9 Flexibility 1 2 3 4 5 CNE

10 Overall Team Performance 1 2 3 4 5 CNE

71

1. Leadership Establishment and Maintenance

Team members both establish leadership and maintain leadership throughout.

Lower Quality Higher Quality

Score 1 2 3 4 5 CNE

Level Limited Basic Progressing Proficient Advanced

Description ▪ Leader not

established

▪ Roles not assigned

▪ No discussion

regarding role

assignment

▪ Unable to identify

leader

▪ Many leaders

▪ No clear role

definition

▪ Leadership not

explicit throughout

event

▪ Leadership not

maintained

throughout the event

▪ Role switching

without leader

involvement

▪ Leader explicitly

identified

▪ Roles defined

▪ Leadership explicitly

identified and

maintained

▪ Roles defined and

maintained

▪ Leader delegates

responsibility

Examples ▪ Team operating

dysfunctionally

without a leader

▪ Team members

taking on similar roles

and role switching

consistently

▪ Team members

unsure of who is

responsible for

different tasks

▪ Leader timid and

does not take charge

▪ Team member roles

unclear and/or

inconsistent

▪ A team member asks,

“Who is running the

code?” and another

says, “I am,” but does

not take communicate

leadership

responsibilities.

▪ Team members are

assigned roles but do

not take on the

assignment

▪ Team members

select a leader

▪ A team member

volunteers to handle

the situation

▪ Roles clearly defined

by team members

and/or leader

▪ Leadership and roles

are established very

early in the event and

is maintained

throughout the event

▪ Clarity of leadership

and roles is evident

throughout the event

and with the team

members

72

2. Global Awareness

Team members monitor and appropriately respond to the total situation, i.e. the work environmental and the patient’s condition.

Lower Quality Higher Quality

Score 1 2 3 4 5 CNE

Level Limited Basic Progressing Proficient Advanced

Description ▪ Does not monitor the

environment and

patient

▪ Does not respond to

changes in the

environment and

patient

▪ Monitoring and

response to changes

in the environment

and patient rarely

occur

▪ Fixation errors

▪ Monitoring and

response to the

environment and

patient are not evident

throughout the event

▪ Monitors the

environment and

patient

▪ Respond to changes

in the environment

and patient

▪ Consistently monitors

the environment and

patient

▪ Consistently respond

to changes in the

environment and

patient

Examples ▪ There is no summary

of procedures, labs

ordered, or results of

labs

▪ Team is task oriented

and does not

communicate about

the event

▪ Event manager loses

focus and becomes

task oriented

▪ There is no clear

review of the lab

results and/or

summary of

procedures.

▪ Leader says, “Team,

lets review our

differential diagnosis

and labs,” and team

does not respond to

the leader.

▪ Some of the team

members discuss

among themselves

results and possible

problems.

▪ Leader says, “Team,

lets review our

differential diagnosis

and labs,” and team

reviews the situation.

▪

▪ Event manager

remains at the foot of

the bed keeping a

global assessment of

the situation

▪ Leader announces

plan of action for the

event.

73

3. Recognition of Critical Events

Team promptly notes and responds to critical changes in the patient’s status and / or environment.

Lower Quality Higher Quality

Score 1 2 3 4 5 CNE

Level Limited Basic Progressing Proficient Advanced

Description ▪ Does not monitor or

respond to critical

deviations from steady

state

▪ Fails to recognize or

acknowledge crisis

▪ “Tunnel Vision”

▪ Fixation errors are

consistently apparent

▪

▪ Team reactive rather

than proactive

▪ Critical deviations

from steady state are

not announced for

other members

▪ Monitors and

responds to critical

deviations from steady

state

▪ Recognizes need for

action

▪ All team members

consistently monitors

and responds to

critical deviations from

steady state

▪ Anticipates potential

problems

▪ Practices a proactive

approach and attitude

▪ Recognizes need for

action

▪ “Big Picture”

Examples ▪ Patient stops

breathing, and team

does not recognize

the situation

throughout the event

▪ Patient is pulseless,

and no CPR is started

throughout the event

▪ Patient stops

breathing, and team

does not recognize

this situation for a

critical time period

▪ Patient is pulseless,

and no CPR is started

for a critical time

period

▪ ▪ Leader says, “Team,

lets review our

differential diagnosis,

are there any

additional tests that

we should request?”

▪ “John, the sats are

dropping, please be

ready, we might have

to intubate.”

▪ “Melissa, the blood

pressure is dropping.

Get ready to start the

2nd IV and order a

type and cross.”

74

4. Information Exchange

Patient and procedural information is exchanged clearly.

Lower Quality Higher Quality

Score 1 2 3 4 5 CNE

Level Limited Basic Progressing Proficient Advanced

Description ▪ Communication

between team

members is not

noticeable

▪ Requests by others

are not acknowledged

▪ No feedback loop

▪ No orders given

▪ Vague

communication

between team

members

▪ Not acknowledging

requests by others

▪ Feedback loop left

opened

▪ Orders not clearly

given

▪ Communication

between team and

response to requests

by others inconsistent

▪ Feedback loops open

and closed

▪ Orders not directed to

a specific team

member

▪ Team communicates

and acknowledges

requests throughout

the event

▪ Feedback loops

closed

▪ Explicit

communication

consistently

throughout the event

▪ Team acknowledges

communication

▪ Closed loop

communication

throughout event

Examples ▪ No summary of

events.

▪ No additional

information sought

from the team

members.

▪ Event manager says,

“I need a defibrillator,

we might have to

shock this patient,”

and no team member

acknowledges the

order. The request

was not given

explicitly to a team

member.

▪

▪ One team member

says to another in a

low voice, “We need

to place a chest tube,”

but the event

manager does not

hear the

communication.

▪ Event manager

requests a

defibrillator, but not

explicitly to a

particular team

member; several

team members

attempt to get the

defibrillator

▪ Jonathan says to

event manager, “We

need to place a chest

tube.” Event manager

responds, “OK, get

ready for it.”

▪ Leader says, “Team,

lets summarizes what

has been done so

far.”

▪ Leader says, “Mary

please start an IV.”

Mary responds,

“Sorry, I do not know

how, please ask

someone else to do

it.”

▪ Event manager

summarizes events.

▪ Event manager seeks

additional information

from all team

members

▪ Event manager says,

“Peter, I want you to

get the defibrillator,

we might have to

shock this patient.”

Peter responds, “Yes,

I know where it is and

I’ll get it.”

75

5. Team Support

The team works as a unit, asking for or offering assistance when needed vs. team members “going it alone.”

Lower Quality Higher Quality

Score 1 2 3 4 5 CNE

Level Limited Basic Progressing Proficient Advanced

Description ▪ No assistance or help

asked for or offered

▪ Team members act

unilaterally

▪ No recognition of

mistakes

▪ Team members

watching and not

participating

▪ Team members take

over when not

needed

▪ Mistakes not

addressed to the

team

▪ Negative feedback

▪ Assistance is offered

when needed only

after multiple requests

▪ Team recognizes

mistakes and

constructively

addresses them

▪ Team member(s)

ask(s) for help when

needed

▪ Assistance provided

to team member(s)

who need(s) it

Examples ▪ During a shoulder

dystocia event, the

critical situation is

recognized, but no

help is requested or

attempts to resolve

situation on their own

▪ Wrong blood type

delivered and

administered, an no

backup behaviors to

correct the mistake

▪ Team member

administers

medication without

consulting the event

manager

▪ Charles knows that

the patient is a

Jehovah Witness and

does not let the team

know when a T&C is

ordered.

▪ Team does not

communicate that

he/she doesn’t know

how to use a

defibrillator and

attempts to do it

anyways and fails.

▪ ▪ ▪ During a shoulder

dystocia event, the

critical situation is

recognized, and event

manager calls for help

▪ Wrong blood type

delivered, attempt

made by team

member to administer

the blood but another

team member

recognizes the

mistake and stops the

transfusion before it

starts

▪ Team member

consults with the

event manager before

administering

medication

76

6. External Team Support

Work team provides “external team” (family members and / or other health care professionals) with information and support as

needed

Lower Quality Higher Quality

Score 1 2 3 4 5 CNE

Level Limited Basic Progressing Proficient Advanced

Description ▪ Team fails to

recognize or interact

with other significant

people who are

present during the

encounter

▪ Team recognizes

other significant

people who are

present during the

encounter but

ignores to interact

with them

▪ Team inconsistently

interacts with other

significant people who

are present during the

encounter

▪ Team interacts with

other significant

people who are

present during the

encounter

▪ Team effectively

interacts with other

significant people who

are present during the

encounter

Examples ▪ Team fails to interact

with a distraught

family member and/or

para-professional

▪ Team fails to interact

appropriately with a

distraught family

member

▪ Team does not

cooperate with a

para-professional

▪ ▪ ▪

77

7. Patient Support

Work team provides the patient and significant others with information and emotional support as needed.

Lower Quality Higher Quality

Score 1 2 3 4 5 CNE

Level Limited Basic Progressing Proficient Advanced

Description ▪ Team fails to interact

with patient if

conscious

▪ Team fails to show

empathy or respect

for a patient

(conscious or

unconscious)

▪ Team fails to provide

appropriate

information when

requested to do so

▪ Teams interaction

with patient is

minimal and when

done so is lacking in

respect or empathy

▪ Team inconsistently

shows empathy or

respect for a patient

(conscious or

unconscious)

▪ Team inconsistently

provides information

when requested to do

so

▪ Team shows empathy

toward patient

▪ Team provides

appropriate

information when

requested to do so

▪ Team demonstrates

consistent and

significant respect

and empathy for

patient

▪ Appropriate

information is

provided consistently

Examples ▪ Team deals with an

unconscious patient

with a lack of respect,

e.g. by joking about

his / her condition

▪ Charles knows that

the patient is a

Jehovah Witness and

does not let the team

know when a T&C is

ordered.

▪ ▪ ▪ Charles lets the

leader know that the

patient is a Jehovah

Witness and that she

refused blood

products.

▪

78

8. Mutual Trust and Respect

The team demonstrates civility, courtesy and trust in collective judgment.

Lower Quality Higher Quality

Score 1 2 3 4 5 CNE

Level Limited Basic Progressing Proficient Advanced

Description ▪ Team exhibits e.g.

rudeness, overt

distrust/mistrust,

anger or overt doubt

or suspicion toward

each other

▪ Few team members

exhibit rudeness,

overt distrust, anger

or suspicion toward

each other

▪ Team inconsistently

demonstrates respect,

rudeness, distrust or

anger toward each

other

▪ Team exhibits e.g.

civility, courtesy, and

trust in collective

judgment

▪ Team is significantly

respectful of each

other

▪ Praise when

appropriate

Examples ▪ Angry, stressed event

manager says to team

member, “I can’t

believe you can’t

intubate the patient.

What’s the matter with

you?”

▪ Team member says

to another, “You don’t

know what you’re

doing-let me do it for

you.”

▪ Event manager

recognizes a chest

tube is needed, and

barks, “Michelle, I

want you to put in a

chest tube, I want you

to do it now, and I

want you to do it right

on your first attempt.”

▪ Leader overbearing

and intimidating

▪ ▪ Stressed but

composed leader

recognizes a team

member cannot

intubate the patient

and offers assistance

▪ Team member says

to another, “Are you

OK? Let me know if I

can help you.”

▪ Event manager

recognizes a chest

tube is needed and

says, “Michelle, this

patient needs a chest

tube-can you put it in

now?”

▪ Leader is clear, direct,

and calm.

▪ Team members will

thank each other

when appropriate.

79

9. Flexibility

The team adapts to challenges, multitasks effectively, reallocates functions, and uses resources effectively; team self correction.

Lower Quality Higher Quality

Score 1 2 3 4 5 CNE

Level Limited Basic Progressing Proficient Advanced

Description ▪ Team rigidly adheres

to individual team

roles

▪ Inefficient resource

allocation / use

▪ Minimal adaptability

and/or hesitation to

changing situations

▪ Team can adapt to

certain situations, but

not all

▪ Generally very flexible

▪ Multi-tasks effectively

▪ Reallocates functions

▪ Uses resources

effectively

▪ Team adapts to

challenges

consistently

▪ Engages selfcorrection

Examples ▪ Ambu-bag not

working, and no

reallocation of

resources established

▪ Team members stay

in individual roles,

failing to support each

other e.g. by failing to

recognize fatigue of

those giving CPR

▪ Patient’s hysterical

family member

disrupts the team and

team continues

providing care,

ignoring disruptive

relative

▪ ▪ ▪ Ambu-bag not

working, and an

airway team member

gives mouth-to-mouth

with a mask and

event manager asks

another team member

to retrieve a working

ambu-bag

▪ Team members

alternate giving CPR,

recognizing fatigue of

those giving CPR

▪ Patient’s hysterical

family member

disrupts the team and

a team manages the

situation, e.g.

removes, counsels, or

reassures the family

member

▪

80

10. Overall Team Performance

Lower Quality Higher Quality

Score 1 2 3 4 5 CNE

Level Limited Basic Progressing Proficient Advanced

Description ▪ Consistently

operating at a novice

training level

▪ Demonstrates

inconsistent efforts to

operate at a

functional level

▪ Inconsistently

demonstrates below

and average

attributes

▪ Demonstrates

significant

cohesiveness as a

team unit;

▪ Performs proficiently

▪ Consistently operates

at an experienced

and professional

level; performs as

experts

Training

Level

▪ Team requires

training at all levels;

unable to function

independently

▪ Team needs training

at multiple levels to

function

independently

▪ Team needs focused

training to function

independently

▪ Team can function

independently with

supervision

▪ Team functions

independently

81

Case A – Dizziness, Acute

Student ___________________________ Student ID _________ SP ID _________

History Scoring: Give students credit (Yes) if they ask any of the following questions and / or SPs

give the following responses. If question(s) not asked or response(s) not give, give no credit (No).

HISTORY CHECKLIST Yes No

1 ONSET, e.g. “When did dizziness start?”

• “The dizziness started last night when I was cleaning up after dinner.”

2 PAST MEDICAL HISTORY OF PROBLEM, e.g. “Ever had this problem

before?”

􀂃 “I almost passed out once in restaurant a few months ago. The EMT

truck came and checked me out and they thought I was dehydrated

from exercising. I had just come from the gym.”

3 QUALITY, e.g. “Describe the dizziness.”

• “Every few minutes or so I get the feeling the room is spinning and I

feel a little nauseous, then it goes away and I feel OK. Then it starts all

over again.”

4 AGGRAVATING, e.g. “What makes the dizziness worse?”

􀂃 “Standing up with my eyes open makes me feel dizzy.”

5 PALLIATIVE, e.g. “What makes the dizziness better?”

􀂃 “Closing my eyes and laying down makes the dizziness better.”

6 HEAD INJURIES, e.g. “Have you bumped or injured your head?”

• “No head injuries.”

7 PAST MEDICAL HISTORY, e.g. “How is your health in general?”

􀂃 “In general I’ve been very healthy.”

8 MEDICATIONS, e.g. “Are you taking any medications for this problem or

anything else?”

􀂃 “I’m not taking anything. I thought of taking Dramamine but I wasn’t

sure it would help.”

9 DIET, e.g. “What do you eat in a typical day?”

􀂃 “A regular diet, toast and coffee in the morning, usually take out for

lunch, Chinese, a pizza or sub, something like that, and a regular meal

at night.”

10 TOBACCO USE, e.g. “Do you smoke?”

• “I used to smoke ó a pack a day, but now I’m down to 4 or 5,

sometimes a couple more if I’m stressed.”

11 ADLs, e.g. “How is this affecting your life?”

􀂃 “I couldn’t go to work today.”

82

Case A – Dizziness, Acute

PE SCORING:

􀂃 COLUMN 1: NO CREDIT: If any box is checked, exam was done “incorrectly” or

“incompletely.” Checked “Incorrect Details” box records reason(s) why.

􀂃 COLUMN 2: FULL CREDIT: If “Correct” box is checked, exam was done “Correctly /

Completely.”

􀂃 COLUMN 3: NO CREDIT: If “Not Done” box is checked, exam was not attempted at all.

Physical Examination Checklist 1

Incorrect

Details

2

Correct

3

Not

Done

12 Perform fundoscopic examination

􀂃 Did not ask the patient to fix their gaze at point in

front of them.

􀂃 Exam room not darkened.

􀂃 Otoscope used instead of ophthalmoscope

􀂃 “Left eye-left hand-left eye” or “right eye-right

hand -right eye rule” not followed.

􀂃 Exam not bilateral.

□

□

□

□

□

□

□

13 Assess Cranial Nerve II – Optic – Assess Visual

Fields by Confrontation

􀂃 Examiner not at approximate eye-level with

patient, and / or no eye contact.

􀂃 Examiner’s hands not placed outside of patient’s

field of vision.

􀂃 Did not ask “Tell me when you see my fingers.”

􀂃 Did not test both upper and lower fields, and / or

bilaterally.

□

□

□

□

□

□

14 Assess Cranial Nerves II and III – Optic and

Oculomotor: Assess direct and consensual

reactions

􀂃 Did not shine a light obliquely into each pupil

twice to check both the direct reaction and

consensual reaction.

􀂃 Did not assess bilaterally.

□

□

□

□

15 Assess Cranial Nerves II and III – Optic and

Oculomotor: Assess near reaction and near

response

􀂃 Did not test in normal room light.

􀂃 Finger, pencil, etc. placed too close or too far

from the patient’s eye.

􀂃 Did not ask the patient to look alternately at the

finger or pencil and into the distance.

□

□

□

□

□

83

Case A – Dizziness, Acute

PE SCORING:

􀂃 COLUMN 1: NO CREDIT: If any box is checked, exam was done “incorrectly” or

“incompletely.” Checked “Incorrect Details” box records reason(s) why.

􀂃 COLUMN 2: FULL CREDIT: If “Correct” box is checked, exam was done “Correctly /

Completely.”

􀂃 COLUMN 3: NO CREDIT: If “Not Done” box is checked, exam was not attempted at all.

1

Incorrect

Details

2

Correct

3

Not

Done

16 Assess Cranial Nerve III – Oculomotor: Assess

convergence

􀂃 Did not ask the patient to follow his / her finger or

pencil as he / she moves it in toward the bridge of

the nose.

□

□

□

17 Assess Cranial Nerve III, IV and VI – Oculomotor,

trochlear and abducens: Assessing extraocular

muscle movement

􀂃 Examiner did not assess extra-ocular muscle

movements in at least 6 positions of gaze using,

for example, the “H” pattern.

􀂃 Did not instruct patient to not move the head

during the exam.

□

□

□

□

18 Assess Cranial Nerve VIII – Acoustic / Weber test

􀂃 Did not produce a sound from tuning fork, e.g. by

not holding the fork at the base

􀂃 Did not place the base of the tuning fork firmly on

top middle of the patient’s head.

􀂃 Did not ask the patient where the sound appears

to be coming from.

□

□

□

□

□

19 Assess Cranial Nerve VIII – Acoustic / Rinne test

􀂃 Did not produce a sound from tuning fork, e.g. by

not holding the fork at the base

􀂃 Did not place the base of the tuning fork against

the mastoid bone behind the ear.

􀂃 Did not ask patient to say when he / she no longer

hears the sound, hold the end of the fork near the

patient’s ear and ask if he / she can hear the

vibration.

􀂃 Did not tap again for the second ear.

􀂃 Did not assess bilaterally.

□

□

□

□

□

□

□

20 Assess Gait

􀂃 Did not ask patient to walk, turn and come back to

look for imbalance, postural, asymmetry and type

of gait (e.g. shuffling, walking on toes, etc.)

□

□

□

21 Perform Romberg Test

􀂃 Did not direct patient to stand with feet together,

eyes closed, for at least 20 seconds without

support.

􀂃 Did not stand in a supportive position, e.g. behind

patient or with hand behind patient.

□

□

□

□

84

Case A – Dizziness, Acute

RELATIONSHIP QUALITY

To what degree did the student …

Lower Higher

Quality Quality

1 Establish and maintain rapport 1 2 3 4 5 6 7 8

2 Demonstrate empathy 1 2 3 4 5 6 7 8

3 Instill confidence 1 2 3 4 5 6 7 8

4 Use appropriate body language 1 2 3 4 5 6 7 8

EXAMINATION QUALITY

To what degree did the student …

Lower Higher

Quality Quality

5 Elicit information clearly, effectively 1 2 3 4 5 6 7 8

6 Actively listen 1 2 3 4 5 6 7 8

7 Provide timely feedback / information / counseling 1 2 3 4 5 6 7 8

8 Perform a thorough, careful physical exam or

treatment

1 2 3 4 5 6 7 8

85

3. Clinical Clerkship Evaluations / NBOME Subject Exams

Data compiled from 3rd/4th year clerkships includes:

 Student Performance Evaluations from specific hospitals (attending/supervising

physicians, and/or residents) based upon the 7 core Osteopathic Competencies.

Data is broken down further by student cohort: traditional, BS/DO, and Émigré

and is quantified according to curricular track (Lecture Discussion-Based and

Doctor Patient Continuum);

 NBOME Subject Exam scores for each of the (6) core clerkships and OMM.

Core clerkships include:

a) Family Medicine

b) Medicine

c) OB-GYN

d) Pediatrics

e) Psychiatry

f) Surgery

NBOME Subject Exam statistics are shared with 3rd year students as a frame of

reference to determine their performance relative to their NYCOM peers. These

data also serve as a general guide for COMLEX II CE preparation and

performance;

 Students provide feedback on their clinical experiences during their clerkships,

via the “PDA project”:

a) The PDA is a tool utilized for monitoring clerkship activities. The

DEALS (Daily Educational Activities Logs Submission) focuses on

educational activities, while the LOG portion focuses on all major

student-patient encounters. A rich data set is available for comparing

patient encounters and educational activities across all sites for all

clerkships.

86

b) PDA data is used as a multimodal quality assessment tool for curricular

exposure as well as OMM integration across all hospitals (including

“outside” clerkships) for Patient Encounters and Educational Activities.

 Reports from student focus groups—these reports are based upon in-person group

interviews by a full-time NYCOM Medical Educator and feedback is analyzed in

order to ensure consistency in clerkship education and experiences, as well as for

program improvement indicators.

87

Specific forms/questionnaires utilized to capture the above-detailed information include the

following:

 Clinical Clerkship Student Performance Evaluation

Samples of the forms/questionnaires follow

88

NEW YORK COLLEGE OF OSTEOPATHIC MEDICINE

OFFICE OF CLINICAL EDUCATION

Northern Boulevard -– Old Westbury, NY 11568-8000

Tel.: 516-686-3718 – Fax: 516-686-3833

(*) Only ONE form, with COMPOSITE GRADE & COMMENTS should be sent to the Hospital’s Office of

Medical Education

for the DME SIGNATURE .

COURSE # _______________________________(For NYCOM Purpose

ONLY)

STUDENT: _____________________,_______________Class Year:

______HOSPITAL:_______________________

Last First

ROTATION(Specialty)_____________________________ROTATION DATES:

____/____/____ ____/____/____

From

To

EVALUATOR: _________________________________________ TITLE:

_______________________________________

(Attending Physician / Faculty Preceptor)

A. Student logs by PDA  REVIEWED (at least 10 patients)  NOT REVIEWED

B. Student’s unique “STRENGTHS” (Very Important –To be incorporated into the

College’s Dean’s Letter)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

____________

C. Student’s LIMITATIONS (areas requiring special attention for future professional growth)

______________________________________________________________________________

______________________________________________________________________________

____________________________________

89

D. For items below CIRCLE the most appropriate number corresponding to the

following rating scale:

Exceptional=5 Very Good = 4 Average = 3 Marginal = 2 1 = FAILURE N/A OR no opportunity to observe

CORE COMPETENCY (See definitions on reverse side) RATING

Patient Care 5 4 3 2 1 N/A

Medical Knowledge 5 4 3 2 1 N/A

Practice-Based Learning & Improvement 5 4 3 2 1 N/A

Professionalism 5 4 3 2 1 N/A

System-Based Practice 5 4 3 2 1 N/A

Interpersonal and Communication Skills 5 4 3 2 1 N/A

Osteopathic Manipulative Medicine 5 4 3 2 1 N/A

OVERALL GRADE 5 4 3 2 1(FAILURE

Evaluator Signature:____________________________________________________ Date:

_______/________/_______

Student Signature: ____________________________________________________ Date:

_______/________/_______

(Ideally at Exit Conference)

(*) DME Signature: _________________________________________________ Date:

_______/________/_______

Please Return to:  Hospital’s Office of Medical Education

OVER 

The Seven Osteopathic Medical Competencies

Physician Competency is a measurable demonstration of suitable or sufficient

knowledge, skill sets, experience, values, and behaviors, that meet established

professional standards, supported by the best available medical evidence, that are in

the best interest of the well-being and health of the patient.

Patient Care: Osteopathic patient care is the ability to effectively determine and

monitor the nature of a patient’s concern or problem; to develop, maintain, and to

bring to closure the therapeutic physician-patient relationship; to appropriately

incorporate osteopathic principles, practices and manipulative treatment; and to

implement effective diagnostic and treatment plans, including appropriate patient

education and follow-up, that are based on best medical evidence.

90

Medical Knowledge: Medical Knowledge is the understanding and

application of biomedical, clinical, epidemiological, biomechanical, and social and

behavioral sciences in the context of patient-centered care.

Practice-Based Learning & Improvement: Practice-Based learning

and improvement is the continuous evaluation of clinical practice utilizing evidence-based

medicine approaches to develop best practices that will result in optimal patient care

outcomes.

Professionalism: Medical professionalism is a duty to consistently demonstrate

behaviors that uphold the highest moral and ethical standards of the osteopathic profession.

This includes a commitment to continuous learning and the exhibition of personal and social

accountability. Medical professionalism extends to those normative behaviors ordinarily

expected in the conduct of medical education, training, research, and practice.

System-Based Practice: System-based practice is an awareness of and

responsiveness to the larger context and system of health care, and the ability to effectively

identify and integrate system resources to provide care that is of optimal value to individuals

and society at large.

Interpersonal & Communication Skills: Interpersonal and

communication skills are written, verbal, and non-verbal behaviors that facilitate

understanding the patient’s perspective. These skills include building the physician-patient

relationship, opening the discussion, gathering information, empathy, listening, sharing

information, reaching agreement on problems and plans, and providing closure. These skills

extend to communication with patients, families, and members of the health care team.

Osteopathic Manipulative Medicine: Osteopathic philosophy is a holistic

approach that encompasses the psychosocial, biomedical, and biomechanical aspects of both

health and disease, and stresses the relationship between structure and function, with

particular regard to the musculoskeletal system.

Definitions Provided by the National Board of Osteopathic Medical Examiners

(NBOME)

91

4. Student feedback (assessment) of courses / Clinical clerkship / PDA project

 Data received on courses and faculty through the newly implemented, innovative

Course / Faculty Assessment program (see below-NYCOM Student Guide for

Curriculum and Faculty Assessment). Students (randomly) assigned (by teams)

to evaluate one course (and associated faculty) during 2-year pre-clinical

curriculum. Outcome of student-team assessment is presented to Curriculum

Committee, in the form of a one-page Comprehensive Report;

 Clerkship Feedback (quantitative and “open-ended” feedback) provided through

“Matchstix” (web-based feedback program): this information is shared with

NYCOM Deans and Clinical Chairs, Hospital Director’s of Medical Education

(DMEs), Hospital Department Chairs and Clerkship Supervisors. Also, the

information is posted on the “web” to assist and facilitate 2nd year students

choosing 3rd year Core Clerkship Sites (transparency). This data is also utilized

via two (2) year comparisons of quantitative data and student feedback shared

with NYCOM Deans & Chairs, as well as Hospital DMEs;

 Clerkship Feedback via PDA: quantitative and open-ended (qualitative) feedback

on all clerkships is collected via student PDA submission. The information is

utilized as a catalyst for clerkship quality enhancement. This data-set is used as a

multimodal quality assessment tool for curricular exposure as well as OMM

integration across all hospitals (including “outside” clerkships) for Patient

Encounters and Educational Activities;

92

 Reports from student focus groups—these reports are based upon in-person group

interviews by a full-time NYCOM Medical Educator and feedback is analyzed in

order to ensure consistency in clerkship education and experiences, as well as for

program improvement indicators;

93

Specific forms/questionnaires utilized to capture the above-detailed information include the

following:

 NYCOM Student Guide for Curriculum and Faculty Assessment

 Clerkship (site) feedback from Clerkship students

 Clinical Clerkship Focus Group Form

 4th Year PDA Feedback Questionnaire

 Student End-of-Semester Program Evaluations (DPC)

 DPC Program Assessment Plan

 Osteopathic Manipulative Medicine (OMM) Assessment Forms

Samples of the forms/questionnaires follow

94

95

Site Feedback

Rotation: Surgery

Site: (*) MAIMONIDES MEDICAL CENTER

This is an anonymous feedback form. No student identification data is transmitted.

Questions marked with * are mandatory.

Section I. Please respond to each statement in this section according to the following

scale.

STRONGLY DISAGREE <-> STRONGLY AGREE

1* There were adequate learning opportunities (teaching patients, diversity of pathology and

diagnostic procedures)

Strongly Disagree Disagree Neutral Agree Strongly Agree

2* There were opportunities to practice osteopathic diagnosis and therapy

Strongly Disagree Disagree Neutral Agree Strongly Agree

3* There was adequate supervision and feedback (e.g., reviews of my H&P, progress notes and

clinical skills)

Strongly Disagree Disagree Neutral Agree Strongly Agree

4* I had the opportunity to perform procedures relevant for my level of training

Strongly Disagree Disagree Neutral Agree Strongly Agree

5* I was evaluated fairly for my level of knowledge and skills

Strongly Disagree Disagree Neutral Agree Strongly Agree

6* Attending physicians and/or house staff were committed to teaching

Strongly Disagree Disagree Neutral Agree Strongly Agree

7* Overall, I felt meaningfully engaged and well integrated with the clinical teams (e.g., given

sufficient patient care responsibilities)

Strongly Disagree Disagree Neutral Agree Strongly Agree

96

8* The DME and/or clerkship director was responsive to my needs as a student

Strongly Disagree Disagree Neutral Agree Strongly Agree

9* There were adequate library resources at this facility

Strongly Disagree Disagree Neutral Agree Strongly Agree

10* A structured program of directed readings and/or journal club was a component of this

rotation.

Strongly Disagree Disagree Neutral Agree Strongly Agree

11* The lectures were appropriate for this rotation (e.g., quality, quantity and relevance of

topics)

Strongly Disagree Disagree Neutral Agree Strongly Agree

12* Educationally useful teaching rounds were conducted on a regular basis.

Strongly Disagree Disagree Neutral Agree Strongly Agree

13* This rotation reflected a proper balance of service and education

Strongly Disagree Disagree Neutral Agree Strongly Agree

14* This rotation incorporated a psychosocial component in patient care

Strongly Disagree Disagree Neutral Agree Strongly Agree

15* Overall, I would recommend this rotation to others

Strongly Disagree Disagree Neutral Agree Strongly Agree

Section II. Psychomotor skills

Indicate the number you performed on an average week during this rotation for each of

the following:

16* History and Physicals

97

17* Osteopathic structural examinations

18* Osteopathic Manipulative Treatments

19* Starting IVs

20* Venipunctures

21* Administering injections

22* Recording notes on medical records

23* Reviewing X-Rays

24* Reviewing EKGs

25* Urinary catherizations

26* Insertion and removal of sutures

27* Minor surgical procedures (assist)

28* Major surgical procedures (assist)

29* Care of dressings and drains

98

30* Sterile field maintenance

Section III

31* Comment on unique STRENGTHS and Positive Features of this rotation

32* Comment on the LIMITATIONS and Negative Features of this rotation

33* Comment on the extent in which the Learning Objectives for the rotation were met (e.g.,

specific topics/patient populations to which you were or not exposed)

Section IV. Please list your clinical instructors with whom you had substantial contact

on this rotation and provide a general rating of their effectiveness as Teachers using the

scale below.

5=EXCELLENT, 4=VERY GOOD, 3=AVERAGE, 2=BELOW AVERAGE,

1=POOR

For example – John Smith – 4

34* List clinical instructors and rating in the box below

To submit your feedback, enter your password below and then click on Submit Feedback button

Submit Feedback

Cancel

99

Focus Groups on Clinical Clerkships

NAME OF HOSPITAL:

LOCATION:

DATE OF SITE VISIT:

The student’s comments on the clinical rotations are as follows:

(Name of Clerkship)

STRENGHTS:

WEAKNESSES:

100

4th Year PDA Feedback Questionnaire

1. Clinic Site

2. Rotation

3. Date

4. There were adequate learning opportunities

5. There were opportunities to practice Osteopathic diagnosis & therapy

6. I was evaluated fairly for my level of knowledge and skills

7. Attending physicians and/or house staff were committed to teaching

8. Overall, I felt meaningfully engaged and well integrated with the clinical teams

9. The DME and/or clerkship director was responsive to my needs as a student

10. This rotation reflected a proper balance of service and education

11. Overall, I would recommend this clerkship to others

12. Comments

13. Strengths/Positive Features of Rotation

14. Limitations/Negative Features of Rotation

15. List and Rate Clinical Instructors

101

Student End-of-Semester Program Evaluations

The DPC Student End-of-Semester Program Evaluation is an assessment of

each course that occurred during the semester and the corresponding faculty

members.

DPC END OF SEMESTER EVALUATION

Directions:

1. Please write in your year of graduation here: .

2. Enclosed you will find a blank scantron sheet.

3. Please make sure that you are using a #2 pencil to fill in your answers.

4. Please fill in the following Test Form information on the Scantron Sheet:

 DPC Class 2011 – Bubble in Test Form A

 DPC Class 2012 – Bubble in Test Form B

5. No other identifying information is necessary.

6. Please complete each of the following numbered sentences throughout

this evaluation using the following responses:

A. Excellent – couldn’t be better

B. Good – only slight improvement possible

C. Satisfactory – about average

D. Fair – some improvement needed

E. Poor – considerable improvement needed

7. There are spaces after each section in which you can write comments.

(When making comments, please know that your responses will be shared with DPC faculty,

Dept. chairs, and deans, as part of ongoing program evaluation.)

BIOPSYCHOSOCIAL SCIENCES COURSE EVALUATION:

102

I. CASE STUDIES COMPONENT

Excellent Good Satisfactory

Fair Poor

1. This course, overall is A B C D E

2. My effort in this course, overall is A B C D E

3. The case studies used in small

group are A B C D E

4. My preparation for each group

session was A B C D E

5. Other available resources for use in

small group are A B C D E

6. Facilitator assessments are A B C D E

7. Self assessments are A B C D E

8. Content Exams – midterm and final

are A B C D E

9. The group process in my group can

be described as A B C D E

10. The wrap-ups in my group were A B C D E

11. The quality of the learning issues

developed by my group was A B C D E

Overall comments on Case Studies

II. STUDENT HOUR COMPONENT:

Excellent Good Satisfactory

Fair Poor

12. The monthly student hours are A B C D E

Overall Comments On The Student Hour

103

III. FACILITATOR RATINGS

Please circle your group number/the name of your group facilitator(s).

Group Facilitators

A Dr. _____________________ and Dr. _______ ______________

B Dr. _____________________ and Dr. ________ ______________

C Dr. _____________________ and Dr. ______________________

D Dr. _____________________ and Dr. _______________________

Please bubble in your response to each of the following items:

Strongly

Agree Agree Disagree Strongly

Disagree

13. Maintained appropriate directiveness 5 (A) 4 (B) 2 (C) 1 (D)

14. Supported appropriate group process 5 (A) 4 (B) 2 (C) 1 (D)

15. Supported student-directed learning 5 (A) 4 (B) 2 (C) 1 (D)

16. Gave appropriate feedback to group 5 (A) 4 (B) 2 (C) 1 (D)

17. Ensured that learning issues were

Appropriate 5 (A) 4 (B) 2 (C) 1 (D)

18. Overall, these facilitators were

effective 5 (A) 4 (B) 2 (C) 1 (D)

Overall Facilitator Comments

(Comments on individual facilitators are welcome)

104

IV. PROBLEM SETS/DISCUSSION SESSIONS COMPONENT

A. Course Evaluation:

Excellent Good Satisfactory

Fair Poor

19. These sessions, overall were A B C D E

20. My effort in these sessions, overall

was A B C D E

21. The organization of these sessions

was A B C D E

22. Handouts in general were A B C D E

Problem Sets/Discussion Sessions Comments

(Please comment as to whether problem sets were too many, too few, too involved.)

105

V. PROBLEM SETS/DISCUSSION SESSIONS COMPONENT

B. Presenter Evaluation:

Excellent Good Satisfactory

Fair Poor

23. The Problem Set topic on

was A B C D E

24. The instructor,

, for the problem set named

in #23 was

A B C D E

25. The Problem Set topic on

was A B C D E

26. The instructor,

, for the problem set named

in #25 was

A B C D E

27. The Problem Set topic on

was A B C D E

28. The instructor,

, for the problem set named

in #27 was

A B C D E

29. The Problem Set topic on

was A B C D E

30. The instructor,

, for the problem set named

in #29 was

A B C D E

31. The Problem Set topic on

was A B C D E

32. The instructor,

, for the problem set named

in #31 was

A B C D E

Problem Sets/Discussion Sessions Comments

(Comments on individual instructors are welcome)

106

VI. ANATOMY COMPONENT

A. Course Evaluation:

Excellent Good Satisfactory

Fair Poor

33. This component, overall was A B C D E

34. My effort in this component was A B C D E

35. My preparation for each lab session

was A B C D E

36. Organization of the component was A B C D E

37. Quizzes were A B C D E

38. Resource Hour / Reviews were A B C D E

Anatomy Component Comments

107

VII. ANATOMY COMPONENT

B. Teaching Evaluation:

Please bubble in your response to each of the following items:

Strongly

Agree Agree Disagree Strongly

Disagree

39. The faculty were available to answer

questions in the lab 5 (A) 4 (B) 2 (C) 1 (D)

40. The faculty Initiated student

discussion 5 (A) 4 (B) 2 (C) 1 (D)

41. The faculty were prepared for each

lab session 5 (A) 4 (B) 2 (C) 1 (D)

42. The faculty gave me feedback on how

I was doing 5 (A) 4 (B) 2 (C) 1 (D)

43. The faculty were enthusiastic about

the course 5 (A) 4 (B) 2 (C) 1 (D)

44. Overall, the instructors were effective 5 (A) 4 (B) 2 (C) 1 (D)

Anatomy Component Comments

(Comments on individual instructors are welcome)

108

CLINICAL SCIENCES COURSE

I. CLINICAL SKILLS LAB COMPONENT

A. Course Evaluation:

Excellent Good Satisfactory

Fair Poor

45. This component, overall was A B C D E

46. My effort in this component was A B C D E

47. My preparation for each lab session

was A B C D E

48. Organization of the component was A B C D E

49. Examinations were A B C D E

50. Handouts/PowerPoints were A B C D E

51. I would rate my physical exam and

history taking skills at this time to

be

A B C D E

Overall Comments on Clinical Skills Component / Individual Labs

(Comments on individual instructors are welcome)

109

I. CLINICAL SKILLS LAB COMPONENT

B. Teaching Evaluation:

Please bubble in your response to each of the following items:

Strongly

Agree Agree Disagree Strongly

Disagree

52. The faculty were available to answer

questions in the lab 5 (A) 4 (B) 2 (C) 1 (D)

53. The faculty initiated student

discussion 5 (A) 4 (B) 2 (C) 1 (D)

54. The faculty were prepared for each

lab session 5 (A) 4 (B) 2 (C) 1 (D)

55. The faculty Gave me feedback on

how I was doing 5 (A) 4 (B) 2 (C) 1 (D)

56. The faculty were enthusiastic about

the course 5 (A) 4 (B) 2 (C) 1 (D)

57. Overall, the instructors were effective 5 (A) 4 (B) 2 (C) 1 (D)

Overall Comments on Clinical Skills Component / Individual Labs

(Comments on individual instructors are welcome)

110

II. OMM COMPONENT

A. Course Evaluation:

Excellent Good Satisfactory

Fair Poor

58. This component, overall was A B C D E

59. My effort in this component was A B C D E

60. My preparation for each lab session

was A B C D E

61. Organization of the component was A B C D E

62. Presentations / Lectures were A B C D E

63. Handouts were A B C D E

64. Quizzes were A B C D E

65. Practical exams were A B C D E

66. Resource Hour / Reviews were A B C D E

Overall Comments on OMM Component / Individual Labs

(Comments on individual instructors are welcome)

111

II. OMM COMPONENT

B. Teaching Evaluation

Please bubble in your response to each of the following items:

Strongly

Agree Agree Disagree Strongly

Disagree

67. The faculty were available to answer

questions in the lab 5 (A) 4 (B) 2 (C) 1 (D)

68. The faculty Initiated student

discussion 5 (A) 4 (B) 2 (C) 1 (D)

69. The faculty were prepared for each

lab session 5 (A) 4 (B) 2 (C) 1 (D)

70. The faculty gave me feedback on how

I was doing 5 (A) 4 (B) 2 (C) 1 (D)

71. The faculty were enthusiastic about

the course 5 (A) 4 (B) 2 (C) 1 (D)

72. Overall, the instructors were effective 5 (A) 4 (B) 2 (C) 1 (D)

Overall Comments on OMM Component / Individual Labs

(Comments on individual instructors are welcome)

112

III. ICC COMPONENT

A. Course Evaluation:

Excellent Good Satisfactory

Fair Poor

73. This component, overall was A B C D E

74. My effort in this component was A B C D E

75. My preparation for each lab session

was A B C D E

76. Organization of this component was A B C D E

77. The helpfulness/usefulness of the

ICC standardized patient

encounters was

A B C D E

78. The helpfulness/usefulness of the

ICC robotic patient encounters was A B C D E

79. Are Clinical Skills laboratory

exercises appropriate for the ICC?

[A] YES [B] NO

A YES B NO – – –

Overall Comments on the ICC Component

(Comments on individual instructors are welcome)

113

IV. CLINICAL PRACTICUM COMPONENT

80. I participated in Clinical Practicum this semester: [A] YES [B] NO

If you answered NO to this question, you have finished this evaluation, if you answered YES,

please continue this questionnaire until the end. Thank you.

A. Course Evaluation

Excellent Good Satisfactory

Fair Poor

81. This component, overall was A B C D E

82. My effort in this component was A B C D E

83. My preparation for each lab session

was A B C D E

84. Organization of this component was A B C D E

85. The helpfulness/usefulness of the

Clinical Practicum was A B C D E

86. The organization of the case

presentations was A B C D E

87. Are Clinical Skills laboratory

exercises appropriate for the

Clinical Practicum?

A YES B NO – – –

Please bubble in your response to each of the following items:

Strongly

Agree

Agree Disagree Strongly

Disagree

88. The case presentation exercise was a

valuable learning experience 5 (A) 4 (B) 2 (C) 1 (D)

Overall Comments on Clinical Practicum Course

114

IV. CLINICAL PRACTICUM COMPONENT

B. Mentor Evaluation:

Please bubble in your response to each of the following items:

Strongly

Agree Agree Disagree Strongly

Disagree

89. The preceptor was available to

answer my questions 5 (A) 4 (B) 2 (C) 1 (D)

90. I was supported in my interaction

with patients 5 (A) 4 (B) 2 (C) 1 (D)

91. Student-directed learning was

supported 5 (A) 4 (B) 2 (C) 1 (D)

92. I had appropriate feedback 5 (A) 4 (B) 2 (C) 1 (D)

93. Overall, this preceptor/site was

effective 5 (A) 4 (B) 2 (C) 1 (D)

Preceptor Name _______________________

Overall Comments on Clinical Practicum Mentor

(Comments on individual instructors are welcome)

115

DPC: Program Assessment Plan

I. Pre matriculated Evaluation – What determines that an applicant will pick the DPC

program?

 Comparison of the students who chose the LDB program vs. the DPC program with

regard to the following outcome measures:

 GPA scores (overall, science)

 MCAT scores

 Gender

 Age

 Race

 College size

 College Geographic location

 Prior PBL exposure

 OMM understanding

 Research Background

 Volunteer Work

 Employment Experience

 Graduate Degree

 Scholarships/Awards

II. Years at NYCOM – How do we evaluate if the DPC program is accomplishing its goals

while the students are at NYCOM?

 Comparison of Facilitator Assessments for each term, to monitor student growth

 Comparison of Clinical Practicum Mentor Evaluations from Term 2 and Term 3, to

evaluate the student’s clinical experience progress

 Comparison of Content exam scores from terms 1 through 4.

 Comparison of entrance questionnaire (administered during first week of medical

school) responses to corresponding exit questionnaire administered at the end of year

4

 Evaluation of the Student DPC End-of-Term Evaluations

 Comparison of the following measures to those outcomes achieved by the students in

the LDB program:

 OMM scores

116

DPC: Program Assessment Plan

 Anatomy scores

 ICC PARS scores

 ICC OSCE scores

 Summer research

 Summer Volunteerism

 Research effort (publications, abstracts, posters, presentations)

 Shelf-exams

 COMLEX I, II, III scores and pass rate

 Fellowships (Academic, Research)

III. Post Graduate Training Practice – What happens to the DPC student once they leave

NYCOM? How to they compare to those students who matriculated through the LDB

program?

 Comparison of the following measures to those outcomes achieved by the students in

the LDB program:

 Internships

 Residencies

 Fellowships

 Specialty (medicine)

 Specialty board certifications

 AOA membership

 AMA membership

 Publications

 Research

 Teaching

117

OMM Assessment Forms

118

119

5. COMLEX USA Level I, Level II CE & PE, and Level III data (NBOME)

a) First-time and overall pass rates and mean scores;

b) Comparison to national averages;

c) Comparison to college (NYCOM) national ranking.

Report provided by Associate Dean for Academic Affairs

120

6. Residency match rates and overall placement rate

Data compiled as received from the American Osteopathic Association (AOA) and

the National Residency Match Program (NRMP).

Report provided by Associate Dean for Clinical Education

121

7. Feedback from (AACOM) Graduation Questionnaire

Annual survey report received from AACOM comparing NYCOM graduates

responses to numerous questions/categories (including demographics, specialty

choice, overall perception of pre-doctoral training, indebtedness, and more) to nationwide

osteopathic medical school graduating class responses.

122

Specific forms/questionnaires utilized to capture the above-detailed information include the

following:

 AACOM Survey of Graduating Seniors

Samples of the forms/questionnaires follow

123

124

125

126

127

128

129

130

131

132

133

134

135

136

137

138

139

140

141

8. Completion rates (post-doctoral programs)

Percent of NYCOM graduates completing internship/residency training programs.

Report provided by Office of Program Evaluation and Assessment

142

9. Specialty certification and licensure

Data compiled from state licensure boards and other specialty certification

organization (board certification) on NYCOM graduates.

Report provided by Office of Program Evaluation and Assessment

143

10. Career choices and geographic practice location

Data includes practice type (academic, research, clinical, and so on) and practice

location. Data obtained from licensure boards, as well as NYCOM Alumni survey.

Report provided by Office of Program Evaluation and Assessment

144

11. Alumni Survey

Follow up survey periodically sent to alumni requesting information on topics

such as practice location, specialty, residency training, board certification and

so on.

145

Specific forms/questionnaires utilized to capture the above-detailed information include the

following:

 Alumni Survey

Samples of the forms/questionnaires follow

146

ALUMNI SURVEY

NAME

LAST FIRST NYCOM CLASS YEAR

HOME ADDRESS

PRACTICE ADDRESS

HOME PHONE ( ) OFFICE PHONE ( )

E-MAIL ADDRESS

________________________________ _______________________________ _______________________

INTERNSHIP HOSPITAL RESIDENCY HOSPITAL FIELD OF STUDY

FELLOWSHIPS COMPLETED:

CERTIFICATIONS YOU HOLD:

IF SPOUSE IS ALSO A NYCOM ALUMNUS, PLEASE INDICATE SPOUSE’S NAME AND CLASS YEAR:

EXCLUDING INTERNSHIP, RESIDENCY AND FELLOWSHIP, HAVE YOU EARNED ANY ADDITIONAL ACADEMIC DEGREES OR CERTIFICATES BEYOND

YOUR MEDICAL DEGREE (I.E., MPH, MBA, MHA, PHD, MS)? (PLEASE LIST)

CURRENT PRACTICE STATUS: FULL-TIME PRACTICE___ PART-TIME PRACTICE _____ INTERN/RESIDENCY _____ RETIRED/NOT PRACTICING _____

147

What specialty do you practice most

frequently? (Choose one)

 Allergy and Immunology

 Anesthesiology

 Cardiology

 Colorectal Surgery

 Dermatology

 Emergency Medicine

 Endocrinology

 Family Practice

 Gastroenterology

 Geriatrics

 Hematology

 Infectious Diseases

 Internal Medicine

 Neruology

 Neonatology

 Nephrology

 Neurology

 Nuclear Medicine

 Obstetrics & Gynecology

 Occupational Medicine

 Ophthalmology

 Oncology

 Otolaryngology

 Orthopedic Surgery

 Psychiatry

 Pediatrics

 Plastic/Recon. Surgery

 Physical Medicine/Rehab

 Pathology

 Pulmonary Medicine

 Radiology

 Rheumatology

 Surgery (general)

 Thoracic Surgery

 Radiation Therapy

 Urology

 Other (Please specify)

____________________

Current military status (if applicable):

 Active Duty

 Inactive reserve

 Active Reserve

What is the population of the

geographic area of your practice?

(Choose one)

 5,000,000 +

 1,000,000 – 4,999,999

 500,000 – 999,999

 250,000 – 499,999

 100,000 – 249,999

 50,000 – 99,999

 25,000 – 49,999

 10,000 – 24,999

 5,000 – 9,999

 Less than 5,000

How would you describe this

geographic area? (Choose one)

 Inner City

 Urban

 Suburban

 Small Town – Rural

 Small town – industrial

Other ______________________

What functions do you perform in

your practice? (check all that apply)

 Preventive care/patient education

 Acute care

 Routine/non-acute care

 Consulting

 Supervisory/managerial responsibilities

 Research

 Teaching

 Hospital Rounds

What best describes the setting in

which you spend the most time ?

 Intensive Care Unit of Hospital

 Inpatient Unit of Hospital (not ICU/CCU)

 Outpatient Unit of Hospital

 Hospital Emergency Room

 Hospital Operating Room

 Freestanding Urgent Care Center

 Freestanding Surgical Facility

 Nursing Home or LTC Facility

 Solo practice physician office

 Single Specialty Group practice physician

office

 Multiple Specialty Group practice physician

office

 University Student Health facility

 School-based Health center

 HMO facility

 Rural Health Clinic

 Inner-city Health Center

 Other Community Health Center

 Other Freestanding Outpatient facility

 Correctional facility

 Industrial facility

 Mobile Health Unit

 Other (Please specify)

__________________________________

Do you access medical information

via the internet ?

 Never

 Sometimes

 Often

What percent of your time is spent in primary

care? (family medicine or gen. internal medicine)

 0%

 1 – 25%

 25 – 50%

 50 – 75%

 75 – 100%

What percent of your practice is outpatient?

 0%

 1 – 25%

 25 – 50%

 50 – 75%

 75 – 100%

148

Do you engage in any of the following

activities? (check all that apply)

 Professional organization

leadership position

 Volunteer services in the

community

 School or team physician

 Free medical care

 Leadership in church,

congregation

 Local government

 Speaking on medical

topics to community

groups

How many CME programs or other

professional training sessions did you

attend last year?

 none

 1-5

 5-10

 10-15

 more than 15

Have you ever done any

of the following?

 Author or co-author

a professional paper

 Contribute to an article

 Direct a research project

 Participate in clinical

research

 Present a lecture at a

professional meeting or

CME program

 Serve on a panel

discussion at a

professional meeting

How often do you read

medical literature regarding

new research findings?

 Rarely

 Several times a year

 Monthly

 Weekly

 Daily

How frequently do you apply

osteopathic concepts into

patient care?

 Never

 Rarely

 Often

 Always

In your practice do you employ any of

the following?

(check all that apply)

 Structural examination or

musculoskeletal

considerations in

diagnosis

 Indirect OMT techniques

 High Velocity OMT

 Myofascial OMT

 Cranial OMT

 Palpatory diagnosis

Please indicate how important each of the following skills

has been in your success as a physician, and how well

NYCOM prepared you in that skill.

Biomedical science knowledge base

Clinical skills

Patient educator skills

Empathy and compassion for patients

Understanding of cultural differences

Osteopathic philosophy

Clinical decision making

Foundation of ethical standards

Ability to communicate with other health care providers

Ability to communicate with patients and families

Knowing how to access community resources

Ability to understand and apply new medical information

Understanding of the payor/reimbursement system

How important to my practice



Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

How well NYCOM prepared me



Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

149

Ability to search and retrieve needed information

Manipulative treatment skill

Ability to use medical technology

Diagnostic skill

Skill in preventive care

Understanding of public health issues & the public health

system

Professionalism

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak

Strong  Moderate Weak 

Please return to:

NYCOM of NYIT, Office of Alumni Affairs

Northern Boulevard, Serota Bldg., Room 218

Old Westbury, New York 11568

or

fax to (516) 686-3891 or (516) 686-3822

as soon as possible.

Thank you for your cooperation!

150

NYCOM Benchmarks

1-Applicant Pool

Benchmark: To maintain relative standing among Osteopathic Medical Colleges based on

the number of applicants.

2-Admissions Profile

Benchmark: Maintain or improve current admissions profile based on academic criteria such

as MCAT, GPA, or Colleges attended.

3-Academic Attrition Rates

Benchmark: To maintain or improve our current 3% Academic Attrition rate

4-Remediation rates (pre-clinical years)

Benchmark: A 2% a year reduction in the students remediating in pre-clinical years.

5-COMLEX USA Scores

Benchmark: Top quartile in the National Ranking of 1st time pass rate and Mean Score.

6-Students entering Osteopathic Graduate Medical Education (OGME)

Benchmark: Maintain or improve the current OGME placement.

7-Graduates entering Primary Care (PC) 12

Benchmark: Maintain or improve the current Primary Care placement.

8-Career Data -Licensure (within 3 years, post-graduate), Board Certification , Geographic

Practice, and Scholarly achievements.

Benchmark: TBD

12 Family Medicine, Internal Medicine, and Pediatrics

151

BIBLIOGRAPHY

Gonnella, J.S., Hojat, M., & Veloski, J.J. Jefferson Longitudinal Study of Medical Education.

Retrieved December 17, 2008, from http://jdc.jefferson.edu/jlsme/1

Hernon, P. & Dugan, R.E. (2004). Outcomes Assessment in Higher Education. Libraries

Unlimited: Westport, CT

152

APPENDICES

153

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

1 Assess Cranial Nerve I

– Olfactory

Examiner checks for

patient’s sense of smell by,

e.g. coffee, soap,

peppermint, orange peels,

etc.

2 Assess Cranial Nerve II

– Optic: Assessing Visual

Fields by Confrontation

􀂃 Examiner stands at

approximate eye-level

with patient, making eye

contact.

􀂃 Patient is then asked to

return examiner’s gaze

e.g. by saying “Look at

me.”

􀂃 Examiner starts by

placing his / her hands

outside the patient’s field

of vision, lateral to head.

􀂃 With fingers wiggling (so

patient can easily see

them) the examiner

brings his / her fingers

into the patient’s field of

vision.

Hands diagonal

Or, hands horizontal

􀂃 Examiner must ask the patient “Tell me when you see my

fingers.”

􀂃 Assess upper, middle and lower fields, bilaterally.

154

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

3 Assess Cranial Nerve II –

Optic: Accessing Visual

Acuity

􀂃 For ICC purposes,

handheld Rosenbaum

Pocket Screener (eye

chart)

􀂃 NOTE: Use handheld

Snellen eye chart if

patient stand 20’ from

the chart

􀂃 Ask patient to cover one

eye while testing the

other eye

􀂃 Rosenbaum eye chart

is held in good light

approximately 14” from

eye

􀂃 Determine the smallest

line of print from which

patient can read more

than half the letters

􀂃 The patient’s visual

acuity score is recorded

as two numbers, e.g.

“20/30” where the top

number is the distance

the patient is from the

chart and the bottom

number is the distance

the normal eye can

read that line.

􀂃 Repeat with the other

eye

155

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

4 Assessing Cranial Nerves II and III

– Optic and Oculomotor:

Assessing direct and Consensual

Reactions

􀂃 Examiner asks the patient to look into the

distance, then shines a light obliquely into

each pupil twice to check both the direct

reaction (pupillary constriction in the same

eye) and consensual reaction (pupillary

constriction in the opposite eye).

􀂃 Must be assessed bilaterally.

5 Assessing Cranial Nerves II and III – Optic

and Oculomotor: Assessing Near Reaction

and Near Response

􀂃 Assessed in normal room light, testing one

eye at a time.

􀂃 Examiner holds a finger, pencil, etc. about

10 cm. from the patient’s eye.

􀂃 Asks the patient to look alternately at the

finger or pencil and then into the distance.

􀂃 Note pupillary constriction with near focus.

Close focus

Distant focus

156

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

6 Assessing Cranial Nerve III

– Oculomotor: Assessing Convergence

􀂃 Examiner asks the patient to follow his / her

finger or pencil as he / she moves it in

toward the bridge of the nose to within about

5 to 8 centimeters.

􀂃 Converging eyes normally follow the object

to within 5 – 8 cm. of the nose.

7 Assessing Cranial Nerve III, IV and VI

– Oculomotor, Trochlear And Abducens:

Assessing Extra Ocular Muscle Movement

􀂃 Examiner assesses muscle movements in at

least 6 positions of gaze by tracing, for

example, an “H pattern” with the hand and

asking the patient to follow the hand with

their eyes without turning the head.

157

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

8 Assessing Cranial Nerve V

– Trigeminal (Sensory) Ophthalmic Maxillary

Examiner assesses sensation in 3

sites:

􀂙 Ophthalmic

􀂙 Maxillary

􀂙 Mandibular

􀂃 Examiner may use fingers,

cotton, etc. for the

assessment.

􀂃 Assess bilaterally.

Mandibular

9 Assessing Cranial Nerve V

– Trigeminal (Motor)

􀂃 Examiner asks the patient to

move jaw his or her jaw from

side to side

OR

􀂃 Examiner palpates the

masseter muscles and asks

patient to clinch his / her teeth.

􀂃 Note strength of muscle

contractions.

OR

158

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

10 Assessing Cranial

Nerve VII – Facial:

Motor Testing

Examiner asks patient to

perform any 4 of the

following 6 exams:

􀂃 Raise both eyebrows

􀂃 Close eyes tightly,

then try to open

against examiner’s

resistance

􀂃 Frown

􀂃 Smile

􀂃 Show upper and lower

teeth

􀂃 Puff out cheeks

Note any weakness or

asymmetry.

Raise eyebrows Opening eyes against resistance

Frown Smile

Show teeth Puff cheeks

159

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

11

Assess Cranial Nerve VIII

– Acoustic

Weber test – for

lateralization

􀂃 Use a 512 Hz or 1024

Hz turning fork.

􀂃 Examiner starts the fork

vibrating e.g. by tapping

it on the opposite hand,

leg, etc.

􀂃 Base of the tuning fork

placed firmly on top of

the patient’s head.

􀂃 Patient asked “Where

does the sound appear

to be coming from?”

(normally it will be

sensed in the midline).

160

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

12 Assessing Cranial Nerve

VIII – Acoustic

Rinne test – to compare

air and bone conduction

􀂃 Use a 512 Hz or 1024

Hz turning fork.

􀂃 Examiner starts the fork

vibrating, e.g. by

tapping it on the

opposite hand, leg, etc.

􀂃 Base of fork placed

against the mastoid

bone behind the ear.

􀂃 Patient asked to say

when he / she no longer

hears the sound

Mastoid Bone

􀂃 When sound no longer

heard, examiner moves

the tuning fork (without

re-striking it) and holds

it near the patient’s ear

and ask if he / she can

hear the vibration.

􀂃 Examiner must vibrate

the tuning fork again for

the second ear.

􀂃 Bilateral exam.

NOTE: (AC>BC): Air

conduction greater than

bone conduction.

Ear

161

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

13 Assessing Cranial Nerve VIII –

– Gross Auditory Acuity

􀂃 Examiner asks patient to

occlude (cover) one ear.

􀂃 Examiner then whispers

words or numbers into nonoccluded

ear from

approximately 2 feet away.

􀂃 Asks patient to repeat

whispered words or

numbers.

􀂃 Compare bilaterally.

OR

􀂃 Examiner asks patient to

occlude (cover) one ear.

􀂃 Examiner rubs thumb and

forefinger together next to

patient’s non-occluded ear

and asks the patient if the

sound is heard.

􀂃 Compare bilaterally.

162

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

14 Assessing Cranial Nerve IX

and X – Glossopharyngeal

and Vagus: Motor Testing

􀂃 First, examiner asks the

patient to swallow.

Swallowing

􀂃 Next, patient asked to say

‘aah’ and examiner

observes for symmetrical

movement of the soft

palate or a deviation of the

uvula.

􀂃 OPTIONAL: Use a light

source to help visualize

palate and uvula.

NOTE: sensory component of

cranial nerves IX and X is

testing for the “gag reflex”

Saying “Aah”

163

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

15 Assessing Cranial Nerve XI

– Spinal Accessory:

Motor Testing

􀂃 Examiner asks the patient to

shrug his / her shoulders up

against the examiner’s

hands. Apply resistance.

􀂃 Note strength and

contraction of trapezius

muscles.

􀂃 Next, patient asked to turn

his or her head against

examiner’s hand. Apply

resistance.

􀂃 Observe the contraction of

the opposite sternocleidomastoid

muscle.

􀂃 Assess bilaterally.

164

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

16 Assessing Cranial Nerve

XII – Hypoglossal:

Motor Testing

􀂃 First, examiner inspects

patient’s tongue as it

lies on the floor of the

mouth.

􀂃 Note any asymmetry,

atrophy or

fasciculations.

􀂃 Next, patient asked to

protrude the tongue.

􀂃 Note any asymmetry,

atrophy or deviations

from the midline.

􀂃 Finally, patient asked to

move the tongue from

side to side.

􀂃 Note any asymmetry of

the movement.

Inspect tongue Protruding Tongue

Side to Side Movement

165

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

17 Assessing Lower Extremities –

Motor Testing

With patient in supine position, test

bilaterally

􀂃 Test flexion of the hip by placing

your hand on patient’s thigh, and

ask them to raise his / her leg

against resistance.

􀂃 Test extension of the hip by

having patient push posterior

thigh against your hand

CONTINUED

166

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

18 Assessing Lower Extremities –

Motor Testing

With patient in seated position, test

bilaterally

􀂃 Test adduction of the hip by

placing hands firmly between the

knees, and asking them to bring

the knees together

􀂃 Test abduction of the hip by

placing hands firmly outside the

knees, and asking patient to

spread their legs against

resistance

167

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

19 Assessing Upper Extremities –

Motor Testing

􀂃 Examiner asks patient to pull (flex)

and push (extend) the arms against

the examiner’s resistance.

􀂃 Bilateral exam.

Flexion

Extension

20 Assessing Lower Extremities –

Motor Testing

􀂃 Examiner asks the patient to pull

(flex) and push (extend) the legs

against the examiner’s resistance.

􀂃 Bilateral exam.

Flexion

Extension

168

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

21 Assessing Lower Extremities –

Motor Testing

􀂃 Examiner asks patient to dorsiflex

and plantarflex the ankle against

resistance

􀂃 Compare bilaterally

169

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

22 Assessing the Biceps Reflex

􀂃 Examiner partially flexes patient’s

arm.

􀂃 Strike biceps tendon with reflex

hammer (pointed or flat end) with

enough force to elicit a reflex, but not

so much to cause patient discomfort.

OPTIONAL: Examiner places the thumb

or finger firmly on biceps tendon with the

pointed end of reflex hammer only.

􀂃 Reflexes must be assessed

bilaterally.

􀂃 Examiner must produce a reflex for

credit.

OR

23 Assessing the Triceps Reflex

􀂃 Examiner flexes the patient’s arm at

the elbow, and then taps the triceps

tendon with reflex hammer.

􀂃 Reflexes must be assessed

bilaterally.

􀂃 Examiner must produce a reflex for

credit.

170

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

24 Assessing the Brachioradialis

Reflex

􀂃 With the patient’s hand resting

in a relaxed position, e.g. on a

table, his / her lap or supported

by examiner’s arm, the

examiner strikes the radius

about 1 or 2 inches above the

wrist with the reflex hammer.

􀂃 Reflexes must be assessed

bilaterally.

􀂃 Examiner must produce a reflex

for credit.

171

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

25 Assessing the Patellar Tendon Reflex

􀂃 First, patient asked to sit with their legs

dangling off the exam table.

􀂃 Reflexes assessed by striking the

patient’s patellar tendon with a reflex

hammer on skin.

􀂃 Reflexes must be assessed bilaterally.

􀂃 Examiner must produce a reflex for

credit.

OPTIONS:

􀂃 Examiner can place his / her hand on

the on patient’s quadriceps, but this is

optional.

􀂃 Patient’s knees can be crossed.

172

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

25 Assessing the Achilles

Reflex

􀂃 Examiner dorsiflexes the

patient’s foot at the ankle

􀂃 Achilles tendon struck with

the reflex hammer on skin,

socks completely off

(removed at the direction

of the examiner).

􀂃 Reflexes must be

assessed bilaterally.

􀂃 Examiner must produce a

reflex for credit.

173

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

26 Assessing the Plantar, or Babinski,

Response

􀂃 Examiner strokes the lateral aspect of

the sole from the heel to the ball of

the foot, curving medially across the

ball, with an object such as the end of

a reflex hammer.

􀂃 On skin, socks completely off

(removed at the direction of the

examiner).

􀂃 Assessment must be done bilaterally

􀂃 Note movement of the toes (normally

toes would curl downward).

174

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

27 Assessing Rapid

Alternating Movements

Pronate Supinate

Examiner must do all three

assessments for credit:

􀂃 Examiner directs the

patient to pronate and

supinate one hand

rapidly on the other.

Touching Thumbs Rapidly 􀂃 Patient directed to

touch his / her thumb

rapidly to each finger

on same hand,

bilaterally.

Slapping Thighs Rapidly

􀂃 Patient directed to slap

his / her thigh rapidly

with the back side of

the hand, and then with

the palm side of the

hand, bilaterally.

175

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

29 Assessing Finger-to-Nose

Movements

􀂃 Examiner directs the patient to touch

the examiner’s finger with his or her

finger, and then to place his or her

finger on their nose.

􀂃 Examiner moves his / her finger

randomly during multiple movements.

176

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

30 Assessing Gait

Examiner asks patient to perform the

following:

Walk, turn and come back

􀂃 Note imbalance, postural asymmetry,

type of gait (e.g. shuffling, walking on

toes, etc.), swinging of the arms, and

how patient negotiates turns.

Heel-to-toe (tandem walking)

􀂃 Note an ataxia not previously obvious

Shallow knee bend

􀂃 Note difficulties here suggest

proximal weakness (extensors of

hip), weakness of the quadriceps (the

extensor of the knee), or both.

177

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

31 Performing the Romberg Test

􀂃 Examiner directs the patient to stand

with feet together, eyes closed for

at least 20 seconds without support.

􀂃 During this test, examiner must stand

behind the patient to provide support

in case the patient loses his / her

balance.

32 Testing for Pronator Drift

􀂃 Examiner directs the patient to stand

with eyes closed, simultaneously

extending both arms, with palms

turned upward, for at least 20

seconds.

􀂃 During this test, examiner must stand

behind the patient to provide support

in case the patient loses his / her

balance.

178

NEUROLOGICAL EXAMINATION

©2009 New York College of Osteopathic Medicine 011509

SPECIAL TESTING

1 Sensory Testing

􀂃 First, examiner

demonstrates what

sharp vs. dull means by

brushing the patient

with a soft object, e.g. a

cotton ball or smooth

end of tongue

depressor, and a semisharp

object, e.g.

broken end tongue

depressor.

􀂃 Examiner performs this

test on arms and legs

bilaterally by randomly

brushing the patient’s

arms and legs with the

soft and semi-sharp

objects, e.g. a cotton

ball, semi-sharp object,

etc..

􀂃 Patient directed to keep

his / her eyes closed

during the examination

as he or she identifies

sharp vs. dull on skin.

􀂃 Bilateral exam, upper

and lower extremities.

179

TASKFORCE MEMBERS

John R. McCarthy, Ed.D. Associate Director, Clerkship Education

Pelham Mead, Ed.D. Director, Faculty Development

Mary Ann Achziger, M.S. Associate Dean, Student Affairs

Felicia Bruno, M.A. Assistant Dean, Student Administrative

Services/Alumni Affairs/Continuing Education

Claire Bryant, Ph.D. Assistant Dean, Preclinical Education

Leonard Goldstein, DDS, PH.D. Director, Clerkship Education

Abraham Jeger, Ph.D. Associate Dean, Clinical Education

Rodika Zaika, M.S. Director, Admissions

Ron Portanova, Ph.D. Associate Dean, Academic Affairs

180

Featured

The Future of the College, Secondary and Elementary Classroom 2020+.

Due to the coronavirus Education in College and other levels will never be the same. Protection against the coronavirus and future pandemic viruses will require Social Distancing and the wearing of face masks to prevent spreading of a virus from one student to another or to the teacher. I have a solution for Elementary, Secondary and College schools to still have classrooms with live students instead of complete online courses. The average Secondary school grades 7-12 usually has 32 student except in some States it may rise to 45 in a classroom to one teacher. To allow for social distancing in the future the number of students in a classroom is going to have to drop from 32 to half that amount or 16 students.

This change would impact the Teacher contracts and agreements with the teacher Unions. Instead of having 8 classes a day of which teachers teach five, the new norm will be twice that number or 16 short classes a day. Short classes would be twenty minutes long instead of the usual 50 minutes. Teachers will have to teach ten short classes a day. Department chairpersons who use to be excused for teaching several classes a day would have to return to a full teaching regiment of 16 classes a day.

Online in school classes can be made available to help make the new curriculum easier to apply. Music auditoriums are the largest room in most schools next to the gyms. In auditoriums student could sit every other seat for social distancing with their own laptop or iPad and log on to the online course they were assigned for that period.

Lunch or cafeteria would have to change to allow social distancing . Every other seating might not work, so chairs might have to be placed in hallways near the cafeteria. Schools in warm climates could have an expanded outdoor picnic area with plenty of extra permanent seating installed.

Online course can supplement in class courses with support and guidance after school at home.

In College money walks and money talks. College Presidents will be tempted to go the all class online route to save massive amounts of money, while at the same time charging tuition to students who log on from home. Dormitories could become problem as the students at UCSD have complained, “why should they pay for a dorm or apartment when they can log on from home? At the NY College of Osteopathic medicine where I worked as. Director of Faculty Development and Assessment they had streaming for all lectures. The lucky thing is that only had two lectures going on at the same time. If a University were to apply instant streaming of all lectures and classrooms the cost would be prohibited due to the need for massive computer server storage space. The down side of streaming other than cost is that the students did not come to the lectures and instead remained at home with a cup of coffee and a donut. The administration at the NY College of Osteopathic medicine could not figure out how to get the students to attend the lectures. The solution was simple. Stop streaming the lectures and handing out of lecture notes in advance. Online course can be bought from third party companies or developed over time with the existing faculty. The problem there is intellectual property rights. Does the Professor had full rights to the classes and curriculum they write and teach or does the University or College have the full property rights to the recorded video copies of the lectures? That depends on the employment contract the Professors sign when they are hired. If they agree to give the University or College full legal rights to replay a Professor’s lectures for eternity than the Professor has no rights. Online courses save Colleges and Universities millions of dollars by not having to provide classroom space or pay a live professor to teach the course.

Some Universities provide a Professor at the beginning of the course and at the end for the final exam and the rest of the course is online. Blackboard is an online administrative system that I was certified and trained in that makes online teaching easy with computer testing, online grading reporting, lock boxes to record when an assignment is handed in onetime and the full curriculum can be posted in advance. Some textbook companies will provide the full text of their books to be uploaded to Blackboard for students to read and not have to pay for an expensive textbook.

Obviously the human interaction between student and teacher is going to suffer. There might be a decline in Teachers due to the new non personal online teaching approach? One big glitch is what happens when the servers go down? No server, no internet, no classrooms broadcast. Hacking will be a major problem and colleges, schools and universities will have to learn how to protect their online systems.

E-mailing a professor is always going to be risky if the student can upload a virus or deliver a link or app that tracks a Professors keyboard. Protected institution e-mails are the only way to prevent this.

Will the online system come the fall of 2020 be good? Probably not because schools have not had the time to train their teachers how to teach online. Early Kindergarten and first grade students will need software that is good for their age level. Who is to pay for these iPads or laptops, the district or college or the student. Many students come from poor families that cannot afford an iPad. They will need financial assistance to secure an iPad and the training how to use one on cds or dvds.

The shorter class time is actually a plus for student with a short attention span. It makes teaching more concentrated. Teachers tend to blab a lot and this will teach them to be concise. Online projects must be completed in 20 minutes.

Physical Education is more essential than ever as an outlet from being cooped up all day and for character development. Online instruction is not a good venue for character development. Good sportsmanship carries over into adult life and provides guidelines for interaction with others in sports. Learning to lose as well as win and profit from losses to eventually win says a lot about Physical Education. We live in an age of overeating students who are so obese they cannot do many things like run or hike. They run out of breath when walking or riding a bike. They are made fun of by their peers. Physical Education will teach students what they cannot learn on a computer. Live body practice is a great way to teach a person’s muscles how to coordinate a skill or sport. Just watching on a computer is not the same. Muscles have memory and the more you repeat a skill, the better you become using that skill.

This is only the beginning of the discussion. Next time the mathematics of setting up a school master schedule with 20 minute classes and 16 sections a day.

Dr. Pelham Mead, June 2020

Student Assessment in Medical Colleges

by Dr. Pelham Mead III

Student Assessment

When I was hired at the NY College of Osteopathic Medicine to rewrite the Assessment plan for the college and come up with a new assessment program that the students of the college could use. Previously, my boss the Dean of Academic Affairs tried to give an assessment survey at the end of the second year Medical exam. Students were so stressed out after the exam that they tore up the assessment survey.

When I arrived in the fall of 2008, the NY College of Osteopathic Medicine had been cited by COCA the national accrediting agency for 12 different infractions. Most of them involved student due-process and the balance were directed toward a complete college assessment program. I was directed to form a team and rewrite the assessment plan with up to date bench marks which were missing at the time. Along with this major project I helped set up an experimental student volunteer assessment team to evaluate on 13 week course at a time with weekly meetings to discuss pros and cons, concluding with a one to two page Executive Summary for the entire course in a positive and professional tone. I promised the students that if they cooperated, I would make sure their sound suggestions would be acted on by the College Curriculum committee, and that is what I did. We added a soda machine in the basement locker room of the lecture hall building. We modified the teaching day to include more break time other than just lunch. We also had professors make available the course lecture outline available a day or more in advance so students could use it as a study guide.

The most successful change I helped initiate was the volunteer Student evaluation teams. I monitored their progress each week, but they were not allowed to ask me questions, nor was I to make any comments about their discussions. Using a team got a shortened version of how the students felt about the course and it’s instructors in a positive professor manner. I adopted this concept from the Mayo Clinic in Minn.. They had similar problems in student evaluations that made fun of professors and called them names. The professors were defensive regarding the student evaluations and a solution was the volunteer student team approach instead of questioning the entire student body. Keeping the summary positive and professional got a better response from the faculty also. By the summer of 2009, the Volunteer Student Assessment team became part of the incoming Freshman team orientation and put in place in the fall of 2009.

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Meadsnovels

Professional Author and Teacher

The Civil War Texas Rangers -Terry’s Rangers, Regiment 8, Cavalry.

by Dr. Pelham Mead

The end of the Civil War had come with 10,000 confederates surrendering at a farm house in North Carolina. General Smith met with Union General Sherman and worked out the details of the Surrender. Meanwhile, General Grant was back in Washington, D.C. and when he received the details of the surrender he knew that The politicians in Washington, D.C. would never allow the Southerners Conditional surrender similar to the terms General Lee was offered. Secretary of War Stanton wanted blood and wanted the South to pay for repartitions . General Grant took a train to North Caroline to inform General Sherman that the terms of the surrender were too easy. 

That night General Smith told the Texas Rangers that totaled 250 out of the 1,000 it started with that they had a choice to surrender or run and be considered criminals of war. The Texas Rangers met together after the meeting and 100 Rangers decided not to give up their shot guns and pistols. That night 100 Texas Rangers slipped through the Union Picketts and broke up into small groups afterward and tried to find their way back to Texas with all of the Union troops trying to hunt them down. The 8th division had to cross the Smokey Mountains with the Union soldiers close on their heels. When they approached the gorge Union soldiers were already stationed there waiting to stop fleeing Confederates. The 8th division dismounted and walked their horses around the pickets in the dark that night and made their way in to Tennesee. Eventually, they made it back to New Orleans where they boarded ships head to Galveston, Texas. When they got to Galveston the Mayor had the city under Marshall law to stop riots. They had to wait until the Mayor would allow ships to dock in Galveston. When they made it back to their homes in Texas, Carpet baggers were everywhere buying out destroyed farms. They were also forming the negros into negro Militia and started parading them around the farm communities. Texas was in chaos in those days. Eventually, hundreds of Texans sold their ranches or farms and fled to Brazil. Never to return to America.

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Professor of Instructional Technology, Doctoral degree in Educational Administration from Columbia University-1993. Worked at NYU, St. Johns Univ., The College of Mount Saint Vincent, and the NY College of Osteopathic Medicine. Currently, College Tutor and published Novel writer specializing in Historical Fiction. In the works, Sister Angelina CIA Nun, The Night is a Child (a mystery story of Africa), and The Personal Diary of Anne of Cleves, 4th wife of King Henry VIII. View all posts by skyking119

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Jesus and John (The Early Years)

written by Dr. Pelham Mead

Xlibris publishers, 2018

For Sale on Amazon.com or www. xlibris.com

This historical novel is based on the Bible and historical research based on the Dead Sea scrolls and Historical commentaries. The first part of the story is based on the Holy Family fleeing into Egypt from Herod who killed all first born male infants to prevent a new King of Judea. The oral and written tradition of the Egyptian Coptic christian church tells of the eight years the Holy Family wandered from city to city with Heroes Army a day or so behind them.

The second part of the story tells about Jesus or Jeshua as he was called as a teenager and his friendship with his cousin John. Jesus and John came to be involved with the Jewish Essenes group. Jesus on Mount Carmel community and John at the Essenes living on the Dead Sea. the Bible never tells the reader how Jesus came to be a healer and where he got all the training, after all he was the son of a builder and when his father died he had to take over the building business to support his family. Jesus had many brothers that helped him in the building business which allow him to seek a more spiritual side of his personality. The Essenes like the Saducces and Pharisees were an important society in Jewish life in those days of 30AD. The Essenes had a “Righteous Leader a hundred years before, but he was killed.” They prayed for another Righteous leader to come and save them and Jesus fit the bill. The Mount Carmel Essenes trained Jesus to be a healer and medicine expert. They also trained him to become a Rabbi using their laws and customs such as Baptism daily, and praying for a Messiah or Righteous Leader to come and save them from the Romans and the evil Priests in Jerusalem . The Lord’s Pray was the Essene Prayer with on line to Mother Earth, which Jesus removed. All of the savings on the Mount by Jesus are ideas the Essenes created, turn the other cheek, Love your neighbor as yourself, pray for the poor, the meek, etc.. It was the Essenes that got John the Baptist to start his career with Baptism to remove sins of the flesh. The Christian church in the first and second century removed all mention of the Essenes from the New Testament to place the emphasis on Jesus and miracles rather than the tradition of the Essenes and their peaceful ways.

College Professor comparison full-time vs. Part-time.

The College Adjunct vs. Full Time Professor Syndrome

Adjunct Professor in Colleges or UniversitiesAdjunct Professor in Medical CollegesFull-time College and University Professors
Not an on campus commitment or availability to studentsNot an on campus commitment, available only for lectures since they are Medical Doctors with their own practice that makes hundreds of thousands of dollars.Available office hours, accessible to students and able to provide guidance for those that need it.Involved in college or Univ. committees.
Whip in whip out mentalityWhip in whip out mentalityGenerally stays after lectures and in no hurray to go elsewhere.
Seldom serve on college committeesSeldom serve on any college committees.Always serve on college committees to achieve tenure
Seldom show up for graduation ceremoniesSeldom show up for graduation ceremoniesAlways there for College graduation ceremonies
Often guilty of being unprepared for their lecture or classOften present lectures that are over the heads of first and second year medical students.They have plenty of time on campus to prepare their lectures.
Underpaid and no medical benefitsSet fee for visiting lecturers which in no way compares to a Doctor’s normal income.Considerably well paid with full benefits and pension plans.
Sometimes Adjuncts lack teaching experience for colleges or UniversitiesMany Doctors have expertise in their profession but little or no teaching experience.Full time professors are full time teachers and regard themselves as such.
Out of the loop with on campus communicationOut of the loop with on campus communicationAlways in touch with on campus communication
Sometimes use Blackboard if trained to do soSeldom use Moodle or BlackboardAlways use Moodle or Blackboard to assist students
Often lacking in test construction experienceUsually unable to create well constructed medical test  questions.Experience year after year and in training courses had helped full time professors develop well constructed tests
Evaluation system by students a popularity contest and not effectiveEvaluation system of adjuncts based on department chair observations which are few and far betweenFormal evaluation system by peers and or chairmen on a regular basis with a yearly report.

Jesus and John (The early Years)

By Dr. Pelham K. Mead III

Dedication

This book is dedicated to my friends Glenn Bornsen of El Cajon, Calif., and Paul Renfrew of Boston, and George Schandel of Mastic Beach, Long Island, New York.

And also to the memory of my mother Doris Grace Mead who taught me to read at age one, and 

Continued to support my reading adventures all my life.

Index Page

Introduction……………………………………………………..……page 4

Chapter 1-In the beginning…the birth of John………………………page 7

Chapter 2-The birth of Jesu (Jesus) of Nazareth…………………….page 16

Chapter 3-The flight into Egypt of the Holy Family……………….page 22

Chapter 4-Young Jesus at age 6…………………………………….page 46

Chapter 5- Young John of Hebron ………………………………..Page 82

Chapter 6- Jesus at age 12………………………………………….page 48

Chapter 7- The Mount Carmel Essenes…………………….……….page 53

Chapter 8-The funeral of Joseph of Nazareth……………………..page 87

Chapter 9- Jesus the Essene Healer…………………………………page 66

Chapter 10-The voice of one crying in the wilderness…………….page 92

Chapter 11- The Baptism of Jesus…………………………………page 110

 Chapter 12- John questions who Jesus really was?……………………page 116

Chapter 13-The Righteous Teacher………………………………page 118

Chapter 14-The Sermon on the Mount……………………………page 122

Chapter 15-The Beginning and the End………………………….page 137

Glossary

Bibliography

Introduction

The purpose of this novel is to reveal secrets about Jesus and John the Baptist when they were infants until when they formally met again, when John the Baptist baptized Jesus in the Jordan River. This novel also seeks to answer how Jesus and John got all their formal training, and how that became the basis of their ministry. I did a great deal of research into what happened when Joseph, Mary, and Jesus fled into Egypt for four years. My basis for research for the Egyptian flight of the Holy family is recorded in the oral and written traditions of the modern day Egyptian Coptic Church. The Egyptian Coptic Church places as much significance on oral tradition, as they do in written tradition that might explain the many miracles they claim happened in the flight to Egypt of the Holy Family. Oral tradition passed down over 2,000 years is bound to change.

I also researched extensive parallels in what John the Baptist taught, and what Jesus of Nazareth preached, and how much can be traced to Essene ideas, prayers, and Gospels.  The monastic Essene community of Qumran near the Dead Sea was close enough for John to travel from Hebron and seek membership. Walking distance from Jesus’ house in Nazareth was the secret Essene community on Mount Carmel. It was all very convenient for both Jesus and John that Essene societies were close by at the time.

What Jesus and John revealed to the world was a philosophy of the Essenes, who were around more than 100 years before Jesus, and John. No one in the days of Jesus ever realized that both Jesus and John were secret Essenes.  The Essenes were concerned with the coming of the Messiah, and or the return of the “Teacher of Righteousness,” who died 150 years before the birth of Jesus. Here in 15 A.D. when Jesus joined the Mount Carmel Essene community was an opportunity to raise up another “Teacher of Righteousness,” “The son of Man,” or a “Messiah,” by Simon the Essene leader.  The Essenes learned not to get involved with the local authority when spreading its messianic word. It cost the original Essenes the life of their many of their beloved brethren, when they attempted to interfere with local politics. As a result, they withdrew from the cities, and fled to Qumran near the Dead Sea, and otherwise, became secret societies in Nazareth, Jerusalem and other major Judean cities.

The Dead Sea Scrolls reveal much about Essene Philosophy at the time of Jesus. Jesus of Nazareth, and John of Hebron (the Baptist) were both secret Essenes, as I shall demonstrate later in this book.  If you compare what John the Baptist taught in his ministry and what Jesus of Nazareth taught in his ministry with the Essene documents recorded on the Dead Sea Scrolls of the Qumran Essene community, it is easy to see how John and Jesus’ ideals imitate the Essene philosophy of praying for a messiah or “Righteous Teacher,” to come and save the Jews. Baptism and repentance were a way of life for the Essenes and the core of John the Baptist’s teachings. The Essenes were the best healers of the day and it is no consequence that Jesus was a great healer who had many years of training and experience somewhere like the Essene community of Mount Carmel.

The Essenes looked upon these two men as a way of getting the Temple in Jerusalem to reform, and bring the people to salvation.  Many things had to fall in place for the coming of the Messiah to happen, and the Essenes knew that, and prayed about it daily. One of their missions in life believed in the coming of a Messiah who would deliver them from the Romans, and other authority. Another mission was to copy manuscripts, the Old Testament, secret religious documents, and secret healing documents.  The question is, was the timing for the Essenes in the Jesus story right?

Many religious scholars fail to point out that in the beginning of Jesus’ ministry, he was not as popular as John the Baptist. John’s charisma helped to attract thousands to be baptized, however, few if anyone had heard of Jesus yet when he was 29 or 30 years of age. In this novel, I attempt to fill in the missing years of Jesus’ childhood, and John’s childhood based on bible references, Gospels not included in the Bible, Essene Gospels, Dead Sea scrolls, and established academic research by scholars in Biblical research. Sheer speculation fills in the gaps in this story where no direct evidence exists.

I tried to answer the questions, how did Jesus become a “walking Bible?” What preparation in the knowledge of the Bible did he get, and where? Who trained Jesus to be so knowledgeable in the Torah and the Bible? That is the great mystery in the story of Jesus because the bible has been edited again and again by the Catholic Church in the first and second hundred years to fulfill the dogma that the church wanted and not paid heed to the real facts about Jesus in his developing years.

Another question to answer in this book is why is it that John the Baptist’s philosophy was so similar to the Qumran Essene community ideals of baptism, repealing sins, and the coming of the Messiah? John the Baptist used the proclamations of Elijah from the Gospels of the Essenes to form the basis for his ministry. He never healed anyone in his ministry or attempted to convert anyone to the Essene community. His message was the same message that the Essenes were declaring and that was the proclamation that the coming of the Messiah was at hand and that everyone should repent of their sins and evil ways.

Jesus philosophy was more liberal than John’s philosophy, but definitely Essene in origin. You have only to read some of the Essene books included n the appendix of this book to realize that Jesus philosophy and the Essene philosophy were the same, even to the point of become a vegetarian, using baptism on a daily basis, believing in the coming of the second “righteous teacher,” and learning to live a pure life.

Jesus must have been trained at the Mount Carmel Essene community that was walking distance from Nazareth, where Jesus and his family lived. Jesus could read all the sacred Hebrew texts, but somehow never learned to write, or become a Scribe. Why is that? Perhaps when Jesus was eligible to begin the Essene training for a Scribe at age 21 he may have chosen to become a Healer instead, therefore, never learning how to write in Hebrew script.

Learning to heal people was like becoming a Doctor in Jesus day with no formal medical school or institutions to help in learning. Healing was a guarded skill by the Essenes in Jesus’ day. The Essenes were the best healers in Judea and Galilee because they studied cures from around the world and recorded their findings found on the Dead Sea scrolls two thousand years later. They grew special herbs in their gardens, and lived on honey and date palms. They traded for special potent seeds, and powders to store in their collections. Essene men were known at Jesus’ time to live a long life into their 60’s and 70’s when the average age span at the time was 30. Jesus could have trained with the Essenes of Mount Carmel to become a great healer, and to also use the “laying on of hands,” which required a great deal of faith for the healer, as well as the patient. All of this shall be explained by the kind of training Jesus went through to become an Essene at age 20, and to be baptized into the Mount Carmel Essene Community. After becoming a learned Essene leader in the scriptures and the philosophy of the Essenes, Jesus may well have spent the majority of his life in learning Essene Healing techniques, drugs and “laying on of hands.”

After extensive research of the Dead Sea Scrolls I have included some samples of Essene gospels to give direct evidence that Jesus took his Sermon on the Mount from Essene prayers, and Gospels. He shortened the Essene Lord’s Prayer because it was too long for a common person to remember, and the average Jew did not pray to Mother Earth, as did the Essenes, which was the first paragraph of the prayer. The blessings all come directly from the Essene texts as you can see for yourself at the end of the book in the Appendix.

Of the 1,000 Dead Sea scrolls found, many in cave 4 and 11, are most useful in my research, especially with references to the “Righteous Teacher.” 

The Essenes prayed that the “Righteous Teacher,” would be resurrected, and return to lead them. This is why the Jesus of Nazareth story is so important following the Essene idea of death and resurrection.  No direct mention is made of Jesus in the Dead Sea Scrolls, but the image of the “Righteous Teacher,” certainly is likened to the image of Jesus. It is possible that after the Dead Sea Scrolls were found and if there were references to Jesus being an Essene healer or becoming the Essene “righteous leader,” the Catholic Church may have destroyed these scrolls as they lie in storage for over 40 years.

It is unfortunate that in 70 A.D. the Romans for the Jewish revolt against the Romans destroyed all the Essene communities across Judea and Galilee, as well as the Temple in Jerusalem as punishment. All of the Qumran 1,000 plus leather and copper scrolls were put in jars, or otherwise in a rush, just thrown in caves and boarded up with stones, until an Arab child discovered them in the late 1940’s. What ever happened to the scrolls of the other Essene communities around Israel at the time in 70 A.D.?  There may never be an answer to that question unless someday a hidden cache on Mount Carmel or under the remains of the Jerusalem Temple are discovered.

We may never know where the scrolls from the Mount Carmel Essene community, Damascus Essenes, and other community scrolls were actually buried or hidden in a cave.  How many secret scrolls went underground in Jerusalem, burned or destroyed during the Jewish revolt of 70 A.D. that ended so badly, we will perhaps never know?  “The end of time,” that the Essenes preached about, came suddenly in 70 A.D. many years after they had originally predicted it. The Romans in retaliation for revolting in 68 A.D. crushed the rebellion, destroyed the temple in Jerusalem and all of the Essene communities in the desert and on Mount Carmel and other cities in Judea.

With the discovery of the Dead Sea scrolls, we might one day discover scrolls more that might reveal more than the Christian churches wanted to be revealed about Jesus, and whether he was really an Essene Healer and Rabbi.

Chapter 1- In the Beginning…The birth of John

Bible: 

1:5 THERE was in the days of Herod, the king of Judaea, a certain priest named Zacharias, of the course of Abia: and his wife was of the daughters of Aaron, and her name was Elizabeth. 1:6 and they were both righteous before God, walking in all the commandments and ordinances of the Lord blameless. 1:7 and they had no child, because that Elizabeth was barren, and they both were now well stricken in years. 1:8 And it came to pass, that while he executed the priest’s office before God in the order of his course, 1:9 According to the custom of the priest’s office, his lot was to burn incense when he went into the temple of the Lord. 1:10 And the whole multitude of the people were praying without at the time of incense. 1:11 and there appeared unto him an angel of the Lord standing on the right side of the altar of incense. 1:12 and when Zacharias saw him, he was troubled, and fear fell upon him. 1:13 But the angel said unto him, Fear not, Zacharias: for your prayer is heard; and your wife Elizabeth shall bear you a son, and you shall call his name John. 1:14 and you shall have joy and gladness; and many shall rejoice at his birth. 1:15 For he shall be great in the sight of the Lord, and shall drink neither wine nor strong drink; and he shall be filled with the Holy Spirit, even from his mother’s womb. 1:16 and many of the children of Israel shall he turn to the Lord their God. 1:17 And he shall go before him in the spirit and power of Elijah, to turn the hearts of the fathers to the children, and the disobedient to the wisdom of the just; to make ready a people prepared for the Lord. 1:18 And Zacharias said unto the angel, W hereby shall I know this? For I am an old man, and my wife well stricken in years. 1:19 And the angel answering said unto him, I am Gabriel, that stand in the presence of God; and am sent to speak unto you, and to show you these glad tidings. 1:20 and, behold, you shall be dumb, and not able to speak, until the day that these things shall be performed, because you believe not my words, which shall be fulfilled in their season. 1:21 and the people waited for Zacharias, and marveled that he tarried so long in the temple. 1:22 and when he came out, he could not speak unto them: and they perceived that he had seen a vision in the temple: for he beckoned unto them, and remained speechless. 1:23 and it came to pass, that, as soon as the days of hi s ministration were accomplished, he departed to his own house. 1:24 And after those days his wife Elizabeth conceived, and hid herself five months, saying, 1:25 Thus has the Lord dealt with me in the days wherein he looked on me, to take away my reproach h among men

So it was that John the Baptist was born against all odds. His mother was old, and yet according to the Angel, she would still be able to bear a child. The story is similar to Joseph of Nazareth and Mary his betrothed.  Zacharia and his aged wife were finally having a child after being barren for so many years.  It would truly be a miracle for Elizabeth to have a child in her advanced years.  According to the Angel Gabriel their son would be named John, not Zacharias, as in normal Jewish custom. The Angel also goes on to say that John will be a great person in the eyes of the lord. He will be a person filled with the Holy Spirit. He would be a prophet, because many of the children of Israel shall he turn to the Lord their God. He shall have the power of Elijah to turn the hearts of the fathers to the children, and the disobedient to the wisdom of the just; to make ready a people prepared for the Lord. It seems John’s mission was to be a prophet of the Lord right from the beginning.

Bible:

And, behold, your cousin in Elizabeth, she has also conceived a son in her old age: and this is the sixth month with her, who was called barren. 1:37 For with God nothing shall be impossible. 1:38 And Mary said, behold the handmaid of the Lord; be it unto me according to your word.  And the angel departed from her. 1:39 And Mary arose in those days, and went into the hill country with haste, into a city of Juda; 1:40 and entered into the house of Zacharias, and saluted Elizabeth. 1:41 And it came to pass, that, when Elizabeth heard the salutation of Mary, the babe leaped in her womb; and Elizabeth was filled with the Holy Spirit:  1:42 And she spoke out with a loud voice, and said, Blessed are you among women, and blessed is the fruit of your womb

So according to the scriptures Mary of Nazareth was informed by an Angel that her cousin Elizabeth, despite her old age, was already six months pregnant. So Mary went to visit her cousin Elizabeth to the city of Judah called Hebron. A second reason was because when she realized that she was with child, and she could have been stoned to death for having a child out of wedlock. Joseph may have decided to abandon her for having a child without lying with him. Fortunately, Joseph had a vision, and an Angel came to him, and told him not to worry that Mary would bear a male child who would become a leader among men, and his name would be called Jesus (Jesua).

Joseph feared for Mary’s life, and he was himself confused.  A young woman that became pregnant without a husband was stoned to death in those days.  He knew it was best that Mary go to her cousin Elizabeth for a few months, so that his relatives would forget Mary for a while. This would give him time to announce that he intended to marry Mary. It was the safest way for Mary, Joseph concluded.

It was a hot sunny day in Nazareth that day in the year 1 BC in the country of Judea during the reign of Herod the Great, a governor put in place by the Romans. Mary, a short, longhaired brunette was a Jewish girl of age thirteen living in Nazareth, a city in northern Galilee in Israel. She was preparing for the three-day journey to the south of Judea to the town of Hebron to visit her cousin Elizabeth. Mary had a vision that her cousin Elizabeth, who was quite old and without child, was now pregnant. Mary and Joseph could not go together to Hebron where Elizabeth lived, because Joseph had a building business that required his presence. Joseph was sending a servant that worked for him to keep her safe. Joseph had just gotten done loading the donkey. “Mary, Nathaniel, my servant, will accompany you to Hebron for the three day journey of 70 miles,” Joseph said. “You know I want to come with you, but is better that you stay with your cousin for a while. The Angel of the Lord has told me you are pregnant, and I know you have not slept with me, so it creates a dilemma for us. No one will believe that you are a virgin, and you know the penalty for having a child out of wedlock, is stoning to death. I love you too much to let that happen, so I am sending you to care for your cousin Elizabeth.  There you will be out of reach of anyone intending to do you harm,” Joseph stated.  “I understand Joseph, and I am grateful,” Mary replied. “Upon your return I will have already announced our wedding to my family and relatives and townsfolk,” Joseph said.

Elizabeth and Mary had grown up together in Nazareth. Elizabeth had often watched over Mary when she was an infant. As Mary got older Elizabeth became more of an Aunt than a cousin.  Now that Elizabeth had married, and moved away, Mary had not seen her in over a year. Mary looked upon Elizabeth more as an Aunt than a cousin, because Mary was many years younger than Elizabeth. “It would also be safer for Mary to remain in Hebron for a while, should any of Joseph’s relatives suspect that Mary was with child. Mary knew Joseph was right and that he was acting in her best interests,” Mary thought.

Word had first come from a local merchant trader who had been to Elizabeth’s village, Hebron, that Elizabeth was expecting a child. This further explained the vision of the Angel to Mary, and the vision of the Angel to Joseph. The journey to Hebron, where Zachariah and Elizabeth lived was a long and dangerous journey. The danger was even greater when not traveling with a caravan that could protect its travelers with an armed escort. Despite these facts it was more expedient that Mary be on her way with Joseph’s servant Nathaniel. So it was that Nathaniel and Mary on a donkey headed south to the city of Hebron to visit Mary’s cousin Elizabeth. Nathaniel had to be careful of thieves that prey on caravans or isolated travelers. He took care to stay off the main caravan roads and to take the side roads where they would not run into thieves and robbers.

After Mary and Nathaniel left, Joseph went into his house to pray. “Lord God, if it be thy will, and Mary is to bring a child into this world, watch over her and keep her safe.  For this will be my first child, and one who is blessed by the Angels.  Give me strength Lord to deal with my weaknesses. God bless my family, Amen,” Joseph prayed.

The first day Nathaniel and Mary had reached the twenty-mile mark and stopped to rest for the night. They took blankets off of the donkey and bundled up for the cold desert air of the night. Mary lay on her blanket looking up at the stars when she noticed a shooting star. “I wonder if that is a sign to me from God,” she questioned. Nathaniel said little for he was but a servant of Joseph’s and he did not know Mary at all. After eating some dried fruit and dried lamb meat they retired for the evening.

The next morning they set out early for Hebron to avoid the heat of the desert. Nathaniel planned to avoid going through or stopping at Jerusalem since it would slow down their trip and it was a dangerous city to enter for just two people. Mary was a talkative young girl with a bundle of energy. She spoke to Nathaniel while riding the donkey as they journeyed south. The next night they camped by a spring where they were able to fill up their water sacks and watered the donkey and give it time to feed on grass.

“How much further Nathaniel do we have to travel to get to Hebron,” Mary asked the next day? “Not far Mary, perhaps another days trip if we can walk more than thirty miles in one day. They passed a caravan headed north that day that were surprised to see just two people walking all the way to Hebron. A person in the caravan yelled out as they went by, “where are you two going, Jerusalem?” Nathaniel responded by yelling back, “No we are visiting relatives in Hebron south of Jerusalem.”  “Good luck and watch out for bandits, we killed three of them a day ago on the caravan trail,” the stranger shouted back. They had camels in the caravan that could walk a lot faster than a donkey. Nathaniel wished they had two camels to ride on instead of a donkey. “It is as the master wishes it,” he said to himself.

On the third day just before dawn Nathaniel and Mary approached the hilly country where Hebron lie. “Mary look down there in the valley lies Hebron,” Nathaniel pointed out to Mary. “Thank God, I am glad to get off this donkey and see my cousin Elizabeth,” Mary responded. As darkness descended, they entered the city of Hebron and searched for the house of Zechariah of Hebron. Finally, they came across the house and entered in. “Mary it so good to see you and I guess you have heard the news,” Elizabeth said. Mary introduced Nathaniel to Elizabeth and Zechariah. “I have come to help you cousin in your time of need,” Mary said. “Keep it a secret cousin, but I am also with child,” Mary confided to Elizabeth. “What did Joseph say and did you sleep with him,” Elizabeth asked Mary. “No an Angel of the Lord came to me in a dream and told me I would be with child without lying with my betrothed ’,” Mary whispered. “I was afraid that I would be stoned and fearful that Joseph would leave me,” Mary said. “Do not worry Mary, you are safe here with our family and we will protect, and care for you until you return to Nazareth,” Elizabeth said.

The sun rose early the next day and Mary was preparing some food for Nathaniel to take on his return trip.  “Thank you Nathaniel for delivering me safely,” Mary exclaimed. “Give my love and best wishes to Joseph,” Mary said. After that Nathaniel took the bag of food Mary had prepared for him, and headed off on the donkey for the three-day trip back to Nazareth.

One day while Mary was staying with Elizabeth the baby kicked in Elizabeth’s stomach. Elizabeth was amazed and excited to have a child, and to have Mary there to help her through the pregnancy. Truly both of them were blessed by God to have children. Elizabeth was in her advanced years, and Mary was in her younger teenage years (13 exactly). Truly two miracles had occurred. Mary stayed for three months, and then returned to Nazareth to her betrothed Joseph. Elizabeth was able to purchase space for Mary in a caravan going from Hebron to Jerusalem and then on to Nazareth to give her a safe return to Nazareth.

When she returned Joseph had a welcoming party to introduce his betrothed to his family and relatives. Everyone was happy for Joseph for this was his first marriage and Mary’s first marriage also. “Joseph, Elizabeth sends her best wishes to you and your family,” Mary said. “I am so glad to be back home in Nazareth with you Joseph,” Mary exclaimed.  “I am glad you have returned safe and sound my love,” Joseph said. “Come let us feast and celebrate your return to our family,” Joseph shouted out.

When Elizabeth heard from Mary that an Angel had told her of her pregnancy, Elizabeth was overwhelmed with joy. It would be good to have someone to help her through her first pregnancy, Elizabeth thought.  Mary would have time to rest and not fear reprisal from Joseph’s relatives for being with child and not lying with Joseph.  Mary knew that once Joseph announced formally that he intended to marry Mary the problems with her being pregnant would subside. It was after all, Mary and Joseph’s first child.

Bible: 

1:56 And Mary abode with her about three months, and returned to her own house. 1:57 Now Elisabeth’s full time came that she should be delivered; and she brought forth a son. 1:58 and her neighbors and her cousins heard how the Lord had showed great mercy upon her; and they rejoiced with her. 1:59 And it came to pass, that on the eighth day they came to circumcise the child; and they called him Zacharias, after the name of his father. 1:60 and his mother answered and said, Not so; but he shall be called John. 1:61 and they said unto her, there is none of your kindred that are called by this name. 1:62 and they made signs to his father, how he would have him called. 1:63 and he asked for a writing table, and wrote, saying, His name is John.

When Elizabeth finally delivered John, he was premature by a few months. Jewish tradition would have Elizabeth naming the male child after his father Zacharias, but the Angel of God had instructed her to name the child John, and that is what she did.  Zacharias was stricken deft and dumb for not believing that his aged wife would have a child. When Zacharias was asked what to name the child, he wrote down on a tablet, John. Immediately he regained his voice, and hearing, and he blessed the Lord. Zacharias was a priest of the Temple at Jerusalem who administered the incense on occasion. Both Elizabeth and Zacharias hailed from a long line of Priests and this gave great credence to John’s legacy from birth.  Mary and Joseph were of the house of David and they also had a claim to a great heritage. Two male children, born but 13 months apart, with great family lines, and blessed by an Angel. Destiny was about to erupt in Judea and Galilee. 

Chapter 2- The birth of Jesus (Jesua) of Nazareth

Bible: Matt:

1:18 now this is how the birth of Jesus Christ came about. When his mother Mary was betrothed to Joseph, but before they lived together, she was found with child through the Holy Spirit.

1:19 Joseph her husband to be, since he was a righteous man, yet unwilling to expose her to shame, decided to divorce her quietly.

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1:20 such was his intention when, behold, the angel of the Lord appeared to him in a dream and said, “Joseph, son of David, do not be afraid to take Mary your wife into your home. For it is through the Holy Spirit that this child has been conceived in her.

1:21 She will bear a son and you are to name him Jesus, because he will save his people from their sins.”

1:22 all this took place to fulfill what the Lord had said through the prophet:

1:23 “Behold, the virgin shall be with child and bear a son, and they shall name him Emmanuel,” which means “God is with us.”

1:24 When Joseph awoke, he did as the angel of the Lord had commanded him and took his wife into his home.

1:25 He had no relations with her until she bore a son, and he named him Jesus.

2:1 When Jesus was born in Bethlehem of Judea, in the days of King Herod, behold, magi from the east arrived in Jerusalem,

2:2 saying, “Where is the newborn king of the Jews? We saw his star at its rising and have come to do him homage.”

2:3 When King Herod heard this, he was greatly troubled, and all Jerusalem with him.

2:4 Assembling all the chief priests and the scribes of the people, he inquired of them where the Messiah was to be born.

2:5 they said to him, “In Bethlehem of Judea, for thus it has been written through the prophet:

2:6 ‘And you, Bethlehem, land of Judah, are by no means least among the rulers of Judah; since from you shall come a ruler, who is to shepherd my people Israel.’”

2:7 Then Herod called the magi secretly and ascertained from them the time of the star’s appearance.

2:8 He sent them to Bethlehem and said “Go and search diligently for the child. When you have found him, bring me word, that I too may go and do him homage.”

2:9 after their audience with the king they set out. And behold, the star that they had seen at its rising preceded them, until it came and stopped over the place where the child was.

2:10 they were overjoyed at seeing the star,

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2:11 and on entering the house they saw the child with Mary his mother. They prostrated themselves and did him homage. Then they opened their treasures and offered him gifts of gold, frankincense, and myrrh.

Luke:

1:26 in the sixth month, the angel Gabriel was sent from God to a town of Galilee called Nazareth,

1:27 to a virgin betrothed to a man named Joseph, of the house of David, and the virgin’s name was Mary.

1:28 and coming to her, he said, “Hail, favored one! The Lord is with you.”

1:29 But she was greatly troubled at what was said and pondered what sort of greeting this might be.

1:30 Then the angel said to her, “Do not be afraid, Mary, for you have found favor with God.

1:31 behold, you will conceive in your womb and bear a son, and you shall name him Jesus.

1:32 He will be great and will be called Son of the Most High, and the Lord God will give him the throne of David his father,

1:33 and he will rule over the house of Jacob forever, and of his kingdom there will be no end.”

1:34 But Mary said to the angel, “How can this be, since I have no relations with a man?”

1:35 and the angel said to her in reply, “The Holy Spirit will come upon you, and the power of the Most High will overshadow you. Therefore the child to be born will be called holy, the Son of God.

1:36 and behold, Elizabeth, your relative, has also conceived a son in her old age, and this is the sixth month for her who was called barren;

1:37 for nothing will be impossible for God.”

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1:38 Mary said, “Behold, I am the handmaid of the Lord. May it be done to me according to your word.” Then the angel departed from her.

 Luke:

2:3 so all went to be enrolled, each to his own town.

2:4 And Joseph too went up from Galilee from the town of Nazareth to Judea, to the city of David that is called Bethlehem, because he was of the house and family of David,

2:5 to be enrolled with Mary, his betrothed, who was with child.

2:6 while they were there, the time came for her to have her child,

2:7 and she gave birth to her firstborn son. She wrapped him in swaddling clothes and laid him in a manger, because there was no room for them in the inn.

2:8 now there were shepherds in that region living in the fields and keeping the night watch over their flock.

2:9 the angel of the Lord appeared to them and the glory of the Lord shone around them, and they were struck with great fear.

2:10 the angel said to them, “Do not be afraid; for behold, I proclaim to you good news of great joy that will be for all the people.

2:11 for today in the city of David a savior has been born for you who is Messiah and Lord.

2:12 And this will be a sign for you: you will find an infant wrapped in swaddling clothes and lying in a manger.”

2:13 And suddenly there was a multitude of the heavenly host with the angel, praising God and saying:

2:14 “Glory to God in the highest and on earth peace to those on whom his favor rests.” The Visit of the Shepherds.

2:15 When the angels went away from them to heaven, the shepherds said to one another, “Let us go, then, to Bethlehem to see this thing that has taken place, which the Lord has made known to us.”

2:16 So they went in haste and found Mary and Joseph, and the infant lying in the manger.

2:17 When they saw this, they made known the message that had been told them about this child.

2:18 All who heard it were amazed by what had been told them by the shepherds.

2:19 And Mary kept all these things, reflecting on them in her heart.

2:20 Then the shepherds returned, glorifying and praising God for all they had heard and seen, just as it had been told to them. The Circumcision and Naming of Jesus.

2:21 When eight days were completed for his circumcision, he was named Jesus, the name given him by the angel before he was conceived in the womb. The Presentation in the Temple.

2:22 When the days were completed for their purification according to the law of Moses, they took him up to Jerusalem to present him to the Lord,

2:23 just as it is written in the law of the Lord, “Every male that opens the womb shall be consecrated to the Lord,”

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2:24 and to offer the sacrifice of “a pair of turtledoves or two young pigeons,” in accordance with the dictate in the law of the Lord.

Luke 1:24-26, Mary conceived Jesus in the sixth month of Elizabeth’s pregnancy with John. This meant that Jesus was born 15 months after the angel Gabriel appeared to Elizabeth’s husband, Zacharias, and informed him that his wife would bear a child.

Mary a 13-year-old dark haired Nazarene girl became pregnant before becoming betrothed to Joseph of Nazareth. Mary was a quiet beauty with deeply piercing brown eyes and a wide smile for everyone she spoke to.  Joseph had first thought to abandon Mary until the Angel came to him in a vision. In order to protect Mary, Joseph decided to send Mary to see her cousin Elizabeth in Hebron to get her out of Nazareth before his relatives realized that Mary was pregnant. Mary leaves for Hebron quickly and Joseph takes his time telling his family that he is going to marry Mary when she returns from caring for her elderly cousin Elizabeth.  Joseph telling his family and relatives that he is going to marry Mary prevents them from suspecting Mary is pregnant. The penalty for an unmarried woman becoming pregnant in those days was stoning to death. Joseph avoided this situation by sending Mary away immediately and telling his family afterward the he intended to marry Mary. The Angel of God convinced Joseph that he must protect Mary and his first unborn child.

Because of the Roman census, Joseph and Mary had to return to Bethlehem the town in which he was born to register for the tax census. Mary was almost due with her child, but they took the long three-day journey to Bethlehem anyway. When they arrived late at night in Bethlehem they could not find a room in an Inn and Mary was forced to give birth to Jesus in a manager (cave) with straw and animals. It would be as described in the scriptures.

Bible:  Luke:

2:25 now there was a man in Jerusalem whose name was Simeon. This man was righteous and devout, awaiting the consolation of Israel, and the Holy Spirit was upon him.

2:26 it had been revealed to him by the Holy Spirit that he should not see death before he had seen the Messiah of the Lord.

2:27 He came in the Spirit into the temple; and when the parents brought in the child Jesus to perform the custom of the law in regard to him,

2:28 he took him into his arms and blessed God, saying:

2:29 “Now, Master, you may let your servant go in peace, according to your word,

2:30 for my eyes have seen your salvation,

2:31 , which you prepared in sight of all the peoples,

2:32 a light for revelation to the Gentiles, and glory for your people Israel.”

2:33 the child’s father and mother were amazed at what was said about him;

2:34 and Simeon blessed them and said to Mary his mother, “Behold, this child is destined for the fall and rise of many in Israel, and to be a sign that will be contradicted

2:35 (and you yourself a sword will pierce) so that the thoughts of many hearts may be revealed.”

2:36 there was also a prophetess, Anna, the daughter of Phanuel, of the tribe of Asher. She was advanced in years, having lived seven years with her husband after her marriage,

2:37 and then as a widow until she was eighty-four. She never left the temple, but worshiped night and day with fasting and prayer.

2:38 And coming forward at that very time, she gave thanks to God and spoke about the child to all who were awaiting the redemption of Jerusalem.

2:39 when they had fulfilled all the prescriptions of the law of the Lord, they returned to Galilee, to their own town of Nazareth.

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2:40 the child grew and became strong, filled with wisdom; and the favor of God was upon him. 

The Gospel of Luke goes on to tell us about the birth of Jesus that Mary and Joseph took Jesus to be circumcised, as was the tradition after 8 days. While at the temple in Jerusalem they had the child named Jesus, as was the custom. A man named Simeon who was a righteous man had a vision that before his death he would see “The Messiah of the Lord.”  

When Mary and Joseph entered the temple, Simeon asked to hold the child, and when he had Jesus in his arms he gave him a blessing.  After the blessing Simon, said to Mary and Joseph, “Go in peace.”  “My eyes had seen your salvation, Lord, which you prepared in sight of all peoples, a light for revelation to the Gentiles, and glory for your people Israel,” Simon prayed. Mary and Joseph were amazed and shocked at Simon’s reaction to their son Jesus. Simon had indicated to them that God blessed Jesus and that he was destined to do great things. They thanked Simon and left the Temple, amazed that Jesus was blessed by God and that he has a destiny to achieve in Israel. After the blessing Mary and Joseph returned to Galilee to their own town of Nazareth.

Matthew and Luke tell us of the birth of Jesus and the appearance of the Angel of the Lord to Mary and to Joseph. Jesus is born in humble surroundings in a manger (cave) in Bethlehem. Afterward a Star is seen in the sky marking the birth of Jesus. Wise men come from the east and discover Jesus and his Mother Mary and Joseph and give thanks with gold, frankincense, and myrrh to honor Jesus.

The actual birth of Jesus is not really December 25th. It is more likely it was earlier in December or November that Jesus was born. The Jewish calendar and the Roman calendar differed as to the date. The closest major Roman holiday was the winter Solstice.  The coming of the Wise men or Maggi is celebrated several weeks later in January, however the actual date could be months later. The actual date is not known. 

What Jesus’ parents do know about their son is that he destined for great things and is blessed by Angels, Simon and an aged prophetess Anna.  This information only further convinces both Mary and Joseph that Jesus birth is a most unique incident that was foretold in the scriptures. It must have been overwhelming for Joseph and Mary to realize that their son could one day become the Messiah destined to save all of Israel. It was a secret that would burn in their hearts for years to come.

Contrary to what the Catholic Church says, Mary would go on to have many children after Jesus with Joseph, Salome, James, and Judah. They would have a large family but only the birth of Jesus would be a unique happening that they must keep secret all their lives. Jesus was the oldest of five children and a special child indeed.

Chapter 3- The Flight into Egypt of the Holy Family

 From the Bible:

2:11 and on entering the house they saw the child with Mary his mother. They prostrated themselves and did him homage. Then they opened their treasures and offered him gifts of gold, frankincense, and myrrh.

2:12 and having been warned in a dream not to return to Herod, they departed for their country by another way. 

2:13 When they had departed, behold, the angel of the Lord appeared to Joseph in a dream and said, “Rise, take the child and his mother, flee to Egypt, and stay there until I tell you. Herod is going to search for the child to destroy him.”

2:14 Joseph rose and took the child and his mother by night and departed for Egypt.

2:15 He stayed there until the death of Herod, that what the Lord had said through the prophet might be fulfilled, “Out of Egypt I called my son.”

2:16 when Herod realized that the magi had deceived him, he became furious. He ordered the massacre of all the boys in Bethlehem and its vicinity two years old and under, in accordance with the time he had ascertained from the magi.

2:17 Then was fulfilled what had been said through Jeremiah the prophet:

2:18 “A voice was heard in Ramah, sobbing and loud lamentation; Rachel weeping for her children, and she would not be consoled, since they were no more.” 

2:19 When Herod had died, behold, the angel of the Lord appeared in a dream to Joseph in Egypt

2:20 and said, “Rise, take the child and his mother and go to the land of Israel, for those who sought the child’s life are dead.”

2:21 He rose, took the child and his mother, and went to the land of Israel.

2:22 But when he heard that Archelaus was ruling over Judea in place of his father Herod, he was afraid to go back there. And because he had been warned in a dream, he departed for the region of Galilee.

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2:23 He went and dwelt in a town called Nazareth, so that what had been spoken through the prophets might be fulfilled, “He shall be called a Nazorean.”

Editor’s Note: Many thanks to the Coptic Church of Egypt for the oral and written stories of the Holy family in their flight from Herod’s soldiers. The Coptic Church split from the Roman Catholic Church in 450 AD but still maintains many of the original Christian traditions to this day.

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After the Wise men left, Joseph had a vision in which an Angel told him to flee to Egypt to avoid Herod’s wrath.  Joseph, Mary and Jesus and fled the country in the middle of the night, and traveled from Bethlehem to the Egyptian border which was over a 100 miles, and then onto the nearest Jewish settlement, another 30 miles from the border.   The journey took four days.

Herod was very angry that the Magi did not report back to him as to where the New King of the Jews was born. Herod sent out his soldiers to the town of Bethlehem to kill all the infants less than two years of age. The soldiers even chased Mary, Joseph, and Jesus into Egypt itself.  When a neighbor of Mary and Joseph told the soldiers of Herod that an infant had been born outdoors in the town of Bethlehem.

“Mary, an Angel came to me in the night and told me we are in great danger. Herod will seek out Jesus or any infant claiming to be the King of the Jews, and slaughter them,” Joseph confessed. Joseph was visibly shaken realizing that the soldiers of Herod were seeking his blessed son Jesus. They had left Bethlehem and had traveled to Jerusalem to have Jesus circumcised as was the Jewish custom after 8 days. Jerusalem was a hard two days walk from Bethlehem. Now after having a vision from an Angel, Joseph had to take his family and flee from Bethlehem for the border of Egypt to avoid Herod’s wrath.

“Mary, help me pack our belongings and let us depart quickly,” Joseph instructed.  “Yes my beloved husband, I will do as you say,” Mary exclaimed. “I am worried my husband, what is to become of us, and our child Jesus,” Mary said. “Is he really to become the King of the Jews having been born of such a lowly status in life, Mary questioned?  “I do not know, but what I do know is the Angels of God knows all, and sees all, and we are to obey,” Joseph commented. “Let me take some of the gold, frankincense, and myrrh that the Magi brought us, and trade it for some food and goat sacks of water for our journey,” Joseph said. He went off to find a local merchant that he could trade the gold, frankincense, and myrrh for food supplies such as dried fruit and meat and goat skins to put water in. He found a Jewish merchant called Samuel, and after some bargaining he managed to barter much of the gold, frankincense, and myrrh for a several sacks of food. Returning to Mary soon after, Joseph told her of his successful barter for food and goat water sacks. Mary was relieved that they would have food for the journey. Being that it was late in the day, Joseph decided to wait a few hours until the sun began to set to avoid the heat of the day in the desert. They left in the middle of the night.

 It cooled off a few degrees when they departed the city of Jerusalem heading south to Egypt with but a donkey, and all of there belongs loaded on the animal. The dust rose up in the air as Joseph sandals scrapped along the dry soil, and the donkey kicked up dust with the burden of Mary, and all their belongings loaded on the beast. The only thing that kept them going was their faith in God that he would lead them to safety. They had only a few days lead on the soldiers of Herod who were on horseback not donkeys.

Several hours later they stopped to rest. The sun had already set the cool desert night air under a full moon making the trip more bearable.  “I am sorry to have dragged you all over Israel,” Joseph commented. “It is as the Angel of God had commanded us my husband,” Mary said. “I will give the donkey some water, and we will be on our way,” Joseph said. Mary breastfed the little infant Jesus, and soon they were on their journey again. They stopped around 3:00 a.m. in the evening from exhaustion, and sought shelter under a large tree along the side of the caravan route.

 Mary took out some bread, and dried fish and they offered up prayers to God and ate their small meal. The desert was bright that cold February evening under the full moon. Joseph and Mary were even fearful of the wrath of Herod, and his soldiers. They knew the further they got away from Jerusalem the safer they would be. What they did not know was that Herod’s soldiers would chase them all the way into Egypt. 

The next morning was very cold as the sun rose warming the desert landscape. Joseph had risen early, fed the donkey and packed up their supplies before Mary awoke with Jesus. Quickly they were on their journey once again before the heat of the desert made travel impossible, even in the winter of the season. It was six days after the Feast of Purification in the month of February as they fled to Egypt. 

“How much farther Joseph do you think the Egyptian border is,” Mary asked? Another two days I believe or maybe three. We will have to go through Sinai first” Joseph responded. They stopped during the midday heat, and rested under a small tree. Mary and Joseph prayed together, and then ate some dried meat, dried fruits, and water. Later Mary breastfed Jesus, and they rested for several hours. In the early evening hours they began their journey until late into the darkness of the night.

Five days later they arrived at the settlement called Gaza. The journey was about 130 miles from Jerusalem.  They went first to the well to replenish their water supply. While at the well many Egyptians that passed by asked from where they had come. Mary did not respond for fear of giving away their purpose. Joseph told then that they were traveling to visit family members living in Heliopolis (modern day Cairo).  So they stayed at Gaza for two days after the exhaustive trip from Jerusalem. They needed to recover from their fatigue, which they did under a grove of olive trees just outside the town of Gaza.  “I have prayed every day and night for our safety on our journey Joseph,” Mary remarked. “I know this is a difficult trip in the middle of the winter season, but summer is even worse with high temperatures and a broiling sun,” Joseph said. Baby Jesus was doing well, and Mary kept him well covered from the dirt of the desert and the heat of the day. After two days of rest they moved on though the Bersabe desert that was well known for its sand dunes and difficult travel. The distance from Gaza to Heliopolis (modern Cairo) was 60 leagues, or 180 miles over sand dunes, and dangerous country. Their progress was much slower each day because of the deep sands of the Bersabe desert. While on their way a caravan from Bethlehem passed them by. “Strangers how goes your journey,” Joseph asked a caravan guide. “We come from Bethlehem,” the caravan guide remarked. “Have your seen any of Herod’s soldiers on the way,” Joseph asked. “Yes, they are two day behind us headed this way,” said the caravan guide. “God be with you in your journey,” Joseph shouted to the caravan guide. Soon the caravans of camels were a cloud of dust on the horizon. “Mary we must proceed faster for the soldiers of Herod are on horseback and two days behind us,” Joseph remarked. “What will we do my husband,” Mary asked sadly.  “We must make it to El-Zaraniq today and find food and shelter,” Joseph remarked.

El- Zaraniq (Floussiat) 37 kilometers or 22 miles west of El-Arish

After traveling about 22 miles that day they came to the town of El Zaraniq (Floussiat), and there they rested that night. They were careful to stay off the main caravan roads for fear of being robbed or stopped by foreigners. “Joseph I know the God is with us on this terrible journey. Be strong my husband,” Mary said. “It is as it was written my wife that we must bring the savior out of Egypt,” Joseph responded. They prayed together in the shade of an abandoned house foundation. The future looked bleak but their faith in God was their strength. It was a journey that would seem endless for over four years. “We have another days journey to reach El Arish where we can trade for more food. I have some of the gold the Maggi left us to barter with. I did not spend it all in Jerusalem,” Joseph said. “I am sure God will provide if we are in need,” Mary commented. “We must stay ahead of Herod’s soldiers for they are traveling faster than we can travel with a donkey,” Joseph commented.

The next day they left at sunrise to avoid the noonday sun to travel to El-Arish which was about 20 miles or so. The trip was hot and difficult with a hot desert wind that day. Mary was holding up well holding Jesus on the Donkey all the way. They rested every few hours, and took a mid-day break at noon to eat, and avoid the scorching sun. Joseph was tired and he was beginning to feel his age but he said nothing to Mary for fear of worrying her. Joseph had never been to Egypt before and had no map, yet the Lord gave Joseph a vision in his mind as to which caravan road to travel on. It was much like a blind man walking in an unknown desert. The Lord leadeth and the lord knows the mission for whom he had planned for Mary, Joseph, and Jesus. 

Later that evening they entered El-Arish and sought out the well to refill their goatskins with new water. They exhaustion was great and traveling alone on a caravan road without a caravan as protection was dangerous. They were every mindful of robbers who prey on people who travel the caravan roads. Only their faith in God provided the protection they needed to stay away from harms way.

The next day they left for Farma, (ancient Pelusium) which was midway between El-Alish and the present day Port Said. This would be their last stop in the Sinai.  On their journey that day many birds assembled overhead and showed the way to Farma. Mary knew it was a divine sign from God, and she was comforted. Joseph walked the entire way of the journey. As he was walking to Farma suddenly his legs had more spring to them and his stride was longer. Truly God had given his old body new strength. It would take many such miracles to keep the Holy Family moving through Egypt. “Joseph how are you doing,” Mary inquired. “God is with me my love and he has given me new strength,” Joseph replied. “I see a mirage of the town of Farma which must be over the horizon,” Joseph said. After many rest stops they finally entered Farma that evening. They rested near an old rock wall. Their food supplies were running low as well as feed for the donkey. They would need to buy some food for them and the donkey at Farma the next morning. 

As the sun rose the next day Joseph went into the marketplace at Farma and with some of his few remaining pieces of Gold he bartered for some feed for the donkey and dried meat and dried fruit for him and Mary. Mary waited at the old rock wall in the shade until Joseph returned. Upon his return he fed the donkey and they both eat some dried figs in honey and some dried fish. Packing up the donkey, they got a late start that day. “Where is our destination today,” Mary asked. “The lord has told me we are headed to a town called Tel Basta (Basta),” Joseph commented. “I had a vision that miracles will happen when we reach the town,” Joseph said. “Miracles you say, that is wonderful,” said Mary. “Be patient my wife, we will be at Tel Basta soon. Six hours later they arrived at Tel Basta and a strange thing happened. Tradition has it that all of the stone idols in the town crumbled and fell to the ground as they entered the main marketplace. There was no well in the town, and they were worried about their short supply of water.  Mary sat with Jesus on a rock near the marketplace as the sun was going down. Suddenly, water began squirting from the side of the large bolder they had been sitting on. It was a miracle as Joseph had seen. The towns’ people were grateful for the new well of water, but angry about their stone idols crumbling to the ground. They blamed the destruction of the idols on the Holy Family causing them to flee the town after but a few hours.

Several miles outside of Tel Basta, Joseph stopped and told Mary they would sleep under a grove of trees for the night, and then head to Mostorod (Al Mahamma) the next day. Mary was still amazed how the water appeared from nowhere to form a well, as well as the idols falling down. God’s will was very powerful. Joseph and Mary talked that evening about all that happened in Tel Basta and how the miracles of God took place with the new well and the fallen idols. Truly God blessed them on their journey. Sleep came quick that cold night and they huddled together for warmth.

The next day they were on their way to Mostorod (Al Mahamma). Joseph had another vision and so did Mary. They saw idols crumbling again and water and a well too. “Did you have any visions last night Mary,” Joseph inquired as they were walking. “Yes, I saw more idols falling and a bathing place for me to wash Jesus,” Mary replied.  “I had the same dream,” Joseph commented. “How strange that all the idols in the towns we enter are to crumble and fall to the ground,” Mary commented out of her amazement at the power of the Lord. “It is as it should be,” said Joseph. “God had ordained that these events to be as we travel throughout Egypt,” Joseph responded. They were getting close to Old Cairo now as the many miles began to shrink. Later that evening around 7:00 while the sun was going down they entered the marketplace of Mostorod. Here again the stone idols crumbled and fell to the ground. Mary and Joseph quickly passed through town and found a small bathing place outside of town where Mary bathed the infant Jesus. No one in the town knew who they were or where they had come from. All they knew is that they were Jews from a foreign country. Mary was not aware that on their return trip Jesus and her would cause another spring to gush forth in Mostorod. There was no time to rest in Mostorod because he again the towns folk were angry that someone had caused their stone idols to crumble and fall to the ground. Ten miles outside Mostorod, Joseph stopped for the evening rest. They huddled together near an olive tree and prepared their bed for the evening. The air was cold as usual and Joseph and Mary and Jesus had to wrap an extra layer of clothing around them to ward off the desert cold.

Tradition has it that a traveler on the caravan road from Judea told Joseph that a large group of soldiers on horseback were but a day travel behind them. Mary and Joseph were worried. Mary noticed that a nearby farmer was planting seeds in his field. She asked the farmer when he has started seeding his field and he replied, “ I started seeding yesterday and today.”  Mary had a vision in the night, and the next day she told the farmer that some soldiers of Herod were chasing them and would soon come by. She did not want the farmer to lie to the soldiers about when he saw the Holy family go by, so she sprinkled some water she had in her goat sack over the field the farmer had just planted. “The Lord will provide,” Mary prayed. The farmer did not understand what Mary was doing and neither did Joseph. The next day as they were about to leave and suddenly the field had a month’s growth in just one day. After the Holy family left on their journey to Phillippos the Soldiers of Herod arrived, and they stopped and asked the farmer had he seen a couple with an infant travel by. The farmer not wanting to lie told the soldiers that he had indeed seen this couple ride by when he first planted his field. The soldiers looked at the field which was very high and determined that there was at least a months growth. Realizing the Holy family was a month ahead of them they became discouraged, and turned around and headed back to Judea.

Belbeis (Ancient Phillippos) 55 kilometers or 34.1 miles from Old Cairo

The next day the Holy Family continued on their journey to Belbeis (ancient Pillippos) that was a long 34-mile trek from Mostorod. “The journey will be longer today Mary,” Joseph commented. “God will guide us as usual, ”Mary commented. “I will set a faster pace today to get us to Phillippos before late evening. The Lord was with them that day, and the 34 miles went by swiftly and they entered the town of Phillippos at 8:00 that evening. Mary was exhausted and when she got off the donkey she rested under a tree. To this day the tree is called “The Virgin Mary’s tree.”  They ate, fed the donkey and collapsed into a deep sleep that evening. Soon their journey would be over in Old Cairo where there was a community of Jews living there. Joseph wondered if the soldiers of Herod were still behind them or not.

The next morning they arose, ate and continued on their journey. God had revealed himself to Joseph in a dream that night before that they would have to cross the Nile river at Meniet Samanoud (Meniet Genah), in order to get to Samanoud. When they reached the Nile River they took time to wash up and water the donkey. They a few gold pieces left that was enough to get them across the Nile on a ferry barge. Mary was amazed at the size of the Nile River, and how long and wide it was. “Truly this is a creation of God,” Mary said to Joseph. “Look at how wide and long this Nile River is,” Mary exclaimed. Joseph was also impressed with the size of the Nile River. The coolness of the Nile River around his legs felt wonderful, as Joseph stood knee deep in the river when he got off the raft.  “Now that we have crossed the Nile, we are almost to Babylon (old Cairo),” Joseph commented.  “It is good that God’s will has come to pass,” said Mary. There were many different nations of people on the river raft that day. Nubians, Egyptians, Jews, and Philistines were all traveling to old Cairo.  Here in the Nile Delta the farmlands were rich with dark black dirt, and thousands of acres of crops. Tradition has it that here in Meniet Samanoud that Mary kneaded some dough on a granite trough for the Holy Family. At the well nearby Mary drew water for Joseph and Jesus, and they stayed a few days to rest up from their long journey. They filled their goatskins with water and found a shady place to stay and rest for a few days. Herod’s soldiers did not appear and the fear of them catching up to the Holy family subsided.

Meniet Samanoud (Meniet Genah)

After a few days of rest Joseph informed Mary that they would be entering the town of Sakha (Pekha-Issout or Lysous) later that day. They reached Sakha in a day’s journey, and searched for a place to stay. They found an abandoned home foundation on the edge of the town. Tradition has it that here the infant Jesus touched a rock leaving an imprint of his foot in bas-relief. It was another miracle of God to show the local people that this was Jesus, Son of God.  Mary did not believe that by Jesus stepping on a rock that his foot impression would be made, but sure enough there was the impression in the rock in front of her eyes. “Truly the power of the Lord is great, and the bounty he has provided us with,” Mary prayed.  They stayed in Sakha for several days replacing their water supply, and buying more food in the town marketplace. Wherever they went people were taken by Mary’s appearance, and they always asked, “Where was she from and what was the infant’s name?”  Mary was always polite, but never revealed that they were from Israel. Joseph traded the donkey in the marketplace for a stronger and younger donkey, since their donkey was to tired, and without strength to continue the journey. Joseph had some frankincense the Maggi had given him left and he offered that and the old donkey helped seal the barter for a younger and stronger donkey.

Heliopolis (Old Cairo) and the Jewish Ain Shams settlement

They left after a few days to cross the Belgas Wastelands in the western desert of Egypt. Their goal was to reach Matareya that was only ten kilometers or 6.2 miles from the city of Heliopolis (Old Cairo). Ain Shams was a settlement of Jews and was home to a large Jewish population. They had erected a temple synagogue of Unias. The Holy family would be welcome in this Jewish settlement. Once again another miracle occurred where Mary rested on a rock a spring gushed forth from the earth. Those around at the time all wondered at the miracle that had occurred. “Who is this Mary of Nazareth, and Joseph the Carpenter,” the townsfolk inquired.  “Hail Joseph, where do you come from,” many Egyptians asked him. “I am from Bethlehem in Judeo, and we are visiting relatives in Ain Shams,” Joseph said. “Is it not true that your wife Mary brought forth a new spring in our village,” several Egyptians asked Joseph. “I do not know of this spring you mentioned,” Joseph denied Mary’s miracle. He was afraid that the Egyptians would fear that the Holy family was cursed and force them out of town. Fortunately, no stone idols crumbled or fell to the ground in Ain Shams.

So the Holy family rested in Ain Shams for many months. Mary was beginning to feel that they could live in this place forever. Many towns’ people came to see the miracle Mary had created in forming a spring to spurt forth from the ground. Egyptians and Jews alike were amazed at this miracle and the beauty and grace of Mary and her infant Jesus. They made friends in the Jewish community of Ain Shams, and worshipped in the temple synagogue of Unias. Finally, it seemed they had reached their final destination and God would provide for them. Joseph went out to seek labor in which he could earn some wages in building. Mary trying to help did some stitching and helped her neighbors with their chores. Their life was beginning to come together, although they longed for their homeland.

After six months with only petty jobs to be had, Joseph decided to more on to Misr El Kadima to seek better employment, and a house to live in. Tradition has it that upon entering the town of Misr El Kadima the local stone idols crumbled, and fell to the ground as they had in many other towns they had visited. Mary was afraid because these events usually made the local townsfolk angry and cause them to drive the Holy family out of the town. The Governon of Fustat, when he heard of the crumbling of the stone idols, was enraged. He sent out his soldiers to seek out the culprits. When the soldiers returned they informed the Governor of Fustat that a Jewish family from Bethlehem was to blame. They also found that the mother, Mary and the Child Jesus had miraculous powers. They claimed that it was the power of their Jewish God that caused the statutes to fall and not them personally.

The Holy family was again forced to flee when they learned from a friend that the Governor of Fustat wanted to have the infant Jesus killed for making the idols fall down in the town.  Mary, Joseph and Jesus fled the town and hid in a cave called Abu Serga. The cave was small but comfortable. Mary began to wonder if they would ever be safe in Egypt?

The next day the Holy family left for the Maadi where they boarded a sailing boat, and headed up the Nile River. Joseph had to use the last of a few coins he had left to pay for the boat.  They docked at Deir-Al-Garmous 10 kilometers or 6.2 miles west of Adhnein El Nassara. They rested here for a day, and then continued to get as far away from Heliopolis (old Cairo) as possible to avoid the wrath of the Governor of Fustat. “Mary I know you are afraid, but it is God’s will that he crumble the stone idols of the Egyptians,“ Joseph said. “We must have faith that God will find us a home where we can live, and not have to worry about anyone killing Jesus,” Joseph said. “You are right my husband,” Mary responded.

Later that evening they entered Abai Issous “The Home of Jesus.”  The present day Sandafa village, east of Al-Bahnassa, and 17 kilometers west of Beni Mazar. (10.5 miles). They journeyed to Bahnassa, and finally to Samalout where they had to cross the Nile again. Being that they were foreigners, few people offered them shelter or food. The Holy family rested in a cave at Gabal El Kaf “Palm Mountain.”  It was here they lived peacefully for a little more than a year. Mary was feeling tense and tired from having to flee every town and village they came to. Finally, the cave at Gaval El Kar offered some shelter and protection from the elements. Joseph sought some labor locally to help them buy some food, and Mary settled in to caring for Jesus. He was a bright child and had a good appetite. She was still breast feeding him and giving him some chopped up dried fish and dried fruit from time to time. Joseph helped a local person repair their house roof and received some chickens and food for his services.  The journey had been long, and they had been in Egypt for over a year and ½. 

Gabal El Tair-Samalout (Minia)

Tradition has it that another miracle was said to have occured at the Laurel tree south of Gabal El-Tair. The tree is called “Al Abed,” “The Worshipper,” it is said to worship Jesus, branches incline downward, and then upward. Mary, Joseph and Jesus were said to have passed this way. “Joseph do you see how beautiful the laurel tree branches swoop down,” Mary exclaimed to Joseph one day as they rode by the laurel tree that was to become “Al Abed.”  Everywhere the Holy family went in the old days of Egypt there seem to be some kind of miracle. Mary did not intentionally cause these miracles; rather the Angels of God seem to have acted on their own in proclaiming the “Son of God.”  The miracles were as good and bad for the Holy family. When a miracle occurred it attracted attention, and many people from around the area came to see the woman known as the “Virgin Mary.”  The bad part of the miracles is that evil men were also drawn to the miracles for their own gain. Often they had to flee a town when the people began to get out of control. Some townspeople offered food and gifts to the Holy family and Mary was most grateful. They were always considered “foreigners,” wherever they went.

Nazet Ebeid, (Minia)

Once day they came to Nazet Ebeid on the Nile and they had to cross over the Nile to get to the city. A raft was available for the Holy family, and their donkey for a small coin Joseph had left. The river currents were strong that day and Mary worried for the infant Jesus. Joseph consoled her as the raft slowly crossed the Nile. When they got to the other side, they stopped and rested at the outskirts of Nazet Ebeid. Here again was another mysterious town they had to adjust to, and find water and shelter. They were never invited by any town’s folk to stay in their home or eat of their food. The townspeople looked on them as some strange foreigners that seemed to have magical powers. “Mary we are going to stay here for a day or so, and then move on to Al-Ashmounein the following day,” Joseph said.  “It is good my husband, because I am weary of traveling,” Mary commented. Joseph went into Nazet Ebeid to the marketplace to see if they had a town well where he could refill their goatskins with water. He had also hoped to barter with some local people for some dried meat and dried fruit. One such merchant named El Akim drove a hard bargain in exchange for some gold pieces Joseph had saved. Joseph had managed to buy some goat meat that was dried, figs and dates. Mary would be happy that he was successful in bartering for food since they were running low of supplies.

When Joseph returned to Mary and Jesus whom were waiting outside of town they sat down and ate their dinner for the day. Joseph said a few prayers of thanks before they ate their meal of flat bread, dried goat meat, figs and dates. The air cooled off quickly that evening, as Mary lay with Jesus, breast-feeding while she looked at the many stars in the sky. “Isn’t it amazing how many stars there are in the sky,” Mary said. Joseph responded by saying, “as many as the grains of sand in the desert, and all different.”  “Do you think that some day our son will become a leader or king among men as the Angel promised,” Mary asked.  “I do not know my love, but I do know that God is with us in our journey and always protecting us when we are in need,” Joseph exclaimed.  “My spirit and belief in the Lord has grown these many years in Egypt. I do not know when we can return to our village of Nazareth, but I hope it is God’s will,” Joseph remarked.

Al-Ashmounein (Hermpolis Magna)…

Several days later after a good rest the Holy family decided to move on to Al-Ashmounein (Hermpolis Magna). It was only a half-day journey, and they entered the town that was bustling with people in the marketplace. Unfortunately the stone idols again began to crumble and fall to the ground. The townspeople became angry and forced the Holy Family out of town. Mary was visibly upset about the miracles and the negative image it gave them in every town. Joseph tried to calm her to prevent her from crying. “We will stay at the next town called Dairout Al-Sharif,” Joseph said and they continued on the dusty dirt road. 

Dairout AL-Sharif (Philes) 12.4 miles

The Holy family arrived in Dairout Al-Sharif (Philes) in the later afternoon of the next day. The donkey needed water and rest so Joseph was forced to seek shelter. A grove of trees off the caravan road seemed like a safe place to rest. The heat of the day was especially intense that day, and there were no travelers on the caravan road. Mary and Joseph prayed and washed off Jesus afterward with a wet cloth. Mary and Joseph had darkened considerably from being exposed to the sun all the time. She kept Jesus wrapped up to protect him from the sun. “Is God watching over us today,” Mary asked Joseph. “ He is always watching over us Mary,” Joseph responded in a positive manner. His feet were killing him and he needed a new pair of sandals. Perhaps in the next town he could barter for a pair of sandals.

Qussgam (Qost-Qoussiia) and Meir (Meira)

The Holy Family passed through Qussgam and Meir the next day but did not stop except to refill their goatskins with water. It seemed important to Joseph that they make distance between them and Cairo. Mount Gabal in the distance was Joseph’s goal for the day. It would offer caves for shelter and water from the mountain springs. Here they could rest longer and build up their strength. As the sun began to set they came upon Mount Gabel and a large cave half the way up the mountain. A small spring was located nearby which would provide them with water and many wild olive trees grew around the base of the mountain. Truly God had provided once again. Joseph fetched some water while Mary breastfed Jesus.

After feeding and watering the donkey they sat down in the comfort of the cave, and ate sitting upon some rocks. It was the last of the dried goat they had left that night. Mary and Joseph would seek out some olives and other wild plants on the next day. They all fell fast asleep from fatigue that night and all that was to be seemed well.

Gabal Mount Qussqam, Assuit (327 kilometers south of Cairo or 203 miles)

Joseph did not know at the time but the Holy Family was 203 miles south of Heliopolis (old Cairo). Here at Gabal Mount Quussam, Assuit, they felt safe enough to stay in a cave. One night when Joseph was sleeping an Angel appeared to him and said it was safe to return to Israel, for Herod was dead. When Joseph awoke he was overjoyed to tell Mary the good news. “Mary, Mary, the Angel of the Lord came to me in my sleep, and told me to return to Israel our home. Herod is dead, and it was safe for us now to return home,” Joseph shouted. “Thank God,” Mary exclaimed. They packed up their belongings, and left the next day to return to Israel, not to Jerusalem, but to Nazareth where it would be safe for them and Jesus.

And so the return journey retracing their steps through Egypt, but giving Cairo a wide avoidance.  Their journey took them many months through Mount Dronka- Assiut- 8 kilometers or 4.9 miles southwest of Assiut, and back around Heliopolis (Old Cairo), Matariyah, Mahamma, back to the Sinai Peninsula, and finally back to Galilee, and to Nazareth. All in all they traveled over 2,000 miles over four years in their exile journey to Egypt and back. It was truly a miracle they survived the perils of Egypt.

Chapter 4- Young Jesus at age 6

Jesus was a bright child and did everything his mother Mary asked of him. One day Mary decided to share with Jesus the story of his miraculous birth hoping that it would motivate him to achieve his destiny. “Jesu (Jesus) my son come and sit down on this rock in the shade,” Mary asked. “How are you today, my son,” Jesus replied “I am well mother, why do you ask?” “I want to tell you a story that you will need to remember all your life,” Mary said. “I love stories from the Bible,” Jesus remarked. “No this is a real story about a young girl and the Angels of God,” Mary said.  “One day she said a poor maiden of Nazareth was sleeping at night when the Angel of the Lord came to her and said, “Do not be afraid Mary for you will bring forth a son and he will be a ruler among men and you will name him Jesu,” Mary said. “That is my name mother, who is this twin?” Jesus asked. “ Let me finish my son,” Mary remarked.  “At that time the young maiden was not yet betrothed to her husband to be,” Mary said. “When the young maiden awoke she went and told her husband to be about the vision she had. He too had a vision and a visitation from an Angel of God,” Mary said.  “The Angel of the Lord told this man to send his bride to be to a city called Hebron in the south of Judea,” Mary whispered softly. “So what happened Mother?” Jesus inquired. “It was as the Angels forecast and the Angels of the Lord were right. Eventually, the maiden became betrothed to her husband and she returned to Nazareth to bear her first male child called, Jesu Ben Joseph, “Mary finished her story. “So what does this story have to do with me, mother?” Jesus asked. “You are the destined one the Angel of the Lord predicted would be born,” Mary announced. “You are the one who is destined for great things my son,” Mary remarked. “Remember this my son, for one day you will have an opportunity to lead the people of Israel from the yoke of suppression under the Romans. You are the divine one that the scriptures have announced will come one day to save Israel,” Mary said. Jesus sat there and replied, “That was a good story mother, thank you for sharing it with me,” Jesus remarked. “Can I go out and watch father build a house now?”  “Yes, my son, go in Peace,” Mary said. 

Each year as Jesus got another year older, Mary told Jesus this story over, and over to make sure he knew he had a destiny as foretold by the Angels of God. Jesus always thought they were just stories mother loved to tell, and never really took her seriously until he was 12 years of age.

Chapter 5- Young John of Hebron

Bible: Luke:

1:57 when the time arrived for Elizabeth to have her child she gave birth to a son.

1:58 Her neighbors and relatives heard that the Lord had shown his great mercy toward her, and they rejoiced with her.

1:59 when they came on the eighth day to circumcise the child, they were going to call him Zechariah after his father,

1:60 but his mother said in reply, “No. He will be called John.”

1:61 But they answered her, “There is no one among your relatives who has this name.”

1:62 so they made signs, asking his father what he wished him to be called.

1:63 He asked for a tablet and wrote, “John is his name,” and all were amazed.

1:64 immediately his mouth was opened, his tongue freed, and he spoke blessing God.

1:65 then fears came upon all their neighbors, and all these matters were discussed throughout the hill country of Judea.

1:66 All who heard these things took them to heart, saying, “What, then, will this child be?” For surely the hand of the Lord was with him. 

1:67 Then Zechariah his father, filled with the Holy Spirit, prophesied, saying:

1:68 “Blessed be the Lord, the God of Israel, for he has visited and brought redemption to his people.

1:69 He has raised up a horn for our salvation within the house of David his servant,

1:70 even as he promised through the mouth of his holy prophets from of old:

1:71 salvations from our enemies and from the hand of all who hate us,

1:72 to show mercy to our fathers and to be mindful of his holy covenant

1:73 and of the oath he swore to Joseph our father, and to grant us that,

1:74 rescued from the hand of enemies, without fear we might worship him

1:75 in holiness and righteousness before him all our days.

1:76 And you, child, will be called prophet of the Most High, for you will go before the Lord to prepare his ways,

1:77 to give his people knowledge of salvation through the forgiveness of their sins,

1:78 because of the tender mercy of our God by which the daybreak from on high will visit us

1:79 to shine on those who sit in darkness and death’s shadow, to guide our feet into the path of peace.”

More

1:80 the child grew and became strong in spirit, and he was in the desert until the day of his manifestation to Israel.

“The child (John) grew, and became strong in spirit living in Hebron, Judea. John’s father Zechariah saw to it that John was well trained in the bible and Hebrew tradition. Every year Zechariah would take his family, Elizabeth and John to Jerusalem for the Passover celebration.  Here they would meet Joseph of Nazareth and his family Mary, Jesus, and his brothers and sisters. John was 15 months older than Jesus, however they got along very well. John’s nickname for Jesus was “little Yeshua,” because even when they were young boys John was taller than Jesus. By the time John was 12 he grew to six feet four inches tall while Jesus was only five foot ten inches at age 11.

One year when John was eight and Jesus seven years of age, their families met in Jerusalem for the Passover festival. During the week they stayed in tents outside the walls of Jerusalem because they had no relatives living inside the walls of Jerusalem that had any room for their families. While Joseph of Nazareth and Zechariah the priest and father of John were sitting around a fire and talking, John and Jesus were running among the tents outside the walls of Jerusalem.

“Little Yeshua, can you catch me or are you as slow as a turtle,” John shouted. “I will catch you and bury your face in the sand,” Jesus replied as they ran around the tents. John tripped on a tent cord and Jesus finally caught up to him as he rolled on the ground. “Alright you win ‘little Yeshua,’ John shouted as he swallowed some sand. It wasn’t until an hour later that Joseph and Zechariah noticed that John and Jesus were missing. “Mary do you know where Jesus and John are,” Joseph asked? “No I have not seen them all morning,” Mary replied. “James go and look for your older brother, and swat him in the head and bring him back here for your mother and I,” Joseph shouted. “Must I find the little weasel father,” James replied. “You are the eldest and it is your duty to keep track of your brothers and sisters,” Joseph stated firmly. James left in a huff to look for his brother Jesus and their 2nd cousin John. James found them in no time running around the tents in the tent city outside the walls of Jerusalem. “Come here Jesus for your father and mother are concerned as to your whereabouts. You are to return to our tent immediately,” James commanded. Jesus gave James a strange look but turned to John and said,” let us return to our tents before our parents get mad.”  So all three returned to their family tents.  Nothing more was said about the incident afterward.

John liked to quiz Jesus on his knowledge of the bible since John was always studying the bible with his father who was a priest in the temple in Jerusalem.  “Little Jesua, who freed the Jews from the Egyptian Pharaoh?” John asked. Jesus responded quickly, “Moses.” “Good, now where did our Jewish forefathers spend 500 years in captivity?”  Jesus thought for a second and said, “Babylon.” This game would go on for hours until the boys tired of the game and sought other entertainment. They were the best of friends each year at Passover time and when the Passover Festival was over they both returned to their towns. John returned with his family to Hebron that was south of Jerusalem, and Jesus and his family returned north to Nazareth in Galilee. 

After returning from the Passover feast John’s father Zechariah took John aside and said, “It is time for your formal religious education to begin my son.” “I have asked Rabbi Slocum to spend time with you each week learning the bible and the torah,” Zechariah said.  “This will prepare you for your coming of age ceremony at age thirteen in the next year,” Zechariah went on to say. “Thank you father, I welcome the learning Rabbi Slocum will provide me. And so from that day forward John received formal religious training several times a week. He was a bright student and always asking questions.

One day John said to Rabbi Slocum, “who are the Essenes, Rabbi?” Rabbi Slocum an older man with a long white beard and a large distinctive nose and beady little eyes thought about the question for a moment and then replied,” they are Jewish brethren that seek the truth in Judaism and live in communities away from Jerusalem.”  “Are they Pharisees or scribes,” John asked? “No John, they are Jews that want to live a life of purity and follow the old traditions of Judaism,” Rabbi Slocum replied. “I have heard that they live in the desert by the Dead Sea,” John commented. “Yes they live in Qumram near the Dead Sea and they follow a person called the ‘enlightened one,’” Rabbi Slocum responded. “Now let us get back to our studies,” Rabbi Slocum asked.

From early on John had an interest in the Essene community and what they were doing out on the edge of the desert near the Dead Sea. He had seen the Essenes one Passover coming as a community to worship in the Temple during the Passover Holiday. They looked like any other person in Jerusalem but dressed a little differently with their robes that were bright in color.

At age thirteen the next year, John was ready for the “coming of age ceremony,” to be held in the temple in Jerusalem.  John’s father Zechariah was a Priest in the temple and this gave him some special privileges. Joseph of Nazareth, Mary, Jesus, and all of their other cousins, and family were invited to the ceremony. John was to do several readings that Rabbi Slocum had prepared him for. The ceremony went well, and one of Zechariah’s friends who was a priest, and Rabbi Slocum was the leader of the ceremony. Now John was officially a member of the local synagogue, and Hebrew member of the state of Israel, and an adult Jew. It was a great moment for John because it showed his father that he was ready for greater things perhaps as a priest or maybe a prophet as the Angel of the Lord had decreed when he was born?

Chapter 6 – Jesus at age 12

Luke 2:39-52

[41] Every year his parents went to Jerusalem for the Feast of the Passover. [42] When he was twelve years old, they went up to the Feast, according to the custom. [43] After the Feast was over, while his parents were returning home, the boy Jesus stayed behind in Jerusalem, but they were unaware of it. [44] Thinking he was in their company, they traveled on for a day. Then they began looking for him among their relatives and friends. [45] When they did not find him, they went back to Jerusalem to look for him. [46] After three days they found him in the temple courts, sitting among the teachers, listening to them and asking them questions. [47] Everyone who heard him was amazed at his understanding and his answers. [48] When his parents saw him, they were astonished. His mother said to him, “Son, why have you treated us like this? Your father and I have been anxiously searching for you.”

[49] “Why were you searching for me?” he asked. “Didn’t you know I had to be in my Father’s house?” [50] But they did not understand what he was saying to them.

[51] Then he went down to Nazareth with them and was obedient to them. But his mother treasured all these things in her heart. [52] And Jesus grew in wisdom and stature, and in favor with God and men.  

The first problem with Jesus being age 12 is in the days of Jesus they counted years from the first day a child was born.  That would make Jesus really 13 years of age. What is interesting is why did the writer of Luke put this story into the Gospel? It may have been a favorite story that Mary told the disciples about Jesus when he was young? Jesus acted just like a typical teenager when after three days his parents discovered he was still in the temple listening to men discuss the scriptures. How would he have learned so much about the Law and the Bible? Maybe Mary doting over him and making sure he had a good Rabbi to train him in the Torah and the Bible? Regardless what surprises everyone reading this passage is that when Mary told Jesus that his father and her were worried and they did not understand why he remained behind without telling them. This may have been a teenage moment where Jesus disregards his parent’s wishes and stays behind at the temple talking with the elders. His response that his mother should know that Jesus, “was in his father’s house.”   This completely baffled Mary, and afterward he returned home and obeyed his mother henceforth.

This is the only story about Jesus youth and it demonstrates Jesus rebelling to a small degree before he became a man in his coming of age ceremony later that year or next year. Every year Joseph and his family traveled to the Temple to celebrate the Passover and return home again. Jesus’ brothers and sisters are not mentioned in this passage for some reason. Mary and Joseph thought that Jesus was in the caravan with relatives as teenagers often do with a “sleep-over,” at a friend’s house in modern times. Mary and Joseph trusted Jesus to act responsibly and were shocked that when they searched he was not in the caravan.

So why tell this story? It points out that Jesus was a normal teenager that had a problem rebelling at age 12/13. He wasn’t perfect as a teenage, that is certain. This is perhaps one of Mary’s favorite stories about the headstrong teenager Jesus at age 12/13. Many followers of Jesus when he was an adult would have liked to believe that Jesus was always a perfect person as a teen or an adult.

Many lost Gospels tell stories about Jesus creating miracles when he was a child, and these Gospels were rejected by the church in 100 A.D. and later. What we do know about the young Jesus is that he met his second cousin John every year at the festival of the Passover in Jerusalem when Joseph took his entire family to visit every year. John lived in Hebron, which was 30 miles south of Jerusalem, and his father was a Priest at the Temple in Jerusalem. John was imagined to be a tall boy at 16, and Jesus average height of 5 ft. 10 inches tall. John may have had a nickname for Jesus such as “little Jesua.”  It is likely that children always gave one another nicknames to tease one another, as did John and Jesus. Perhaps Jesus stayed at John’s family tent or residence in Jerusalem? We will never really know where Jesus stayed at night for the two nights while his parents were returning to Nazareth with the caravan, only to realize that Jesus was not in the caravan. They were a day away from Jerusalem, and they had to return a day to find Jesus in the temple with the elders in discussions.

What the bible does not tell the reader is how did Jesus after age 13 become so wise in memorizing the scriptures and the Torah? How did Jesus learn of the coming of the Messiah? How did he develop a self-sufficient ministry to tell everyone in Palestine the “Good News?”  Those answers are found in other chapters in this book.

Jesus and John were close 2nd cousins whose families went to celebrate the Passover festival in Jerusalem every year. It is more than possible that they met one another during the festival, and prayed together, and shared bread together every year. 

Why did Jesus pick this year of all the years they visited the temple to become careless and stay behind knowing his parents would worry and eventually go looking for him? Perhaps it was a Rabbi that Jesus studied under that was getting him ready for his coming of age ceremony? This year would have been the year that he would be officially admitted to the Temple as an adult? Was Jesus a forgetful teenager? No. He was like most teenagers then, and today, not responsible for their actions, acting impulsively, and always challenging their parents. 

Perhaps the biggest changes came for Jesus as he started to develop a religious identity? Somewhere between age 12/13, Jesus became more aware of his destiny. At 12/13 Jesus would have gone through the “coming of age ceremony,” at his local temple and would have been recognized as an adult, and an official member of the temple or synagogue. This may have been an enlightening experience for Jesus?  It seems that Mary and Joseph did not really understand Jesus, and what he wanted to do to meet his destiny. Jesus at age 12/13 was beginning to come into his own identity and to discover the secrets of the Torah, and the Bible. Eventually, Jesus at age 14 or 15 would come to accidently meet a member of the secret Essene community that worshipped at Mount Carmel that was walking distance from Nazareth.

Chapter   7 – The Secret Mount Carmel Essenes (Children of the Light).

Editor’s Note: The Essenes were a religious group on a par with the Pharisees, Sadducees, and the Zealots in Jesus’ day. They chose to live in the wilderness, rather than stay in Jerusalem. They lived simple lives without animal sacrifice or greed of money. They dressed simply, and studied the Jewish Torah, the Bible, and other sacred writings in a devout manner.  They believed that a Jewish Messiah would come one day and save all Jews from the Romans and their strong grip on Israel. The Mount Carmel Essenes were not a monastic community as were the Qumran Essenes near the Dead Sea. 

Mary went to the central market one day when Jesus was 15 years of age. While at the central market in Nazareth a man approached her, and asked, “pardon me madam, but is your name Mary the wife of Joseph of Nazareth. “Yes, I am, who are you,” Mary asked? “I am Simon of Nazareth,” the man responded. “I am one of the leaders of the Mount Carmel Essene community. My family and I live in Nazareth, but conduct our worship services on Mount Carmel,” Simon said.  “ What is your business with me,” Mary asked. “ I would like to meet with your husband, Joseph the builder regarding some repairs to my house in Nazareth. “We live four blocks down this road on the right side. You will see a sign hanging in front of our house,” Mary responded. “My husband and my sons are working there now if you wish to see him today,” Mary said. “Thank you Mary,” Simon answered.  After their exchange, Simon headed down the street that Mary pointed to where her husband had his workshop.

When Simon came to the house of Joseph, he noticed a young man outside cutting a log. “Can you tell me where I can find Joseph the builder,” Simon asked?  The young man was Jesus, and he answered, “he is inside stranger.” Simon knocked on the door, and called inside for Joseph. A few minutes later Joseph came out and greeted Simon. “ Joseph, I am Simon of Nazareth, and I have a home on the other side of Nazareth which requires some roof repair,” Simon said. “I have many jobs this week,” Joseph replied. “I can come to your house next week to assess the damage to your roof and what it will cost to repair it,” Joseph responded. “Fine,” said Simon.  “My home is on the road of Olives, and it located on the corner of the street,” Simon said. “I look forward to your visit,” Simon replied. They shook hands, and Simon walked off down the street. “What did the stranger want, “ Jesus asked. “He has a roof that requires repair,” Joseph said.

Two weeks afterward Joseph, James, Jesus and Joses all headed to the other side of Nazareth to repair Simons house on Olive road. Together they carried two ladders and their tools. The house of Simon was easy to find and Joseph had James and Jesus set the ladders up against the roof to inspect the damage. “How bad is the damage,“ Joseph asked Jesus and James.  “It looks like we will have to replace some of the beams with new wood, and then put in a roof over the hole in the roof,” Jesus yelled down to his father. Joseph and Simon came to reasonable terms for the repair of the roof for the wood and covering plus labor. “We can begin tomorrow, “ Joseph told Simon. “That would be wonderful,” Simon replied. “My sons and I have to purchase some wood from Lebanon, and supplies and bring them to your house tomorrow,” Joseph stated. “Come my sons let us go to the market, and see if we can find a dealer in Lebanon wood,” Joseph remarked.

The next day Joseph and his sons returned and began to work on removing the rotted wood on the roof. They started early to avoid the broiling midday Judean sun. While James and Jesus were up on the roof, Simon and Joseph stood on the ground below. “What do you do for a livelihood,” Joseph asked Simon. “ “I buy and sell cloth at the market,” Simon replied. “Some people consider me rich, but it is a myth for I work hard like everyone else in trading goods from other countries,” Simon said.

“I have not seen you at the Synagogue,” Joseph said. Simon replied, “I am a leader of the Mount Carmel Essenes community.”  “Really, what is the Essene community all about,” Joseph asked. “We prepare ourselves for the coming of the Messiah,” Simon answered.  “I have heard of your community, many of whom live in tents on Mount Carmel,” Joseph said.  “Yes, some of our communities seek solitude on Mount Carmel to pray, and study the Torah, and the bible. “We welcome anyone to come and join our community or visit with our community in prayer,“ Simon said.

When Joseph returned home that day he mentioned to Mary that he had met an Essene Jew. Mary asked, “What do these Essene do?”   “I am not sure,” Joseph said. “They worship God on Mount Carmel, and some of them live in tents on sacred ground, and that is all I know,” Joseph replied.  “How strange, why do they not come to our synagogue to worship as the rest of us do,” Mary questioned?  “I do not know,” Joseph remarked.

Six months later Mary and Jesus were in the marketplace shopping for food when Simon and his wife Ruth walked by and said “hello.“  Jesus asked his mother, “is that not the man called Simon the rich merchant whom we repaired his roof.” “Yes, I think it is the man whom your father said was an Essene,” Mary replied. “What is an Essene mother,” Jesus asked?  “I do not really know my son. There is something mysterious about their movement. They are like the Pharisees, and the Seduces, whom study and practice in the temple. The Essenes prefer to worship outside of the temple on Holy ground on Mount Carmel,” Mary said. “Cousin John mentioned something about the secret Essene community at Qumram near the Dead Sea,” Jesus said.  After their discussion Mary purchased some greens and gave them to Jesus to carry.

“Several months later Jesus met a new friend at the synagogue in Nazareth. His name was Elisha of Nazareth, and he just happened to be the son of Simon of Nazareth whom Jesus had repaired his roof. Elisha and Jesus often discussed the Torah and the bible for many hours after visiting the synagogue. During one of their talks they were discussing what a Messiah was and whether one would ever come. Elisha invited Jesus to join him and his father in worship at Mount Carmel with the community of Essenes. Jesus accepted, and was very curious to see what these Essenes were all about. After he told Elisha he would attend the worship service of the Essenes, Jesus mentioned it to his mother in passing. “Jesus my son, it might be good for you to see another approach to Judaism and learn from it. Do not tell your father however,” Mary said secretly.

I am not sure he would approve,” Mary said.

The following Sabbath Jesus went up to the Mount Carmel Essene community after attending his own synagogue. It was a long one-hour walk to Mount Carmel. As he approached the Mountain, Jesus noticed many tents arranged in a large circle. This he knew must be where the Essenes were holding their worship service. As he came close to the tents Elisha came out to meet him and welcome him to the Essene community of Mount Carmel. 

The Essenes were all dressed in white robes for the worship service, and many read from the Torah and the Old Testament, as was the same in Jesus’ synagogue. When the Simon the leader began to speak Jesus was mesmerized. The Enlightened One spoke very softly about the coming of the Messiah and how the Essene community by living the pure life might make ready for the Messiah. Jesus was most interested in this talk of a Messiah. It was a topic that he had never heard before in his own synagogue. After the service the Essenes sat down in small groups to discuss living the good life for God. Jesus and Elisha sat in one group of men and listened to the discussion. After they had some food and drink, Jesus returned home with many ideas in his head about the coming of the Messiah.

Jesus and Elisha became fast friends and Jesus continued to visit the Mount Carmel Essenes as often as he could. Eventually he told his father Joseph that he was attending the services at the Essene community. “If you find the Essene community to your liking son, they you have my support. Just beware of false prophets,” Joseph said to Jesus.

After nine months went by Jesus asked Simon of Nazareth if he could formally be initiated into the Essene Community of Mount Carmel. Simon agreed to speak to the leaders of the Essenes for him. So, at age 15 Jesus began his formal initiation to the Essenes Community at Mount Carmel. 

John, Jesus’ 2nd cousin had joined the Qumran Essene community a year before Jesus joined the Mount Carmel Essenes. All this occurred after John’s father Zechariah died. The Qumran Essene community was located on the Dead Sea far out in the desert area of Judea. The Qumran community was more of a monastic community with spiritual purity and cleanliness of thought. They lived a simple life in exile from the rest of the Jewish world. Qumran was a major animal tanning center where they made leather scrolls for copying portions of the Old Testament, and other important Essene scrolls. The Qumran Essene community had it’s own water supply and grew much of it’s own vegetables. It was a very self-sufficient community in the Judean desert.

Jesus, being a Nazarene, and a northerner of Galilean, found a whole different philosophy with the Essenes of Mount Carmel. The Mount Carmel Essene community was not monastic community, and some of the community lived in Nazareth, and worshipped on Mount Carmel. Others of the community lived in tents on Mount Carmel. Mount Carmel was sacred ground, and only gardens or trees could be planted. No permanent structures or houses were permitted on Holy Ground. No trees could be chopped down or no one could kill anything there for food, not animals or birds. It was the prophet Elijah that made the mountain Holy Ground by making the mountain his home. It was here that Elijah built an altar of twelve stones (one for each tribe of Israel) on the mountain.  The Essenes established a divine school of holiness here in the tradition of Elijah. Simon of Nazareth, the Leader of the Essenes community taught the Essenes to prepare themselves through purity, dedication to the Torah, and deeply mystical spiritual life to receive the Messiah.

Eventually Mary and Joseph and their children followed Jesus’ lead and become members of the Mount Carmel Essene Community. Mary and Joseph were obsessed with the meaning of the coming of the son of man, and the messiah according to the Essenes who based a lot of their philosophy on the prophet Elijah. James, the brother of Jesus, became a very active Essene candidate and became a full candidate two years after Jesus became a candidate. James had always lived in Jesus’ shadow, and he wanted to help Jesus with his ministry by becoming a full-fledged Essene.

Jesus was a good student and became well known in the Essene community for his understanding of the Torah, the scriptures, and the Book of Meditation. Jesus had to promise to Essene community to:

  • Exercise piety before God, 
  • Observe justice before all, 
  • Do not harm to others, 
  • Despise wickedness and help the righteous, 
  • Show fidelity to all and those in authority, 
  • Not abuse authority, 
  • Show a simple of manner of dress, 
  • Love the truth and reprove those who lie, 
  • Never steal, 
  • Preserve the Holy Writings. 

One day Simon came to Jesus and said, “brother Jesus, I want you to memorize our Lord’s prayer so that you may use it everyday, Morning, Noon, and Evening prayer. “You will in time shorten the prayer for the masses of common people that do not worship Mother Earth,” Simon remarked. 

“And pray every day to your Heavenly Father, and Earthly Mother, that your soul becomes as perfect as your Heavenly Father’s holy spirit is perfect, and that your body becomes as perfect as the body of your Earthly Mother is perfect. For if you understand, feel, and do the commandments, then all for which you pray to your Heavenly Father and your Earthly Mother will be given you. For the wisdom, the love, and the power of God are above all.


”After this manner, therefore, pray to your Heavenly Father: ‘Our Father, who art in heaven, hallowed be thy Name. Thy kingdom come, thy will be done, on earth as it is in heaven. Give us this day, our daily bread, and forgive us our trespasses, as we forgive those who trespass against us. And lead us not into temptation, but deliver us from evil. For thine is the kingdom, the power, and the glory, now and forever. Amen.’


”And after this manner pray to your Earthly Mother: ‘Our Mother which art upon earth, hallowed be thy name. Thy kingdom come, and thy will be done in us, as it is in thee. As thou sends every day thy angels, send them to us also. Forgive us our sins, as we atone all our sins against thee. And lead us not into sickness, but deliver us from all evil, for thine is the earth, the body, and the health. Amen.'”

“Simon, how do you know that the Messiah is coming in our time,” Jesus asked.  “ Because, my son, it is written that at the end of time a Messiah will come,” Simon answered.  “Stay true to your studies,” Simon encouraged Jesus.  “Your destiny may well lie in the studies of our Essene community,” Simon said. Mary had told Jesus many times about the Angel that foretold that Jesus would be a leader among men. Jesus knew that in some way, he must find his true destiny with God through study and prayer.  Mary also told Simon about Jesus’ supposed destiny as foretold by the angel Gabriel. Simon took great interest in Jesus when he found that the Angel Gabriel had appeared to Mary before Jesus’ birth. He secretly felt this was a clue to the potential that Jesus might in fact one day become the “righteous teacher,” the Essenes had so long prayed for.

Jesus learned the power of prayer after hours of prayer, and meditation each day at the Essene community. His spiritual “eyes” were beginning to see a new meaning to life. The preparation of a good and simple life helped to prepare for the development of Jesus’ mission later in life. “Could this “Messiah” or “Teacher of Righteousness,” really save all the Jews from oppression,” Jesus often asked himself?

After 4 ½ years of study, at age twenty, Jesus was imitated into the Community of Essenes that worshipped on Mount Carmel. He had completed several years of study, and learned the Community Rule, the council of Holiness, and study of the Torah and Bible. He observed fasting, immersion in mikveh, kosher observance, and vegetarianism to live a purer life. He now had a choice of becoming a Scribe, and studying with a Senior Scribe for several years or becoming a Healer. He chose to follow the path of enlightenment by becoming an Essene Healer.  Jesus was always a mild mannered young man, with dark skin, deep brown eyes and a busy dark brown full-face beard, who deeply believed that he had a destiny to fulfill one day. He, being only human, lacked some self-confidence in becoming a Healer. He hoped that in time he would be more self-confident, and follow in the ways of the Lord with complete faith.

The same year Jesus was imitated into the Mount Carmel Essene community his brother James became a candidate. James had always lived in the shadow of his brother Jesus and not that Joses and Joseph his brothers were old enough to manage their father’s building business, 

 Jesus was required to give up his worldly possessions to the Essene community who would hold it in trust for him. At the end of the second year it was merged with the goods of the community. This was an opportunity Jesus could not pass up. He accepted the promise to life a pure life and became a Scribe for the Essene community. “I have little to give Master Simon,” Jesus said.  “Here are some personal items, and mementos my mother Mary kept from my childhood,” Jesus remarked. “It is enough that you give up worldly goods and distractions my son,” Simon said. “Come let me introduce you to the Joseph our Essene healer. Joseph has come to us from the Essene community at Qumran near the Dead Sea where he trained for many years. “Joseph this is our prize student, Jesus of Nazareth,” Simon introduced Jesus. “I am pleased to meet you brother Jesus and I am glad you chose healing over becoming a scribe,” Joseph commented.  “Peace be with you master Joseph,” Jesus said. “It is my honor as a teacher to show you the secrets of Essene healing and the book of Healing. So it was that Jesus began what was to become 10 years of training as an Essene healer.

One Sabbath Jesus noticed Elisha coming out of one of the tents in the Essene community. “God’s Peace Elisha,” Jesus shouted. “And peace be unto you brother Jesus,” Elisha said. “Where have you been lately Jesus,” Elisha asked?  “I have been deep in study with Joseph the Essene healer,” Jesus replied.  “I have learned a great deal about the prophets, and especially Elijah who predicted the coming of the Messiah,” Jesus said. “You must come, and join us in the Seder and lead us in prayers,” Elisa asked.  “I will try to come, and see you and your father Simon in Nazareth when I have time,” Jesus promised.  “God go with you Jesus,” Elisa said as he walked off down the Mount Carmel rocky road. 

This was Jesus’ ultimate mission to become a Essene leader and healer for the Essene community and maybe beyond?  Jesus continued to study the Holy Writings that God warned ‘Ezra’ to only “show the wise, while learning about Healing at the same time.”  These writings would include the “Book of Jasher,” “The book of Enoch,” and others. Jesus would become in time one of the greatest leaders of the Essene community on Carmel Mountain.

So it was, and so it was recorded that Jesus after baptism by John the Baptist began his ministry at age 30. Never did he mention in public or private that he was a trained, and active member of the Mount Carmel Essene community. Jesus had the Essenes to thank for his preparation for his ministry, his healing skills, and for his understanding of “the son of man,” and the Messiah to come. He had his mentors Simon the Essene, Joseph the Essene Healer to always turn to when he doubted himself. Simon and Joseph instilled in Jesus the importance of the end of time, and the coming of the “Righteous Teacher,” and the Messiah.” No one could be as well prepared in the knowledge of the scriptures as Jesus was, thanks to Simon the Essene, and Joseph the Essene.  

One day Simon would tell Jesus that it was time for him to go out and be baptized by John the Baptist to certify the beginning of his Essene minded mission.  Jesus obeyed Simon, and at the age of 30 he would go to the Jordan River to be baptized. He spoke first with him mother Mary about his seeking a ministry throughout all Judea, and she agreed that his training with the Mount Carmel Essenes was a valuable experience to prepare Jesus for his destiny. “Go forth my son and bring the “Word of God” to the masses that you might achieve your destiny as foretold by the Angel Gabriel,” Mary commented.

Chapter 8 – Jesus the Essene Healer

“Jesus your training has progressed amazingly well since you arrived here 4 1/2 years ago,” Simon said one day to Jesus. Joseph the Healer has told that you are a bright and intelligent and learning everything he is teaching you about healing. Joseph the Healer has mastered herbs, Dead Sea salt, and other amazing plants in healing many diseases. It is my hope that one day you will become one of the greatest Essene healers of all time and help in many ways to keep our community healthy.

One day Joseph and Jesus sat on a rock in his cave on Mount Carmel.  “Jesus I have much to teach you regarding herbs, magic mud, salts of the Dead Sea and other plants that heal some of the worst illnesses. In addition to learning magic drugs, I will attempt to teach you the “laying on of hands,” on a sick person and the faith you must have in the Lord to work through you to heal. “I am most excited to learn brother Joseph,” Jesus replied.

From that day forward Jesus trained as an Essene Healer. He learned how to help others in the Essene community that became ill, using certain herbs that Joseph grew in a small garden outside his cave. “Jesus you know it was the Angels the Rephaim (watchers) that gave the Essenes the herbs and roots of healing. We even use the salty mud of the Dead Sea and rocks with special magnetic properties,” Joseph said. “The Angel Raphael watches over all diseases and wounds of humanity in the Parables of Enoch,” Joseph commented.  “You and I are but humble servants of the Angels that watch over us Essenes,“ Joseph whispered. “You will learn to use opobalsam, mandrake, madder, bitumen, sulphur, stupteria, salt, soap, and the black mud of the Dead Sea to heal many illnesses,” Joseph advised. “Jesus, look at these seeds. They come from the Opobalsam plant that the Queen of Sheba gave as a gift to Solomon. We make the seed into a wine-like substance of red color,” Joseph commented. “Sometimes we also use the bark and the wood,” Joseph went on to say. “What does this plant heal Master,” Jesus asked?  “Well it is a well kept secret but we use it for treating snake venom, eye and ear diseases, shortness of breath, and headaches,” Joseph responded. “Be cautious brother Jesus for this drug is very, very potent and must be used sparingly,” Joseph exclaimed. “I will show you in time how to use the sap as well in the treatment of diseases,” Joseph said.

            “We dry dates as a cure for spitting blood and also for eye-salves,” Joseph also stated. “We grow our own date trees here on Mount Carmel and at our Qumran community by the Dead Sea. We use the dates for medicinal uses as well as for eating,” Joseph went on to explain. “Palm trees are one of our main crops here on Mount Carmel. Myrobalan or cherry plum is another fruit we use which we use with astringent wine helps healing of wounds, diarrhea, and menstruation. We also use it as a cure for stomach problems,” Joseph went on to say. “The flowers of Mother earth provides us with many bees which are useful for the treatment of many illnesses,” Joseph stated. Jesus was amazed at the extent of this healer’s knowledge. “Today we will go out to the eastern shore of the Dead Sea and collect plants such as the baaras or mandrake. “Mandrake you will see can be used as a cure for eye diseases, urinary infections, pains, nausea, and anxiety and sleep problems. The drug is so good that it can induce a deep sleep that looks like death,” Joseph remarked with a slight smile. “The mandrake plant is so powerful that we must use a rod to dig up the potent roots,” Joseph said. “You must be very careful brother Jesus with this plant for it is truly powerful and deadly as the same time, “Joseph warned. 

“One more plant “madder,” (rubia danaensis) is found in the southeast of the Dead Sea and we use it as a cure for jaundice, sciatica and paralysis,” Joseph pointed out. “Grab a stick and a few reed bags and we will travel to the dried out lake today to collect the plants I have spoken of,” Joseph said.  The desert sun was already blazing hot as they set off to the dried lakebed. We can buy the bitumen from an Essene trader that travels to the Dead Sea.  He collect Bitumen, a tar pitch that rises to the surface of the Dead Sea, and Madder, and Mandrake in case we cannot find any near the dried lake. We can also trade for andarani a special salt found on the northwestern shores of the Dead Sea. “I have an ancient scroll which our Essene scribes have copied called the Sefer Ha-Rdfu’ot or ‘Book of Remedies,” from Solomon which I want you to read and memorize,” Joseph stated. “I am most interested Master Joseph

 A few hours later Jesus, and Master Joseph arrived at the dried lake a few miles from Mount Carmel. Here they would search for mandrake plants. “Quick, Jesus, over here is a mandrake plant. Notice the shape of the leaves,” Joseph pointed out. “Now let us work together with our digging sticks,” Joseph shouted. “Stay away from the plant and help me dig under the plant to get at the roots. We want the whole plant to get the seeds and roots to use in our mixtures,” Joseph pointed out. They both struggled digging at the huge plant until they were able to uproot it. Joseph took a rope and tied it around the plant and finally pulled it out of the sandy clay ground. He and Jesus dragged it until they could wrap a blanket around it and tie it off. Joseph threw the bundle on his back and they returned to the cave on Mount Carmel.

            All that day they covered their mouths with cloth, and worked with the removal of the mandrake seeds, and roots. Nothing was wasted. The bark was soaked in water, and the seeds were crushed and made into a paste that they added water to and stored in clay jars. Jesus returned home very tired that first day. It was just the beginning of a constant collecting or trading for special medicinal plants that he and Joseph could use for healing. One day when Master Simon passed by Jesus he asked, “peace be with you brother Simon. How is your healing ministry going?” Simon asked. “Peace be with you too,” Jesus replied. “All is going well, and my Master Joseph is showing me all the secrets of Essene healing as given to us by the Angels. “My wife’s has had a pain in her head for several days, can I drop by and ask your Master Joseph if he has a medicine that will take away her pain?” Simon asked. “Of course Master Simon, please come by Joseph’s cave and he will give you a medicine to cure your wife’s head pain,” Jesus remarked.

            As the months went by Jesus was allowed to attend healings with Joseph using the many wonderful and secretive medicines they had collected. One day a small girl of age 7 was very sick, and her parents were worried, so they brought the little girl, named Ruth, to Joseph and Jesus, to be healed. Joseph did not use any drugs this time after examining her eyes and feeling her pulse. He said a short prayer asking God, and the Angels to cure this child. Then as she stood in front of him he placed his hands on her shoulders, and then her head and said, “I cast thee out demon, Go and leave this girl at once. Praise be to God. Amen,” Joseph prayer out loud. Then he poured some water over her eyes.  The girl fell backward and her father caught her before she hit the ground. She stood up and looked around, and Joseph asked her, “are you all right child of the light?”  She shouted, “I am well, Master, I am well father, and she ran off down the road out of sight.”  “Go in Peace brother,” Joseph said to the father. After they left, Jesus asked Joseph, “Master how did you do that? You did not use any medicine,” Jesus asked. “It was a process called, ‘the laying on of hands,’ “ Joseph responded. “What is this laying of hands,” Jesus asked. “It is all about faith brother,” Joseph said. “The sick one must believe that you have the power from God to heal for the laying of hands to work,” Joseph commented. “One day you will be worthy brother Jesus,” Joseph remarked. ‘With God’s help,” Jesus said. When Jesus returned home that evening he told him mother Mary and his brothers and sisters of the remarkable “laying of hands,” today and the curing of the young girl. “One day I hope to be as good as Joseph the Essene,” Jesus said.

            After several months went by Joseph the Healer approached Jesus and said, “Today we will learn of the mystical seven Angels of the Earth, and how the Angels help us to cure the sick. Remember we are the “children of the light,” and we believe in the “new covenant.”  You faith will determine how great an “Essene Healer,” you will become.  We recognize thirteen Sabbaths of the year, and with each Sabbath we have songs dedicated to that ceremony. Songs can help when healing. Some medicines will take time to work, and you must sing softly the songs of the thirteen Sabbath Sacrifice, and the prayers of the Angel of the Sun, and the other Angels that protect us. Some times you will dream of a glimpse of the Merkavah-his majesty’s throne chariot, and above it, God himself.

“I will teach you the prayer the Angels of the four elements, “ Joseph said one day to Jesus. “let us pray,” Joseph prayed.

Lord God almighty, creator of heaven and earth, most clement and merciful father, send me your four angels:  The Angel of Earth, the Angel of Water, the Angel of Air and the Angel of F7ire, That your will may be made manifest in me.

May the Angel of Earth take all the wastes of my physical body and give them to the earth, that she may absorb them and send them back to me in the form of health and purity. May he cleanse my whole body so that Life may flow abundantly through my veins and arteries? May my whole being be free, light, and unburdened, so that the kingdom of God and his righteousness may be established on earth and the golden age dawn among men.

May the Angel of Water wash all stains from my heart? May selfless love dwell in my heart, bringing me happiness, joy, and bliss. May my heart be pure, transparent, and crystal clear, so that the kingdom of God and his righteousness may be established on earth and the golden age dawn among men.

May the Angel of Air purify my intellect with an influx of wisdom and light. May my thought become lucid, keen, and radiant, so that the kingdom of God and his righteousness may be established on earth and the golden age dawn among men.

And may the Angel of Fire, who is none other than the Angel of the Sun, sanctify my soul and my spirit. May absolute truth penetrate my whole being. May my soul and my spirit know eternal life and be a dwelling for divine creative omnipotence, so that the kingdom of God and his righteousness may be established on earth and the golden age dawn among men.

Amen, amen, amen.

At the end of the first year of training as an Essene Healer, Jesus had memorized the many herbs and plants, and how to preserve and prepare them for the curing of the sick. Joseph the Essene Master was very proud of his pupil’s progress. “You know Jesus, you walk well in the sight of God,” Joseph commented. “Truly you are blessed with a good memory and a humble demeanor worthy of an Essene healer.”

            One day a mother brought a sick boy to Joseph the Essene Healer, and Jesus the Essene Healer assistant. Her son had an eye-swollen shut from some disease or bug. “Joseph what do you think caused the eye infection,” Jesus asked? “I do not know brother Jesus, but let us prepare a some opobalsam solution. Jesus ground up the seeds, and added a little water to make a paste. He gave it to Joseph who put the paste on the swollen eye.  “Bring him back to us tomorrow to see if the eye does not open or improve,” Joseph instructed the woman. “Thank you healer and peace be with you,” the woman responded. She led the little boy back home.

            The next day in the afternoon, Jesus was drying some figs on rocks in the sun when he saw the woman return without the boy. “Peace be with you Healer,” she said to Jesus. “And also with you,” Jesus responded. “How goes the child?” Jesus asked. “It is a miracle, his swelling is gone and the pus has dried out. He can see and asks if he could go play,” said the mother. “Thanks be to God for that,” Jesus said. “I have baked some bread to thank you healers,” the woman said as she put the hot bread wrapped in a cloth down on a rock near the cave of Joseph the Essene healer. “My master will be most pleased, thank you,” Jesus responded.

The woman turned and walked back toward Nazareth.

            “Today Brother Jesus we will do more work with the dangerous and powerful mandrake root that we dug out of the ground by the dry lake.  We have to be careful not to touch the mandrake until we can dry some of it out in the sun,” Joseph explained.  “Be careful if you give too much of the mandrake it can put the patient in a coma,” Joseph said. “Coma can be good and bad. If you need the patient to rest before you give them treatment a coma can be good. If you cannot get a patient to come out of the coma, it can be bad,” Joseph explained. “I have used this powerful drug to cure leprosy and other serious diseases,” Joseph commented. “Just remember to use it sparingly, for it very powerful,” Joseph warned. So they cut up the tubers with sticks and long knives, and a cloth over their mouth and nose and placed the mandrake root out on rocks in the sun. After they dried the root out they ground the root down into a power that could be stored in a clay jar.  Jesus did not know at the time, but years later in his ministry he would heal many lepers with this drug, and bring back people to life that were in a coma such as Lazarus.

            An old man with many skin sores came to Jesus the next week complaining of pain in his skin. Joseph and Jesus conferred as to what remedy would work and they decided to get some of the black mud of the Dead Sea which they had in jars and add some water to it and put the mud paste on the man’s skin. They had him lie down in the shade of a nearby tree while the black mud dried on his skin. Black mud was full of sulfur and salt and usually worked very well on skin ailments. That evening just before evening prayer they washed the black mud off of the old man’s skin and all the sores were dried up. “A miracle he exclaimed, thank you healers,” he exclaimed and ran down the road to his tent on the mountain.

            Sometimes patients are unable to come to the cave of Joseph the Essene Healer so Joseph and Jesus were called to a tent on the Mount Carmel Essene community where a young man had been bitten by a snake. Joseph cut an x where the snake bit the young man while Jesus washed it with sulfur soap. They then put a drying lotion on the bite area that would draw the poison out. Jesus wrapped a tight cloth around the young man’s leg to prevent the poison from traveling up his leg. “We will return tonight,” Joseph said. “Meanwhile, make sure you drink plenty of pure water all day and do not eat any solids. The poison will have drained by tonight, and the pain will be gone by tomorrow, “Joseph remarked.

When they returned that night the young man was sitting up, and looking much better. Jesus released the tight cloth on the leg, and Joseph washed off the sav on the Bitemark. The skin was very red, and the poison had been drawn out and drained onto the ground. You will have some bad dreams tonight, but by tomorrow you will return to normal,” Jesus told the young man. “Thanks be to God,” the young man said. “Amen to that,” Jesus and Joseph both said. 

            Eventually Jesus and Joseph the Essene were treating hundreds of illnesses and medical problems each month. Collecting the herbs and growing, what they could was a full-time endeavor. Once a month Joseph went into town to trade with the Essene trader for products he had brought from the Qumran Essene community near the Dead Sea. Because the trader was an Essene he, and only he, was allowed to bring these potions and healing plants to Joseph for use in the Mount Carmel Essene community. They swapped local plants and herbs that Joseph had for the ones that the Qumran Essenes had given the trader to bring to Joseph. Ordinarily the Qumran Essenes did not trade with the outside world since they were a monastic community, but this was the one exception since Joseph was originally a healer in the Qumran Essene community many years ago.

            Jesus learned about mystical treatments from India and far away countries from Joseph the Essene Healer. Jesus read all the scrolls on healing that Essenes had in their massive library. Each day he became more and more proficient in noticing similar illnesses and the proper cure of medicine for them. The Essenes were most grateful for Joseph the Essene Healer and Jesus the Essene assistant Healer. Many a life was save by their knowledge of all the healing properties of plants, herbs, magic stones, Dead Sea salt, Dead Sea black mud and mineral water.

            Jesus read in the Bible, that a man named Reuben went into the fields and found some mandrake plants, which he brought to his mother Leah. Rachel said to Leah, “Please give me some of your son’s mandrakes.”  But she said to her, “Wasn’t it enough that you took away my husband? Will you take my son’s mandrakes too?”  “Very Well,” Rachel said, “he can sleep with you tonight in return for your son’s Mandrakes. Mandrakes were a most powerful mystery medicine that the Essene healers had handed down through many generations.

            In Jesus second year of training as an assistant Essene Healer a strange happening occurred. Joseph and Jesus were called to a home of a man who was dying of some disease that was unknown. Unfortunately, neither Jesus nor Joseph had a horse or camel to travel on to reach this man named Nichelias who lived a days journey away from the Mount Carmel community. Joseph dispatched a wealthy young man who was an Essene who also owned a horse. Joseph gave the young man named Jekel a portion of mandrake in the form of power in a small clay jar for the dying man to keep the man alive until Joseph and Jesus got there to care for him. “Off with you now Jekel,” Joseph shouted. “Be sure to give Ezekiel the old dying man this portion when you arrive at his house for we cannot reach his house by foot in a days walk,” Joseph repeated. So off rode Jekel to the south as Jesus, and Joseph packed up their medicines, some dried food and water and began the one-day trek south.

            When Jekel arrived at the home of Ezekiel later that evening he introduced himself to Ezekiel’s wife and daughter and told them he had medicine from Joseph the Essene Healer at Mount Carmel. He gave the syrup like drink to Ezekiel who immediately fell into a coma. A day later Jesus and Joseph arrived to find Ezekiel in a deep sleep or coma. “What do you think Joseph,” Jesus whispered? “I will bring him out of the deep sleep and see if one of our potions will bring him back to health,” Joseph remarked. Ezekiel’s wife had already considered him dead since she could not see any breathing. She wept heavily all day long until Joseph and Jesus arrived. Joseph gave Ezekiel a strong stimulant to bring him out of the coma. After a few prayers Jesus and Joseph raised Ezekiel up to a sitting position when he opened his eyes. “His wife cried that he had returned from the dead.” “ Joseph and Jesus knew better since he was in a coma and not dead. Joseph gave Ezekiel some hot herb tea and observed his recovery. “How do you feel Ezekiel,” Joseph asked?   “I am a new man, thanks be to God,” Ezekiel shouted out with joy. “Our work is done here. We hope to see you both at services on the Sabbath as soon as you can travel, “ Joseph said. “God be with you,” Ezekiel and his wife responded. Jesus and Joseph left to return to the Mount of Carmel. “How did you raise him from the dead?” Jesus asked. “He was not dead, he was in a deep coma which I induced to help him to recover medically until we arrived,” Joseph commented.  Once we gave him the herbal tea the infection that was killing him was gone thanks to the coma we induced,” Joseph observed. “Some would call it a miracle that you raised a man from the dead,” Jesus said.

“Perhaps brother Jesus, but you, and I know that it was just good medicine with powerful drugs that we make to cure people,” Joseph whispered. “You must always keep this a secret for many will challenge you for raising a man from the dead and expect us to raise everyone from death, which we cannot do,” Joseph said as they walked down the hot dusty road back to Nazareth and then Mount Carmel.

            On a hot dry day as every day in Galilee on Mount Carmel a visitor came one day to see Simon, Jesus, and Joseph. His name was Nicodemis and he was a Priest of the Temple in Jerusalem.  Few people knew that Nicodemis was sympathetic to the Essene cause. He had traveled to Mount Carmel that he might talk with Simon, Jesus, Joseph and other Essenes about the coming of the Messiah. All of the Essene leaders did not know it at the time but in the end Nicodemis would claim the body of Jesus and have him buried in his own tomb.  “So brother Simon how are my esteemed Essene brothers doing lately,” Nicodemis asked? “Peace be with you Nicodemis and we are blessed to have you visit us. How goes it at the Temple in Jerusalem,” Simon asked?  “The usual politics,” Nicodemis commented with a wide smile. “Would you like some herb tea Nicodemis,” Mathias asked?”  “Yes that would be delightful,” Nicodemis responded. They talked for hours until Nicodemis decided to go to sleep for the evening in an empty tent provided for visiting Essenes. This was the first time the young Essene Jesus would meet Nicodemis, not realizing that later in his life Nicodemis would come to him outside of Jerusalem, and ask him how a person could get into heaven.

            The next day Nicodemis had returned with a caravan to Jerusalem. Jesus and Joseph returned to their daily ministry of healing. A blind man named Emmanuel came to Jesus, and Joseph one day, and begged them to relieve him of his blindness. Joseph asked them man if he asked the Angels to help him? The man named Emmanuel said he had prayed all his life to the Angels after he was stricken with blindness when he was a child. Joseph told Emmanuel that it would take great prayer, and healing power to return his sight to him. Jesus doubted they could reverse years of blindness and scarring of the Emmanuel’s eyes. “Is this within out power Joseph,” Jesus asked? The Angel of Light and Mother Earth will reveal unto us a remedy,” Joseph said and then he prayed to Mother Earth and The Seven Angels of the Earth.

The Essene Seven Angels and Mother Earth Prayer.

Our Earthly Mother,

She who sends forth her Angels

To guide the roots of man

And send them deep into the blessed soil.

We invoke the Earthly Mother!

The Holy Preserver!

The Maintainer!

It is She who will restore the world!

The earth is hers,

And the fullness thereof the world,

And they that dwell therein.

We worship the good, the strong,

The beneficent Earthly Mother

And all her Angels,

Bounteous, valiant,

And full of strength;

Welfare-bestowing, kind,

And health giving.

Through her brightness and glory

Do the plants grow up from the earth,

By the never-failing springs.

Through her brightness and glory

Do the winds blow,

Driving down the clouds

Towards the never-failing springs.

The Earthly Mother and I are one.

I have my roots in her,

And she takes her delight in me

According to the Holy Law. “

Editor’s note: See Glossary for Essene Prayers to the Seven Angels of the Earth and Mother earth.

“Jesus mix up some of the medicines we have for infections of the eye and place the mixture on each of Emmanuel’s eyes,” Joseph instructed Jesus. “Rest here for a day or so Emmanuel, and let’s us see if the Angels hear our call for help,” Joseph said. So they left Emmanuel lying on a straw mat under the shade of a tree for a day. That evening they returned and there was no improvement. Jesus fed Emmanuel some vegetable soup and gave him a blanket for the cool evening.

The next morning Jesus and Joseph came to the tree where Emmanuel had been lying and he was gone. “What happened to Emmanuel, was he kidnapped,” Jesus exclaimed?  Joseph said he did not know where Emmanuel was either. They looked everywhere in the Mount Carmel Essene community for Emmanuel but they could not find him. Finally, when they returned to Joseph’s cave, there was Emmanuel standing by the entrance to the cave. He was smiling. “Peace be with you brothers,” he said. “How are you today,” Joseph asked? “I can see, can you not see my eyes are open?” Emmanuel shouted. “It is truly a miracle from God and Mother Earth and the Angels have cured me,” Emmanuel said.  “Indeed you are blessed, Emmanuel, go with God this day,” Jesus remarked. And so Emmanuel went down into Nazareth and told everyone in the town about the miracle, and how Joseph and Jesus the Essene Healers on Mount Carmel cured him.

Jesus was beginning to learn that prayer and medicine helped to cure people more than any other combination. It was important that the sick person believe the Jesus or Joseph had the power to heal them and had complete faith in their abilities. Faith was the key work that worked more wonders than any of the herbs or medicines Jesus and Joseph had.

Jesus had a vision one night that he would raise a cousin of his from the dead one-day. He shared this with Joseph, Simon, Mathias, and Ezra his Essene mentors the next day. They were amazed and worried at the same time. What did the future hold in store for Jesus the Essene? Joseph knew in his heart that one day Jesus would be able to heal by the laying on of hands. It was just a matter of time and self-confidence in Jesus to make laying of hands for healing possible.

Jesus learned that magic stones that could pick up metal and other stones could also be used for healing. Joseph showed Jesus how they could heat up these magical stones and place them on a person’s back to remove back pain. At first Jesus did not believe that any stone could be magical, but after heating up these special metal attracting stone he changed his mind when saw the back pain go away in an old man who was suffering from great back pain.

Jesus learned over ten years how to use deadly drugs like Mandrake to cure terminally ill patients. When Jesus began his ministry two sisters of a man named Lazarus came to Jesus for help. They were all friends of Jesus. When Lazarus fell ill, his sisters sent a message to Jesus, “Lord, the one you love is sick.” When Jesus heard the news he sent some mandrake powder immediately by horseback of a friend, but told no one of this. Jesus did not own a horse or donkey so it took him two days to walk to the town of Bethany by foot.  When he got there Lazarus was already considered dead and was laid in the tomb. Martha went out to meet Jesus and said, “Lord, if you had been here my brother would not have died.” Martha was not aware that Jesus sent a secret messenger on horseback so that he could get to Bethany in a day’s ride. Jesus told Martha, “Your brother will rise again,” knowing that he had given Lazarus some mandrake powder that would put him a medical coma until Jesus got there to treat him. Martha thought Jesus was talking about the final resurrection of the dead. Jesus than said, “I am the resurrection and the life. He who believes in me will live, even though he dies; and whoever lives and believes in me will never die.”

Jesus went with Mary and Martha, the sisters of Lazarus, and the mourners to the hillside burial place of Lazarus. When they got to the tomb, Jesus asked to remove the stone that covered the tomb. He then went into the tomb and determined Lazarus was in a medical coma, but still alive. He gave him a very strong stimulant drug he had to bring with to bring Lazarus out of the coma. He then went outside the tomb while the medicine was working and raised his hands to heaven and prayed to God, finishing with these words: “Lazarus, come out!” A few minutes Lazarus came out of the tomb and Jesus instructed the crowd to remove his grave wrappings, and so they did. 

            Joseph the Essene Healer had told Jesus that one day he would bring someone thought to be dead, back from the dead or a deep coma. Few people in those days knew the difference. The curing of Lazrus was the proof that Jesus the secret Essene healer had learned well from Joseph his mentor over 10 years of training. The medical knowledge Jesus learned always seemed like a miracle to the common folk because they had no knowledge of healing herbs and special medical potions.

            Jesus’ greatest challenge was in the learning of “laying on of hands to heal.”  Joseph had instructed him how this kind of medical healing could come about. “The first thing Jesus is you must be feared or well known for your prayer and healing ability. People must believe in you more than they believe in the devil or themselves. You must be so positive that there can be no turning back with their healing,” Joseph instructed. “Most laying on of hands will occur in the heat of the moment, in front of a crowd, in a worship ceremony or other sacred event, Joseph went on to say. “You must be strong and not doubt yourself every, “ Joseph said. “They will know if you have any doubts. An invisible feeling will occur between you and the patient,” Joseph remarked. “They have to know in advance that you are the one and only Jesus from Nazareth (the secret Essene healer) who healed so many people before,” Joseph said. “They have to believe that you can produce miracles and that you and God are one working together for the good of mankind,” Joseph commented. “Yes Master I hear what you say but for now I do not feel so great. Perhaps in time, God with me, I will summon the power within to heal the sick no matter what the disease or illness by the laying on of hands, “ Jesus replied.

Chapter 9-The funeral of Joseph of Nazareth

It was in Jesus’ fifteenth year that his aged father Joseph of Nazareth became ill, and after several months of fever and sickness, he passed away in his sleep.  As was the Jewish custom he was buried quickly before sunset the day he died.  Mary, Jesus, and his brothers James, Joses, Judah, Joseph, and his sisters all grieved greatly for their loss. Jesus being the oldest would have to bear the burden of taking over his father’s building business. James agreed to help his brother Jesus with the business in order to support his mother and sisters. Jesus knew that this might one day postpone his chances of one day becoming a prophet.

“Jesus told his mother. “I grieve for my father, but I know from his hard labors he is at peace now in death,” Jesus sadly stated.  “I will be strong for you mother, for my heart is with you and you have always seen to my health and education, for which I am indebted greatly,” Jesus said.  “You are my beloved and my favorite son,” Mary said. “From the day you were born I knew that you were destined for greater things and – you would become a leader of men like your cousin John. “Send your brothers James and Joses to my cousin Elizabeth in Hebron, and tell them that Joseph has died. We will sit Shiva for a week to grieve his passing. Tell them to come and share with us,” Mary told Jesus. “James you heard what Mother has said, take Joses and travel to Hebron to tell Elizabeth, John and Zechariah, Jesus commanded.

According to Jewish tradition Joseph was put into the ground that evening, and his family prepared some food for visiting guests and extended family members and townsfolk when they came to sit Shiva in grieving for the loss of Joseph to his family.

This was a major turning point for Jesus for he had always looked up to his father who worked hard, and sacrificed so much for his family.  From the death of Joseph’s first wife of many years to the second marriage to Mary when she was a teenager, Joseph prevailed and remained strong. Through all the years in exile in Egypt he protected Jesus and Mary from harm and kept them together for four years until he could return to Nazareth in Galilee. Joseph showed Jesus everything about building, carpentry and how to work with his hands. Over the years Joseph’s family prospered and followed in the Orthodox Jewish customs. Jesus was well versed in the bible thanks to Joseph and Rabbi Ben Juda under whom Jesus studied for many years until it was time for his coming of age ceremony at age 12.

“Lord I pray gives me strength without my father Joseph to lead me. Guide me Lord and show me the way. Help me to be like Elijah of old and let me be a light to mankind. Show me the way lord and reveal unto me thy blessing,” Jesus prayed softly.  “Salome can you help me prepare some dried fruits and goat meat for our guests at Shiva,” Jesus asked? “My beloved brother Jesus, I always love to do as you wish. Let us set up the foods together in memory of our beloved father,” Salome responded. Mary returned to her bed to rest and cry softly for the rest of the day. Her one and only husband were gone and so many memories of the days in Bethlehem, Egypt, and their return to Nazareth were on her mind. Their life had been peaceful and without remorse as Jesus grew to become a strong and bright young man, dark of complexion and long hair with deep dark brown eyes. He was a delight to discuss the bible with because he was so knowledgeable and passionate in his learning. Through her efforts he had become a model Jew who attended temple every Sabbath and studied his bible that was presented to him by Rabbi Ben Juda from their local synagogue. “No mother could ask for a more obedient child than Jesus,” Mary thought to herself. What know would become of Jesus and what of the destiny the Angel of God foretold,” Mary asked herself?

Night descended quickly and the cool desert air moved throughout the house as Jesus and his family slept. When Joseph first became ill, Jesus had a premonition that this illness might not be curable, and so it was. Jesus always regretted that he could not cure his father at the time.

The next day the family prepared for guests, family, and visitors as they began to sit a week of Shiva in grieving for their father Joseph.  This was a time to meet long missed cousins and have townspeople come to give their best wishes. In two or three days Zachariah, Elizabeth and John would be arriving from Hebron to give their condolences. Jesus had not seen his second cousin John since last year at the Passover Festival in Jerusalem.  Jesus was looking forward to John’s visit since they had known one another all their lives. 

Two days later there was a knock at the door and standing there tall, at six foot four inches was cousin John.  Elizabeth and Zachariah were unloading the donkeys outside and bringing in presents and food. “Hail John, son of Zachariah,” Jesus proclaimed in jest. “Welcome to our home,” Mary responded. “Mary, Jesus, Salome, Joses, James, Joseph, it is so good to see you all,” Elizabeth replied.  It was a time for family, and they all sat down and had some wine, water, and honey-dates. “We are saddened at the passing of our kinsman Joseph,” Zachariah stated for all to hear. “He is with God now after many years as a hard-working and pious man. Amen,” Zachariah prayed.

Jesus and John went off to a quiet corner to talk. “So how are your studies in the bible coming along cousin, “ Jesus asked. “My parents are letting me spend some time with friends of ours whom are Essenes, and live in the Qumran community near the death sea,” John replied.  “That sounds interesting, John. I wish I could join you but now I am to share with James the burden of father’s business to support my family,” Jesus replied. “Well little Jesua someday you will be free to follow your destiny,” John commented. “Wine, cousin, you must be thirsty,” Jesus offered. “Yes some wine will help to wash down the dust of the hot roads over which we traveled these past two days,” John said. Jesus was glad to see his cousin for they had much in common. The week of sitting Shiva went by quickly and Zachariah, Elizabeth, and John had returned to Hebron and everything return to normal day-to-day labor of building as it was before. 

This would be the last time Jesus would see his cousin John as their destinies would part on different paths in the future. John would join the Qumran Essene community near the Dead Sea, and Jesus would become a full-fledged Essene of the Mount Carmel community. Jesus would not see John for eighteen years when he would have his cousin John baptize him in the Jordan river. Now they were still teenager, and later they would be full-grown bearded men of the Jewish faith.

Chapter 10- “…the Voice of one crying in the wilderness.”

John:

1:6 a man named John was sent from God.

1:7 He came for testimony, to testify to the light, so that all might believe through him.

1:8 He was not the light, but came to testify to the light.

1:9 the true light, which enlightens everyone, was coming into the world.

1:10 He was in the world, and the world came to be through him, but the world did not know him.

1:11 He came to what was his own, but his own people did not accept him.

1:12 But to those who did accept him he gave power to become children of God, to those who believe in his name,

1:13 who were born not by natural generation nor by human choice nor by a man’s decision but of God.

1:14 And the Word became flesh and made his dwelling among us, and we saw his glory, the glory as of the Father’s only Son, full of grace and truth.

1:15 John testified to him and cried out, saying, “This was he of whom I said, ‘The one who is coming after me ranks ahead of me because he existed before me.’”

1:16 from his fullness we have all received, grace in place of grace,

1:17 because while the law was given through Moses, grace and truth came through Jesus Christ.

1:18 No one has ever seen God. The only Son, God, who is at the Father’s side, has revealed him.

1:19 and this is the testimony of John. When the Jews from Jerusalem sent priests and Levites [to him] to ask him, “Who are you?”

1:20 he admitted and did not deny it, but admitted, “I am not the Messiah.”

1:21 So they asked him, “What are you then? Are you Elijah?” And he said, “I am not.” “Are you the Prophet?” He answered, “No.”

1:22 So they said to him, “Who are you, so we can give an answer to those who sent us? What do you have to say for yourself?”

1:23 He said: “I am ‘the voice of one crying out in the desert, “Make straight the way of the Lord,”’ as Isaiah the prophet said.”

1:24 Some Pharisees were also sent.

1:25 They asked him, “Why then do you baptize if you are not the Messiah or Elijah or the Prophet?”

1:26 John answered them, “I baptize with water; but there is one among you whom you do not recognize,

1:27 the one who is coming after me, whose sandal strap I am not worthy to untie.”

1:28 This happened in Bethany across the Jordan, where John was baptizing. 

John the Baptist’s Testimony to Jesus.

1:29 The next day he saw Jesus coming toward him and said, “Behold, the Lamb of God, who takes away the sin of the world.

1:30 He is the one of whom I said, ‘A man is coming after me who ranks ahead of me because he existed before me.’

1:31 I did not know him, but the reason why I came baptizing with water was that he might be made known to Israel.”

1:32 John testified further, saying, “I saw the Spirit come down like a dove from the sky and remain upon him.

1:33 I did not know him, but the one who sent me to baptize with water told me, ‘On whomever you see the Spirit come down and remain, he is the one who will baptize with the Holy Spirit.’

1:34 Now I have seen and testified that he is the Son of God.” 

1:35 the next day John was there again with two of his disciples,

1:36 and as he watched Jesus walk by, he said, “Behold, the Lamb of God.”

1:37 the two disciples heard what he said and followed Jesus.

1:38 Jesus turned and saw them following him and said to them, “What are you looking for?” They said to him, “Rabbi” (which translated means Teacher), “where are you staying?”

More

1:39 He said to them, “Come, and you will see.” So they went and saw where he was staying, and they stayed with him that day. It was about four in the afternoon.

3 In those days John the Baptist came, preaching in the wilderness of Judea 2 and saying, “Repent, for the kingdom of heaven has come near.” 3 This is he who was spoken of through the prophet Isaiah:

“A voice of one calling in the wilderness, 
‘Prepare the way for the Lord, 
 make straight paths for him.”

4 John’s clothes were made of camel’s hair, and he had a leather belt around his waist. His food was locusts and wild honey. 5 People went out to him from Jerusalem and all Judea and the whole region of the Jordan. 6 Confessing their sins, he baptized them in the Jordan River.

7 But when he saw many of the Pharisees and Sadducees coming to where he was baptizing, he said to them: “You brood of vipers! Who warned you to flee from the coming wrath? 8 Produce fruit in keeping with repentance. 9 And do not think you can say to yourselves, ‘We have Joseph as our father.’ I tell you that out of these stones God can raise up children for Joseph. 10 The ax is already at the root of the trees, and every tree that does not produce good fruit will be cut down and thrown into the fire.

11 “I baptize you with water for repentance. But after me comes one who is more powerful than I, whose sandals I am not worthy to carry. He will baptize you with[c] the Holy Spirit and fire. 12 His winnowing fork is in his hand, and he will clear his threshing floor, gathering his wheat into the barn and burning up the chaff with unquenchable fire.”

John the Baptist, or John the Essene, established his career long before Jesus began his ministry. After John’s father’s death, when  was 16 years of age, John asked to be adopted by the Qumran Essenes of the monastic community near the Dead Sea. John, like Jesus, knew that an Angel of God blessed his birth.  Like Jesus, John came to realize he had a destiny to fulfill. The Essenes accepted John into their community because he came from a long line of Priests.

John’s mother Elizabeth had often mentioned that she expected John to become a prophet of a religious leader one day. John had a very close relationship with his mother because he was an only child. Elizabeth being an older mother doted over John from the day he was born.  She protected John from the slaughter of the innocent infants by Herod. Like Mary, Joseph, and Jesus, she fled into the wilderness to avoid Herod’s soldiers who were killing every infant under the age of two.

John’s father was a Priest of the Temple in Jerusalem and often taught John how to read the bible and the Torah.  Their relationship was difficult because Zechariah did not really believe that his son would become anything but a Priest, as he had become, and his father before him. John knew in his heart that he was destined to do something great, but he was not sure what that would be. He had often discussed this with his cousin Jesus. It was something they did not share with their parents.  John left Hebron with nothing but a sack of clothes and dried fruits and a goat sack of water and headed across the hot desert to the Qumran Dead Sea Essene community.  It would be a new beginning for John, and one that would shape his future.

When John arrived at the Qumran Essene community, Joshua the Leader of the Qumran Essene Jews met him. “Welcome and Peace be with you, John,” Joshua said. “You have come many miles and come and wipe off your sandals and wash up at our well,” Joshua invited John. “Thank you Master,” John responded. John was a 16 year old teenager at the time, and very impressionable. He was a tall young man with dark hair and piercing dark green eyes and a large nose. There was something very likeable about John that Joshua sensed in the young man. The very first day Joshua spent introducing John to other leaders in the Qumran Essene community. He showed him the Scribes and their room where many scrolls were spread around on rock tables. He showed him the sanctuary and the stone altar that they prayed at. “We are called “the Sons of Light,” not just Essenes, Joshua remarked.

The accommodations for members of the community ranged from small to large caves adjacent to the main complex. There were no walls to protect the community from hostiles, for their faith was in God to protect them. The men at the Qumran community out numbered the women three to one because it was a male dominated society.

Joshua showed John to his quarters that were a small cave he shared with other men from the community. The caves for the novices of the community were along a steep rock cliff overlooking the Essene community.

Later that evening, after dinner, Joshua discussed the rules of the community with John. “John since you have a long line of Priests in your family, we have decided to adopt you, and bring you into our community,” Joshua said. “I am grateful Master,” John replied. “You understand that you must give up all your worldly goods, and possessions and that our community will hold them for you until such time as you become a full fledged member of the community,” Joshua remarked.  “We do not talk during our mealtimes and we always eat together as one big family,” Joshua commented. “We pray in the morning before eating, at noon and again in the evening. You are required to join us at these prayer services every day including the larger service on the Sabbath,” Joshua went on to explain.

“Tomorrow I will introduce you to Ezra one of our teachers who will work with you on your studies and help you go from a candidate to a full-fledged member of our Qumran Essene community. “You will wear a white robe on the Sabbath when we worship which we will provide, and you will wear this tan robe all the other days. You will be given a new pair of sandals which are made here in our community,” Joshua remarked. “Thank you Master,” John replied. “Baptism is a regular form of worship and cleansing on the Sabbath here,” Joshua said. “You will come to learn all our rules in time, John, just be patient,” Joshua remarked.  “Rest here for a while, and I will return later to bring you to the dinner tonight when the sun goes down,” Joshua said. “Peace brother,” Joshua commented as he left John by himself in the cave.

John had time to reflect in the cave sitting on his straw mattresses that lie on a stone platform carved out of the side of the cave. The air was hot and humid that day and John remembered feeling a fresh breath of air as he stepped out of the cave to overlook the Essene community site. It was a beautiful site but austere in it’s overall appearance. There were no flags, or clothes or marketplace in site. Just hillside caves and several stone buildings in the middle of the community.  John thought about what the Essene community would do to help him acquire divine inspiration and blessing of God to spread good word one day in the future. The great hall was the largest building right in the center of the Essene community.

Joshua came to get John later that night as darkness spread over the desert.  A hawk cried overhead, and stillness set upon the desert. John and Joshua walked down the courtyard of stone to a small stone building in the middle of the community. This was their great hall where they ate meals in silence, and often studied during the day. Joshua introduced John to Ezra who would become his teacher as an Essene candidate for the next three years. “John this is Ezra whom I spoke of earlier. He is one of our best teachers, and he will personally work with you everyday to help you complete your candidacy in our Essene community. You will study the Bible, the Torah, and the Book of Community Rules. When you have completed your studies in a few years you will be admitted to our community as a full-fledged member. It is then you will be baptized and cleansed of the spirit in order to join our “Sons of Light.”  Then you can, if you so desire, choose to become a Scribe, and study under one of your senior scribes. You will have plenty of opportunity to study and pray here and again welcome John, “Joshua concluded. “Peace be to you brother,” Ezra remarked. “ Peace be with you also,” John replied. 

They sat down to a vegetarian mean of bread, wine, nuts, and dried fruits. “We do not believe in animal sacrifices or killing animals for food in our community,” Ezra commented to John. Around the great hall were around 200 men and women all sharing in the communal eating. It was a place of happiness and faith. Everyone was treated with respect. The teachers, scribes and leaders were very knowledgeable, and most respected in the Essene community. They did not worship at the temple in Jerusalem anymore because they felt the Pharisees and the Sadducees were corrupt. The temple in Jerusalem had become defiled with greed and evil men the Essenes believed.

So the days, months and years of John’s training began. He did not see his relatives or his mother anymore. Life in the Essene community was very monastic and independent from the world outside the Essene community. There would be no distractions in the Essene community to hinder study and discussion of the scriptures. Each day followed with the same routine except the Sabbath where a large worship service took place. The Essenes preferred to eat a vegetarian style menu with little or no meat. Breads were cooked daily and fresh food was brought in daily from nearby marketplaces.

A year later John had a vision one night in his sleep. He dreamt that he was wandering around aimlessly in the desert until an Angel of God appeared to him and said, “Why do you wander in circles in the desert, John.” John answered, “I know not where I am going.”  “Follow the river Jordan and one day you be as Elijah, a prophet in the wilderness, crying out to make straight the path for God and come and baptize yourselves for the remission of sins.”  When John awoke he went to Ezra his teacher to discuss this vision. Ezra felt it was God telling him about his divine future and John agreed. Many in the community learned of John’s vision and it was the talk of many for days and weeks. “Perhaps John is a blessed one,” a leader said?  Another commented that, “his vision must reflect our Essene values that he has learned. Certainly baptism is good for cleansing the soul?”  John became a celebrity after his vision and many in the community came to John and spent time talking with him.

Three years later at age 19 John was officially admitted into the Qumran Essene community. He had passed all the requirements of study and prayer and had the recommendation of his teacher Ezra.  A small ceremony was performed and John was baptized in a small bathing pool, and given the blessing by Joshua the leader of the Essenes. “This day we welcome our beloved brother John into our Essene community,” Joshua shouted to all who could hear.  “Let us welcome him, and embrace him into our fold,” Joshua commented.  “John came to us a few years ago after his father died, and we adopted him into our community based on his family heritage of Priests.  “We are blessed to have such an intelligent, and dedicated follower such as John. He is destined for great things I truly believe,” Ezra remarked to the Essene community.

In time, John entered the Essene Scribe program, and studied under a senior scribe called Mecchia.  Mecchia would take John under his wing and turn him into a man of great knowledge and inspire him to one day become a prophet. What a wonderful privilege to learn how to become a Prophet of God and spread the Essene news of the coming of the Messiah or the Teacher of Righteousness. “The son of man,” was an elusive expression that John learned to cherish. John learned and memorized all he could about the Prophet Elijah and how the Essene community related to what Elijah said in the scriptures.

It was a time of learning and prayer for John. It was a time to become closer to God in the wilderness of the Dead Sea. In this little monastic Essene community, John had learned to believe in himself and his destiny. Many times he had discussions with Ezra and Joshua about the “coming of the Messiah,” and the meaning of “the beginning of dark times.”  One day soon, John knew it would be his time to go out into the world and preach the ‘Good News,” he had learned from the Essenes. He would eventually become a copy of Elijah by dressing in camel skins a leather belt. He would refrain from eating meat except Locust, wild honey and wild plants. The training he had received from the Essenes would establish who he was and how he would model his life.  The time for the rivers of Jordan was not to far away.

One day Joshua took sick for a week, and he asked John to come and speak with him. “John it is time, for I am not long to be in this world and I want to see you fulfill your destiny. You are to become an Essene Prophet, but tell no one that you are an Essene. Be your own person. Go and seek the truth, and baptize as we have shown you. Baptize for the people’s remission of sins. Baptize for renewal of religious spirit. Baptize to prepare the world for the coming of the Messiah. Go and spread the Word. You are our beloved brother, and teacher John. Even though your studies as a scribe are not finished, we feel it is time for you to step forth,” Joshua remarked from his bed.

The next day Joshua died, and they buried him that night in the traditional Jewish fashion. John participated in the prayer ceremony as they laid Joshua to rest.  It was a moment of great sadness in the Essene community.  The next day John informed Ezra of Joshua’s wishes that John leave the Essene community and spread the Good News to the world.  So, John with Ezra’s blessing set out to spread the Good News about the coming of the Messiah and the need for everyone to repent and be baptized.  He went first to Jerusalem to the Temple to receive a   blessing, but the Priests there had forgotten who his father was, and who he was. They rebuked him and so he left the temple with haste.  He proceeded to travel around Judea speaking to strangers everywhere. He lived a solitary life eating only plants with the exception of locusts, wild honey and wild plants that he could find. Many a night he would look up at the stars and wonder what God had in store for him. Many a night he would sleep in the open desert that was always cold at night and hot in the daytime. John’s skin became almost black from the constant exposure to the sun. His beard grew long and reached his waist. His eyebrows looked like small bushes on his forehead. His skin wrinkled beyond his years.

One night, while sleeping in a cave in the desert, John had another vision. An Angel of God appeared to him and said,” John why do you wander so, come and baptize my people, and redeem them for their sins at the river Jordan.”  Upon waking John realized that the Lord God wanted him to baptize people at the Jordan River.  After a day’s journey from Jerusalem, he arrived at the Jordan river to see a group of woman washing their clothes and some men fishing along it’s banks. Some of the women asked John who he was, and he replied, “I am John the Prophet, I am the voice of one crying in the wilderness.”  “So you are a Prophet,” the woman giggled? “Yes, I have come in the name of the Lord to baptize for the remission of sins,” John said.  As John walked along the banks of the Jordan River a man came up to him and said, “Prophet can you heal me?”  John replied, “have you faith in God?” The man answered, “Yes, I do.”   John said, “then step into the Jordan River, and be baptized and you shall be healed.”  The man was crippled from early childhood from a disease, and could hardly walk; yet he entered the river trying not to fall down in the swift current. In the middle of the river John was standing in his camel hair coat waiting for the man to come forth. When the man made it into the middle of the river, John asked him, “Do you ask God for forgiveness of your sins and your illness?”  The man replied,” Yes, I do.”  Then John held the man under water, and said, “I baptize you in the name of the Lord for the remission of your sins.” He lifted the man back out of the water and the man took a deep breath of air. “You have been saved,” John said to the man. The man walked amazingly to the edge of the river and his crippled leg was gone and he could walk normally. “God be praised, John the Prophet has healed me, “ the man shouted to the women and men standing on the banks of the Jordan. Word spread quickly, and the next day a few more lost souls showed up at the Jordan river to be baptized by the prophet John, whom some called Elijah.

John found shelter nearby the Jordan River in a cave and that is where he lived for many years. Days turned into weeks and weeks became years, as John became known as John the Baptist. It was what he did best, and being baptized by such a great prophet, always spiritually moved those people that came from Judea, Galilee and other countries.  John had one weakness, however, and that was his mouth spoke louder than his deeds. He felt it was not enough to ask people to repent and be baptized; he had to rebuke Herod and his wife in public. Finally, one day Herod had John arrested and threw him in a dark prison. John a man of the wilderness, a man of the out-of-doors languished in the darkness of the prison for months. Some say he was in the prison for 6 months and others record that he was there for two years. What is important is just as John the Baptist was at the peak of success he was put in prison.  Was it God’s power or was it destiny that Jesus of Nazareth, an unknown preacher at the time, should come to the Jordan River to be baptized by his second cousin and childhood friend John the Baptist?  At first when Jesus learned of John being imprisoned he was shocked. Simon advised Jesus to take up the reins of John’s followers and continue his ministry. Jesus was reluctant to do so because he truly believed God would release John from prison and let him return to the Jordan as before. It was not to be and destiny would play out with John being beheaded.  Many of John’s thousands of followers did not know where to turn. Jesus had recently returned from his secret journey to the Mount Carmel Essene community and the followers of John asked Jesus, “Are you Elijah?” Jesus said “No.”  Then what of John the Baptist, will you lead his followers?” the followers of John asked. 

Jesus believed in John the Baptist, and he made it known that John was and always would be a great Prophet appointed by God to bring the good news of salvation (an Essene expression). Sadly, John the Baptist’s ministry would end in his death at the hands of Herod.  There was a huge gap in religious leadership at the time. The people were tired of listening to the Pharisees and the Seduces on how to live the good life in Judaism. 

Chapter 11- The Baptism of Jesus

A year after Jesus’ father’s death, when Jesus was just 15 years of age, Mary decided it was time for Jesus to spent more time with the Essene Community at Mount Carmel, rather than labor on everyday at his father’s building business.

“Yesua (Jesus), my son, I have heard that your cousin John has joined the Qumran Essene Community after his father died.  He will receive a great deal of religious training there so that he may achieve his destiny. He did not want to become a Priest at the Temple like his father, so this is a good alternative for him.” Mary said. “Why do you mention this mother,” Jesus responded? “Since your father died you have taken up the reins of the family business with your brothers and supported me and your sisters, and we are indebted,” Mary replied. “Perhaps it is time to let your younger brother James take the reins of the family building business, and allow you to meet your destiny,” Mary stated. “I know your Essene membership and studies have become an important part of your life and you have a destiny to achieve according to the Angel of God who told me before you were born that you would become a great person among men,” Mary said.

Jesus sat in the shade of an olive tree and pondered what his mother has said. He was almost 15 years of age and he knew in his heart and mind that he would be destined to become a prophet like his cousin John. “When would be the right time he asked himself.”  He had prayed often to God to give him a sign and yet no sign had yet to appear. John’s father Zechariah had died, as did Jesus’ father Joseph when they both were 15 and 16 years of age, respectively. It would be 15 years before John and Jesus would again meet at the Jordan River.

For Jesus, he was at a crossroad in his life when his father died. He had become involved in the Essene community on Mount Carmel and had to help his younger brother James to also become an Essene. 

Jesus remembered the last time his cousin John and he spoke. He remembered John’s parting words for Jesus to live up to his destiny as the Angel of God had blessed them both at birth. John would live with the Qumran Essenes community by the Dead Sea for a while to learn from them and seek to find the true nature of God and how he could become a prophet that could make a difference in these terrible times for Judea. John had always called Jesus “little Yeshua,” because Jesus was much shorter that the taller John who towered over him at six feet two inches. Jesus took this nickname kindly, and often called John, “Goliath,” because of his large size. They had always been close as cousins, just as their mothers had been close before, and after their first births.

Fifteen years had passed and Jesus was 30 now, and he had competed his studies as an Essene Healer and Rabbi.  He never got the opportunity to become a scribe, and therefore, never learned to write in Aramaic or Hebrew. Joseph the Merchant and secret Essene Healer had taught Jesus for many years the skills of healing and “laying on of hands” that the Essenes treasured so greatly. Joseph the Essene healer had shown Jesus the Book of Healing and had made him his personal healing assistant until he was 30 years of age. Jesuse entered the Rabbinical stage of training at age 15 while still studying healing. Jesus kept up his healing duties with Joseph all through his Rabbinical training. Simon was Jesus primary mentor and friend.  Simon remained Jesus primary mentor and his teacher had already told Jesus that the time for him to remove himself from the Essene community would one day come. Jesus would go out into the world and preach what he had learned over 19 years of study in the Essene community to perhaps testify to the coming of the Messiah?

At age 30, Jesus took his brother James aside and said, “brother I think my time has come to go out and seek my destiny as my teachers Simon and Joseph have encouraged me to do.”  “John the Baptist, my cousin, is already preaching in the wilderness near the Jordan, and establishing a large following in all the lands,” Jesus proclaimed. James responded by saying, “it is alright for you to go forth brother for you are a man who had met his family obligation, after our father died, and remained true to our mother.” “I can handle the family business, and we will prosper.  I wish you well on your journey. Stay safe brother,” James said. 

Later that day Jesus bid goodbye to Salome, Jose, Joseph, Jude and his other sisters.  Jesus packed his bag he said goodbye to his mother for the last time. “Mother I will always be with you, and I will try to visit you often. It is my time to embark on my mission for God. I need to take the many years of studying our Jewish traditions and beliefs in the bible and make sense of them,” Jesus commented with great compassion. “My Essene studies as a healer, and as a Rabbi have come to an end,” Jesus remarked.

“Go forth my son and God be with you always,” Mary cried as Jesus walked down the dusty road out of Nazareth   Jesus had no idea where he was going but he knew his God would direct him on his journey. On his travels Jesus met many other Galatians who lived in Galilee all their lives. Galilee was the northern frontier of Judea in those days, and many Jews from other regions looked down on the Galatians as “lower” Jews. Jesus bid all the travelers on the road a “good day,” and then proceeded on his way. Jesus had but a few coins in his pocket that would buy him bread or wine. He knew if he stopped at the houses of his relatives, that he would always be welcome, and would fine food and shelter.  He did this for over a month going from city to city, learning in the temples and seeking his future. He returned from time to time to the Essene community on Mount Carmel to speak with Simon and Joseph the healer about his travels and his developing ministry.

Finally, he heard that his cousin, John the Baptist, was baptizing at the Jordan River near Bethany. Jesus had not seen John in 15 years, and did not realize how he had changed. John was reported to be living on locusts, honey, and living a simple life. After walking almost a day, Jesus came upon the Jordan River near Bethany where he could see a large crowd of hundreds of people standing near the banks of the river. In the middle of the river a dark longhaired tall man stood. Could this be his cousin John whom he had grown up with? Jesus could not tell who the man was at the distance, so he walked further to the Jordan River edge. He heard the bearded longhaired man call out “make straight the way,”  “repent and be saved of your sins,” he said.  The large crowd and the spirit of those around him moved Jesus. Jesus wondered if John would recognize him after 15 years? Jesus waded into the river, and suddenly the crowd parted. Jesus was facing John straight on. John watched as the crowd parted and wondered who was coming through the crowd. Suddenly, a shorter man whom he thought he knew stood wading toward him. It was Jesus his 2nd cousin with a full beard and darker skin than he remembered. “Little Jeshua has returned,” he thought to himself.

            John felt a strange feeling in his body as if he was having a spiritual experience. He asked the shorter man, “Who are you? “Do you not recognize me prophet, “ Jesus responded? “Can it be, are you my cousin Jesus, “little Yeshua,” John replied. “Yes, I am he,” Jesus responded. You have grown a beard since last I saw you cousin. “Yes, we both have beards now,” Jesus replied.  John was certainly surprised to see his second cousin, Jesus before him requesting that he be baptized. “Where had all the years gone?”  John thought to himself. The last time John had seen Jesus was at Joseph, Jesus’ father’s funeral almost 15 years ago. Jesus was already involved with the Mount Carmel Essene community and John just about to enter the Essene community at Quran near the Dead Sea. Many years had passed since, and they no longer met at the festival of the Passover in Jerusalem. Both of John’s parents had passed away, and Jesus and John had grown apart in their spiritual and religious life by being involved in different Essene training.  

John looked at this man Jesus, and he began to understand that Jesus might be the one who was to come. “Could his cousin be the light unto Israel? John thought. “Jesus you should be baptizing me not I you,” John said.  “John it is ordained that you baptize me in order for my ministry to begin,” Jesus responded. “But I am not good enough to even tie your shoe laces or buckles,” John responded. “Be that as it may, I beg you to baptize me and let the prophecy come true,” Jesus pleaded with John. “Then let be so, John said, and he took Jesus and baptized him in the Jordan River. The sun broke out of the clouds overhead and something strange happened that moment. All of the people standing around the Jordan River heard John Proclaim that Jesus was the light.

Chapter 12- John Questions who Jesus really was?

 Bible: Luke:

2 When John, who was in prison, heard about the deeds of the Messiah, he sent his disciples 

3 to ask him, “Are you the one who is to come, or should we expect someone else?”

4 Jesus replied, “Go back and report to John what you hear and see: 5 The blind receive sight, the lame walk, those who have leprosy [b] are cleansed, the deaf hear, the dead are raised, and the good news is proclaimed to the poor. 6 Blessed are anyone who does not stumble on account of me.”

7 As John’s disciples were leaving, Jesus began to speak to the crowd about John: “What did you go out into the wilderness to see? A reed swayed by the wind? 8 If not, what did you go out to see? A man dressed in fine clothes? No, those who wear fine clothes are in kings’ palaces. 9 Then what did you go out to see? A prophet? Yes, I tell you, and more than a prophet. 10 This is the one about whom it is written:

“‘I will send my messenger ahead of you, 
 who will prepare your way before you.’[C]

11 Truly I tell you, among those born of women there has not risen anyone greater than John the Baptist; yet whoever is least in the kingdom of heaven is greater than he. 12 From the days of John the Baptist until now, the kingdom of heaven has been subjected to violence, [d] and violent people have been raiding it. 13 For all the Prophets and the Law prophesied until John. 14 And if you are willing to accept it, he is the Elijah who was to come. 15 Whoever has ears, let them hear.

John declared that Jesus was the Lamb of God, and several followers of John followed Jesus to understand what Jesus was all about. Before John the Baptist baptized Jesus, no one knew who Jesus was. Jesus being baptized by John the Baptist was like having a “coming our party or event.”  Jesus made himself known to the world by being baptized by John the Baptist. John being a humble man did not want to baptize Jesus, but Jesus insisted and so it was. Jesus used this event as the event that marked the beginning of his mission. The followers of John the Baptist were in the thousands coming from all parts of Judea and elsewhere. By identifying with John the Baptist and agreeing by Baptism to become a follower of John the Baptist, Jesus reveals that he believes in Baptism and the remission of sin which was an important Essene belief.

As fate would have it John the Baptist did not know when to stop verbally attacking Herod and he ended up being arrested. John the Baptist’s arrest set back his mission and perhaps the training of Jesus as to John’s philosophical view of sin and repentance. The followers of John thought that perhaps Jesus would get John out of jail, but that did not happen. John who praised Jesus when he was baptized, was a little shocked to see that Jesus had begun  his own ministry and was known to be going around Galilee healing the sick and baptizing many people like John did for the repentance of sin. Actually Jesus first disciples were doing all the baptizing while Jesus tended to heal the sick, and small miracles. John proclaimed that he was not the Messiah but that he was the one who would point the way for one greater than himself.

With John in Jail, his following were without a leader. Many turned to Jesus to follow and others question what Jesus’ message was all about. Even John was confused while in jail. For a moment John became a doubter and sent his followers to ask Jesus if he was the ONE or should they wait for another. Jesus felt this was a foolish request and sent word back that his actions spoke louder than his words. Jesus had in fact begun to heal the sick, baptize the sinners, and feed the poor. John longed for freedom to join with Jesus or continue on his ministry in baptism, but his pride and big mouth could not shut up about attacking Herod and his wife. 

John thought that the Messiah would bring a military revolution over the Romans not just a religion revolution. Jesus stressed improving individuals and their faith in God. He did not care about the Romans for his ministry encompassed everyone regardless of religion or race. John and many others did not understand the concept of non-violent protesting, and passive resistance.  John could not believe that his 2nd cousin, whom he grew up with, could be in fact be “the chosen one,” or “the Messiah.”   Much had changed since they had both entered different Essene communities far apart from one another.

Jesus respected John and believed in most of his values for after all they were both secret Essenes. He spoke highly to all of his followers and John’s followers about John. He pointed out what a great prophet John was and what he had accomplished. The problem is Jesus did not feel it was in his power to free John and that it was God’s will that John remain in prison. By John being killed he became an early martyr and his name became well known for centuries to come. John’s martyrdom and his followers helped Jesus gain recognition more rapidly than had he try to gain a following on his own. Jesus and John became known as prophets that believed in baptism for the remission of sins.  Jesus took the philosophy even further with the beatitudes and the Sermon on the Mount. John’s ministry was just the beginning and Jesus’ ministry was for all time to come.

Did Jesus know John the Baptist? Of course, he and John met every year at the Passover festival in Jerusalem when their families traveled to the temple to celebrate the Passover. Jesus came from a devout Jewish family, and so did John. John’s father was a Priest of the Temple, and was well trained in the Bible, and the religious practices of Judaism. As Jewish children, Jesus, and John’s world centered around their religion, and their families belief, that their sons were blessed by God to be leaders among men.

Chapter 13- The Righteous Teacher

Jesus did not know that at the age of 15 when he began his Essene training ministry that he would become “the Righteous Leader” that the Essenes prayed would return. It would take a few 15 years into his ministry for him to realize that he was the anointed one or “the Righteous Leader,” that the Essenes had been praying for over a hundred years.  Simon’s, the Essene Leader’s encouragement had a lot to do with Jesus’ self-realization that he was in fact the holy one the Essenes have prayed for so many years. His continued support of Jesus when he felt unworthy, and helped to feed the flame inside Jesus to meet his destiny. Jesus was after all only human, and sometimes he had his doubts about preaching to the masses.

Almost a hundred years before Jesus, an Essene Righteous Leader arose, and took a stand against the governing bodies, and was killed for that action. All the Essenes communities prayed for the return or resurrection of “The Righteous Teacher,” until the day Jesus became an Essene himself. Then, God’s plan revealed itself with the death of John the Baptist, the beginning of the ministry of Jesus. The realization that this would be no easy task for anyone, least of all an Essene was given great consideration by the Essene Leaders of the Mount Carmel community. The Essenes chose to stay and hide in their communities. However, Simon, Joseph and Ezra the Essene teachers realized the Jesus was especially gifted and that at Jesus’ birth an Angel foretold of the potential greatness of Jesus in years to come.

Simon the Essene of Mount Carmel realized that his protégé,’ Jesus of Nazareth, might have the power to go out in the world of Galilee, and Judea, preaching among the Jews about the coming of the Messiah, baptism for the remission of sins, and the many other good virtues of the Essenes ideology. Jesus must, however, always remain the Secret Essene Leader or the Jewish people of the time would hold it against him.

It is interesting to note how Jesus exemplified the personification of a great Essene leader. He devoted half of his life to study in the Mount Carmel Essene community, and he emerged as one of the leaders of the community after Simon, and Joseph. There were four religious groups in Judaism in Jesus’ days, the Pharisees, the Sadducees, the Essenes and the Zealots. Jesus had two Zealots in his twelve disciples; James and Judas were both Zealots. Zealots wanted a military victory over the Romans and often fought and rebelled against the Romans on many occasions.  Jesus was not a Zealot, but a peaceful Essene.

The Sadducees studied the laws and readings in seeking a good life, but they were often found to be corrupt. The Pharisees also saw to the ceremonies in the temple, and studied the Bible and Torah. Paul of Tarsus was a Pharisee, after the dead of Christ, he helped to stone to death the first martyr, Stephen outside the walls of the city. Jesus focused many of his stories about the Sadducees, and the Pharisees, but never toward the Zealots or the Essenes. This was one clue that he was trained by the Essenes, and not self-taught, or taught by a traditional rabbi. A traditional Jewish approach would have been “an eye for an eye.”

The bible never gives any credit for the expressions and parables of Jesus from the Essenes.  The reason for this is Jesus never tells any of his disciples where he first heard these stories in the Essene community. Jesus tried to make the stories plain and simple, known as parables, but at the same time having a double meaning that was not easy to interpret by Jesus’ enemies.

Almost all of what Jesus said came from the rules and laws of the Essenes. One has only to hold up the Essene rules side by side with what Jesus preached and it would be more than obvious that the root of the parables and teachings came from the Essene rules. Jesus took some liberties with the Sabbath rule and the eating of animal flesh that the Essenes would never have done. Perhaps he did these things to distinguish his Essene training and disguise the similarities to his rules of life and the Essene rules of life?  Where the Essenes preferred to remain separate from the people, Jesus was open to the people. It was Simon and Joseph the Healer, Jesus’ teachers, whom decided to break with the Essene tradition and send their beloved pupil out into the world to see if Jesus could establish a following and bring about the coming of the Messiah. Early on even Simon, and Joseph the healer did not realize that Jesus would grow in spirit, and eventually take on the yoke of the Messiah, and sacrifice himself for mankind.

The Essenes were great stewards of writing comments about the Prophets and what they did. Jesus on the other hand never wrote anything down about his ideas and philosophy of life. This is strange since he trained as a Healer and as a Rabbi. Jesus had learned to read Hebrew and Aramaic, but because he chose to become a healer and not a scribe, he never learned to write in Hebrew or Aramaic.

Few people were aware that Jesus was very well trained in the bible, and the laws of Judaism from the Essenes. He could not have learned all this information from his mother or by self-study. John, his second cousin chose the more extreme Essene approach when he entered the monastic community of the Qumran by the Dead Sea. Both men had to give up their worldly goods and possessions, and give everything to the Essene community. John was very ascetic in his approach to Judaism by looking like Elijah, and using Elijah’s expressions about the coming of the Lord and the need to appeal for forgiveness of sins. All of those ideas are written in the Dead Sea scrolls and are cornerstones to their view on life. Jesus on the other hand was more liberal than John because he received his training from the Essenes from Northern Galilee on Mount Carmel. The Mount Carmel Essene community was not monastic in it’s way of life and was more liberal in it’s rules to allow Jews living and working in Nazareth to come and worship as often as they could. They did not require that their members live in tents on Mount Carmel or remove themselves from society.

Jesus had heard from his mother that he was a blessed individual by an Angel of God. His purpose in life was to live up to the forecast of his becoming a leader among men. Expressions like “the son of Man,” soon became “the son of God,” with Jesus later in his ministry. Perhaps Jesus original plan was to start his ministry slowly, and then branch out from there? This was not to be once John was imprisoned, and eventually beheaded. The followers of John the Baptist turned to Jesus for leadership. The thousands of John the Baptist followers were thrust upon Jesus, and he had to step up much earlier than he had planned. Jesus was developing his confidence in his message. He sought help with his teachers Simon and Joseph the healer. They encouraged him to go forth and bring to the world the ideals of the Essene community without actually admitting he was an Essene or that he got his ideas from the Essene community. This is why in many ways Jesus ministry was very different than the ministry of John the Baptist in his more liberal northern Essene ministry.

Jesus was not foolish enough to try and interfere with the Romans like John had done.  He kept his mission quiet at first telling his followers not to mention the miracles and healings. He remembered what Simon had told him, “keep your Essene message secret, and do not attack the authorities of the land.”  Jesus had to pick up the job that John the Baptist had done, after a decade of experience in the wilderness near the Jordan River.  Jesus was in many ways a reluctant preacher that had the followers of John the Baptist thrust upon him when Herod beheaded John.

Jesus needed followers and a close group of personal supporters that could train and develop into disciples to baptize the thousand of followers of John and new followers everyday. He needed disciples to protect him from the crowds and to arrange their journeys. He did as Simon his Essene teacher suggested; he sought out common people to help him with his mission. He shied away from the rich because of his Essene beliefs. Salvation was for the poor in spirit, and the needy, not the rich. As Jesus would later state in his sermon on the mount, “blessed are the poor in spirit, for theirs is the kingdom of heaven.”

The Essenes thought that wealth was a path to sin, and that living in poverty was the true way to God. None of Jesus’ disciples were rich, and only a few could read or write. Mathew the Tax collector was capable of reading and writing. Jesus led the life of an ascetic Essene and even ate little meat, and tried to remain mostly vegetarian.  

Chapter 14- The Sermon on the Mount

Editor’ note: From the Dead Sea Scrolls

The Demons Of Death (Beatitudes – 4Q525) (Plate 12)

Translated by Robert Eisenman and Michael Wise 1992.

Column 2

(1) [Blessed is he who walks] with a pure heart and who doesn’t slander with his Tongue. Blessed are they who hold fast to her Laws and do not hold (2) to the ways of Evil. Bless[ed] are they who rejoice in her and do not overflow with the ways of folly. Blessed are they who ask for her (3) with clean hands and do not seek her with a deceitful [heart]. Blessed is the man who grasps hold of Wisdom and walks (4) in the Torah of the Most High and directs his heart to her Ways and restrains himself with her disciplines and always accepts her chastisements. (5) And doesn’t cast her off in the misery of [his] affliction[s] nor forsake her in a time of trouble, nor forget her in [days of terror, (6) and in the Meekness of his soul, doesn’t despise her, but rather always meditates on her, and when in affliction, occupies himself [with God’s Torah; who al] 1 (7) his life [meditates] on her [and places her continually] before his eyes so he will not walk in the ways of [Evil]… (8) In unity and his heart is Perfect. God… (9) And wisdom will lift up his head] and seat among kings…. (10) They [shall look upon… brothers will be fruitful]… (12) Now, my sons, War my voice and do] not turn aside [from the words of my mouth…. 
 “A portion of the Demons of Death Beatitudes by Essenes at Qumran Community Dead Sea.”

After John the Baptist had baptized Jesus in the Jordan River, Jesus went off into the desert to meditate. Actually that is what the author of the Gospel of Luke would have you believe.  Jesus actually traveled back to Mount Carmel to seek out his teachers Simon, Joseph the healer, as to what he should do next. The bible says Jesus faced the Devil for 40 days and 40 nights. 40 days and 40 nights was the magical biblical phrase for an unspecified amount of time that no one really new to be true. Jesus spent several months back in the Mount Carmel Essene community developing his ministry and continuing his training as an Essene healer.

Jesus’ realized that by being Baptized by John the Baptist, he had accepted John’s teaching. John the Baptist and Jesus of Nazareth were from two different disciplines of the Essene society. John was from the Qumran Essene community that was a monastic community where scrolls were made from animal hides for the thousands of scrolls they had. Jesus on the other hand had a different training background with the northern Galilean Mount Carmel Essenes who did not live in a monastic community. The Mount Carmel Essenes were more liberal than the Qumran Essenes. The Mount Carmel Essenes did not have a tanning factory to make hides into scrolls. Nothing permanent could be erected on Mount Carmel because it was Holy ground. The Mount Carmel Essenes had professions in nearby Nazareth and worshipped on the Sabbath and other Holy days at Mount Carmel. Jesus being a healer and a rabbi by Essene training had a different philosophy than John the Baptist who was an acknowledged Prophet after the image of Elijah the famous Prophet.

Jesus came in plain clothes and plain dress and John the Baptist dressed like a wild man living in the desert with a coat of camel hair, a leather belt and a diet of wild honey and locusts. They were similar in being secret Essene leaders but different in how they approached life. John the Baptist was more of an extremist modeling after Elijah.

The time was at hand for Jesus to embark on his mission. Jesus was in his heart afraid. Here he was a secret Essene leader, not in a closed community, but in the real world where the enemies of the Essenes were everywhere. In shame for his loss of personal strength, and commitment, Jesus fled back to the safety of the Mount Carmel Essene community. He had not yet assembled his twelve disciples as Simon suggested he do. He was alone in the world, a feeling he would experience many times during his ministry. 

“Master, when I was baptized by John, I had a strange vision. I saw the skies open and a dove fly overhead and the voices of Angels Singing, ‘this is my beloved son,” Jesus remarked.  “I was frightened and at the same time enlightened,” Jesus shared with Simon and Joseph the healer” Joseph whispered. “Fear not Jesus for you have something none of us Essenes have and that is you are destined by God to lead the people of Israel.”.  “We have broken our laws, and sent you out to see if you are the ‘Righteous Leader,’ chosen by God,” Simon said. “Righteous Leader, are you crazy, I am but a man,” Jesus said. “No you are the ‘Son of Man,” (mankind),” Simon went on to say. “Brother Jesus we will pray with you and give you strength to out and spread the Good News of the coming of the Messiah,” Ezra said. You will bring the Lord’s Prayer to the people, you will bring the rules of the Essenes to the people and you will make it your own,” Simon repeated with much enthusiasm. Come let us pray and plan your ministry in the real world,” Joseph the healer commented. “Jesus I have given you all the knowledge and drugs for healing that I know over the past ten years.  Take this small bag of herbs, seeds, salts, and medicines with you in your journey as a secret essene healer and righteous teacher, “ Joseph went on to say.

After being baptized Jesus finally realized the God had given him a sign that his destiny was to be fulfilled as the Angel of God had predicted to his mother Mary. Jesus went and sat on a rock in the shade and watched as John baptized hundreds of people that day never showing fatigue or doubt.  His message was like Elijah, for he was a “prophet crying in the wilderness.”

Jesus felt the spirit of God within him more than he had ever felt before in his life. He decided to go into the wilderness and fast, and wait for God to reveal his plan to him.  He knew that he must be renewed and ready to receive God’s word. He withdrew into the desert far from the crowds at the Jordan River. It was time for Jesus to begin his ministry and to bring God’s word of salvation to the people of Judea. Finally, he felt that his mission was at hand and that he had received the Word of God and like the prophets of old he would spread the good word of God.

“Teacher, I have both doubts and I have had a vision while being baptized,” Jesus confided in Simon. “You must go the way of “the Righteous Teacher,” Simon said. “You must have faith in the Lord to show you the way. Remember all that you learned in our community and share it with the world. Do not try to disturb the authorities, both rather be subtle in your message. Most of all you must believe in yourself,” Simon pointed out. “But, I worry that I am not worthy Simon,” Jesus pleaded. “You path is not an easy road to take but it is written that you will fulfill the scriptures,” Simon said. “Come we will pray together and after a few days you will go and select some common men to support you and travel with you,” Simon said.  “Yes, Master, I understand and my soul is willing, but my heart seems weak. Am I worthy Simon?” Jesus asked.

So Jesus, Simon and Joseph the healer spend most of the evening praying and seeking courage for Jesus to being his ministry. “Remember above all to keep the secrets of our community to yourself,” Simon warned. “Most of all never reveal you are of the Essene community for there are many Seduces and Pharisees that hate the Essene society and fear that we have more knowledge and power than they do,” Simon stated.

Jesus knew he needed to gain a following as did John the Baptist. He also realized the rich Jews would not make a good following. He had to reach out to the poor, and the downtrodden Jews of Israel to hear his new message of salvation. All of Jesus’ life he had been reading the bible, and the Torah and training as an essene healer.  He had been learning of what the prophets of old did, and what they predicted would happen in the future. Isaiah was his favorite prophet, and much of what he predicted Jesus would endeavor to make come true. It was a beginning for Jesus. It was the moment of truth that he was free to preach, and to deal with death, disease, poverty, the Romans, taxes, and depression from years of captivity. 

“Jesus you must introduce the Lord’s prayer in a shortened form,” Joseph said.  “The average Jew does not worship Mother Earth as do the Essenes.

The Essene Lords Prayer from the Dead Sea Scrolls

“And pray every day to your Heavenly Father and Earthly Mother, that your soul becomes as perfect as your Heavenly Father’s holy spirit is perfect, and that your body becomes as perfect as the body of your Earthly Mother is perfect. For if you understand, feel, and do the commandments, then all for which you pray to your Heavenly Father and your Earthly Mother will be given you. For the wisdom, the love, and the power of God are above all.


”After this manner, therefore, pray to your Heavenly Father: ‘Our Father, who art in heaven, hallowed be thy Name. Thy kingdom come, thy will be done, on earth as it is in heaven. Give us this day, our daily bread, and forgive us our trespasses, as we forgive those who trespass against us. And lead us not into temptation, but deliver us from evil. For thine is the kingdom, the power, and the glory, now and forever. Amen.’


”And after this manner pray to your Earthly Mother: ‘Our Mother which art upon earth, hallowed be thy name. Thy kingdom come, and thy will be done in us, as it is in thee. As thou sendest every day thy angels, send them to us also. Forgive us our sins, as we atone all our sins against thee. And lead us not into sickness, but deliver us from all evil, for thine is the earth, the body, and the health. Amen.'”

“Let us begin with Our Father, who art in heaven. This way the prayer will be easier for the masses to memorize,” Simon said. Jesus and Joseph agreed that Simon was making a good point. “If I gather together the followers of John the Baptist, and others what shall I tell them,” Jesus asked?  “You will use your own words, and repeat many of the Rules of the Essenes,” Simon went on to say. “Consider the many blessings we bestow three times a day in our prayers,” Simon explained. “Yes the blessed poor, the mourners, the meek, the hungry, the merciful, the clean of heart, the peacemakers, the persecuted for the sake of righteousness, those who insult others,” Jesus commented. “Simon can you write that down for me?” Jesus asked.  “Surely brother Jesus,” Simon responded. Jesus had never learned how to write because he skipped the Essene Scribe training for the Healing Ministry with Joseph the Healer.

“What else is important?” Jesus inquired.  “I will speak in parables such as the story of the salt of the earth and the light of the world,” Jesus said. “Perhaps for the sake of the Pharisees and the Sadducees you should mention that your message had nothing to do with changing or abolishing the law,” Simon said. “I will write that down for you,” Simon said. “Many Jews do not obey the ten commandments,” Jesus commented. “Then mention the ten commandments such as thou shall not kill,” Simon went on to say. “Thou shall not commit adultery should also be mentioned,” Jesus said. “Write that down Simon, please,” Jesus said.  “Do not take false oath, rather do not swear at all,” Jesus continued to explain. “Whenever someone strikes you on your right cheek, turn the other one to him as well,” Jesus expressed this important Essene ideal. “Getting them to love their enemy is a profound thought I should dwell on for they are all expecting a military overthrow of the Romans,” Jesus observed. “What about those the falsely give alms, the hypocrites?“ Simon pointed out. “I will introduce the Lord’s prayer as we discussed, but in a shorter form than the Essene Lord’s prayer as you suggested Simon,” Jesus commented. “How about storing up treasures on earth where moth and decay and thieves break in and steal, but store up treasures in heaven where neither moth or decay destroys nor thieves break in and steal,” Jesus said with great enthusiasm

“I am tired now let us continue tomorrow and discuss what are the ideals mankind should adopt,” Jesus said.  “So be it brother Jesus,” Simon said. “I will finish writing our thoughts for you to memorize tonight.”

So the next day Joseph the healer joined Jesus and Simon, and they all listed many Essene sayings such as :  “the birds in the sky parable, do not worry about tomorrow, judge that ye be not judged, splinter in your eye parable, seek and ye shall find, the narrow gate parable, and the wise man house on rock and not sand parable. After a whole day of deliberation the three men sat back and drank some fruit wine and pondered their strategy for Jesus. “Tomorrow Jesus you will begin to practice this sermon and how you will tell the stories and ideals for good men to follow, Joseph commented. Simon and Joseph agreed and they all went their own way until the next day.

It was the third day after morning  prayer that the three men met and discussed what Jesus would say to begin his ministry. They wanted to make sure he included, as many good Rules of Essene living as possible that would apply to the masses. And so it came to pass that Jesus developed what would become known as the Sermon on the Mount. The Blessed portion would become known centuries later as the Beatitudes. Jesus began to feel more confident with his mentors helping him for he knew they would always be there to support him whenever he stumbled.  God had truly bless Jesus the secret Essene Leader.

So they went to the big tent where the services are held on the Sabbath and prayed together. They prayed for Jesus to have strength to carry out his ministry to the Jews of Galilee and Judea. They repeated the Lords prayer and decided to remove the part of the prayer relating to Mother earth so the prayer would apply to everyone. Jesus agreed with their strategy and now he was feeling stronger now that they had a plan. He was to gather the followers of John and others on a field or a mountain where everyone could see him and he was to lay out the philosophy of becoming a good person in the sight of God. He was to tell of the blessed ones, turning a cheek from one’s enemy, living a righteousness life, following the Ten Commandments and many more wise rules of life for an Essene or any Jew for that matter. They practiced together for weeks because Jesus had never learned how to write. He could only read and memorize text, so they questioned him daily on how to properly answer questions by Pharisees and Sadducees who would try and trick him. He was not to preach against Romans or they would arrest him like they did John and he could be murdered to keep him quiet and not start a rebellion.

It was at that time that Jesus together with his teachers Joseph,  and Simon that they would assemble all the beliefs that Jesus would relate on the Sermon on the Mount from memory, for Jesus could not write. He could not take along notes. His speech had to come from his heart and his amazing memory. 

An Angel came to Jesus in his sleep one night and said, “It is time to go forth and spread the Good News my son. Take what you have learned from your Essene brothers of the Light and spread the message to Jews in Galilee and Judea. Do not be afraid for I will be with you always and help you to speak well.”  Jesus awoke in a chilled sweat after the vision. The next day he told Simon and Joseph the healer that he was ready to embark on his mission, and that the Angel of the Lord appeared to him in a vision and instructed him to go forth and teach the multitudes in Galilee and Judea.

Chapter 15- The beginning and the end

And so the story of the Crucification of Jesus of Nazareth played out with a cast of many characters.  Nickademus, who had met Jesus when he was a young man training to become an Essene Healer, was himself a secret Essene sympathizer, and secret Leader of the Mount Carmel Essenes. Jesus did not remember Nickademus, when he came to Jesus in the night to ask how he might achieve salvation. It was Nickademus who told the other priests including Califus that Jesus had done nothing wrong at Jesus trial in the middle of the night. Later after Jesus was crucified, Nickademus, and Joseph of Arimather (the same Joseph the Essene healer that Jesus trained under for ten years) would take down his body and put it in a tomb.

Joseph of Arimathea was really Joseph the Essene. He was a wealthy businessman from Nazareth, and also a secret Essene. Joseph never revealed this secret to Jesus because he wanted to think he was a normal man and an Essene healer and nothing more.  Joseph had told Pilate that he was from Arimathea, when in fact he was really from Nazareth, and a secret Essene Healer and Leader.  Joseph asked Pilate for the body of Jesus and Pilate granted his wish. Together with Nicodemus, Joseph the secret Essene had Jesus placed in his personal tomb. Joseph the wealthy Essene and healer proved Jesus wrong in the end that rich men could go through the eye of a needle as easily as a camel could go through the eye of a needle. It was faith to the end that made the difference for Joseph the Essene. He was there for Jesus, even unto Jesus’ death.

Joseph the Essene was the Healing mentor to Jesus for many years in the Essene community at Mount Carmel. He kept it a secret that he was a wealthy merchant to everyone including Jesus.

When Jesus was forced to carry his cross he stumbled, and fell, and a nearby man called Simon the Cyrene in the Bible was forced to help Jesus carry the heavy cross. This was actually Simon the Essene leader, who recruited Jesus when he was a young boy to join the Essenes at Mount Carmel. Simon who had trained Jesus as an Essene for fifteen years and who had encouraged Jesus to go and become the “Righteous Teacher” for all mankind.

Simon lied to the Romans and told them he was a Cyrene.  Simon whispered to Jesus, “be strong, Righteous Leader Jesus, for God is with you and the whole Essene nation prays for you this day.”  Jesus looked at Simon, and just nodded since he was in great pain from the whipping. Simon the secret Essene was overcome with grief as he dragged Jesus’ cross to Golgothia where the Romans would crucify Jesus. So in the end Simon became part of the death and resurrection prophesy that Essenes had prayed for the “Teacher of Rightness.” Jesus became the “teacher of righteousness and the Messiah” for the Essenes and for the world.

So it came to pass that none of the authors of the Gospels never knew Jesus was a secret Essene Rabbi and Healer, nor they did not want to give the Essenes credit for preparing Jesus for his mission. Many years after Jesus’ death in Jerusalem, James the brother of Jesus had become an Essene when he was much younger. He became the leader of the twelve disciples of Jesus that hid from the Romans in Jerusalem. When the Romans killed James there was a revolt of the Jews that the Romans quickly put down.  Even the brother of Jesus had become an Essene and a martyr.

The military victory for the Jews and their Messiah never came, but the followers of Jesus Christ, the followers of “The Way,” who eventually became what was called “Christians,” succeeded after 300 years of torture, and ridicule by the Romans and the Jews to become the recognized religion of Rome. Christianity did in fact outlive the Roman Empire and became the official Religion of Rome, thanks to Emperor Constantine. John the Baptist was immortalized as the one who lead the way for the Messiah Jesus. Jesus used his Essene rules to try and change the establishment “in the days of darkness.” The leaders of the secret Essene community of Mount Carmel with Joseph the Healer (Joseph of Arimathia) and Simon of Cyrene grieved for their “Messiah and Righteous Leader. “ They got what they prayed for in Jesus’ resurrection and the fulfillment of the Essene prophesy, but they did not see the overthrow of the Roman rule.

Thanks to the Dead Sea scrolls we are able to see how significant the Qumran Essene community, and other Essene communities such as the Mount Carmel Essenes, and the thousands of secret Essenes had lived in all Galilee and Judean communities in the first century A.D.

Perhaps in the next hundred years some scrolls buried in a cave on Mount Carmel will come to light and have scrolls telling of the wonderful “Righteous Leader, Jesus the Essene from Nazareth and his cousin John the Baptist the Essene prophet from the Qumran community by the Dead Sea. As more and more of the Dead Sea scrolls come to light maybe some mention of Jesus and his ministry will prove that what is said in the New Testament is close to the truth? It may remain forever a mystery.

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Appendix and The Gospels of the Essenes

Essene Book of RevelationsTranslated by E. B. Szekely  Behold, the Angel of the Air shall bring him,And every eye shall see him,And the brotherhood,All the vast brotherhood of the EarthShall raise their voice as one and sing,Because of him.Amen. “I am the Alpha and Omega, the Beginning and the End;What is, what was, and what is to come?” And the voice spoke, and I turned to seeThe voice that spoke to me,And being turned, I saw seven golden candles;And in the midst of their blazing lightI saw someone like a son of man,Clothed in white, white as the snow.And his voice filled the air with the sound of rushing water; And in his hands were seven stars, And when he spoke, his face was streaming light, Blazing and golden like a thousand suns. And he said, “Fear not, I am the first and the last; I am the beginning and the end. Write the things that you have seen, And the things that are, and the things that will come after; The mystery of the seven stars which fill my hands, And the seven golden candles, blazing with eternal light. The seven stars are the Angels of the Heavenly Father, And the seven stars are the Angels of the Earthly Mother. And the spirit of man is the flame That streams between the starlight and the glowing candle; A bridge of holy light between Heaven and Earth.” These things said he who held the seven stars in his hands,Who walked within the flames of the seven golden candles?He that has an ear, let him hear what the spirit said:”To him that overcomes I will allow to eat from the tree of life,That stands in the midst of the shining paradise of God.” And then I looked, and behold,A door was opened in heaven:And a voice which sounded from all sides, like a trumpet,Spoke to me: “Come up here,And I will show you the things which must be hereafter.” And immediately I was there, in spirit,At the threshold of the open door.And I entered through the open doorInto a sea of blazing light.And in the midst of the blinding ocean of radiance was a throne:And on the throne sat one whose face was hidden.And there was a rainbow around about the throne,Which looked like emerald.And round about the throne were thirteen seats:And upon the seats I saw thirteen elders sitting,Clothed in white raiment;And there faces  were hidden by swirling clouds of light.And seven lamps of fire burned before the throne,The fire of the Earthly Mother.And seven stars of heaven shone before the throne,The fire of the Heavenly Father.And before the throneThere was a sea of glass like crystal:And reflected within itWere all the mountains and valleys of the Earth,And all the creatures abiding therein.And the thirteen elders bowed down before the splendor of himWho sat upon the throne, whose face was hidden,And rivers of light streamed from their hands, one to the other,And they cried, “Holy, Holy, Holy,Lord God Almighty,Which was, and is, and is to come.Thou art worthy, O Lord,To receive glory and honor and power:For thou hast created all things.”And then I saw in the right hand Of him that sat on the throne, A book written within and on the back, Sealed with seven seals. And I wept, because the book could not be opened, Nor was I able to read what there was written. And one of the elders said to me, ‘Weep not. Reach out your hand and take the book.’ And I reached out my hand and touched the book. And behold, the cover lifted, And my hands touched the golden pages, And my eyes beheld the mystery of the seven seals. And I beheld, and I heard the voice of many angelsRound about the throne,And the number of them was ten thousand times ten thousand,And thousands of thousands, saying with a loud voice,”All glory, and wisdom, and strength,And power forever and ever,To him who shall reveal the Mystery of Mysteries.”And I saw the swirling clouds of golden lightStretching like a fiery bridge between my hands,And the hands of the thirteen elders,And the feet of him who sat on the throne,Whose face was hidden? And I opened the first seal.And I saw, and beheld the Angel of the Air, And between her lips flowed the breath of life, And she knelt over the earth And gave to man the winds of wisdom, And man breathed in. And when he breathed out, the sky darkened, And the sweet air became fetid, And clouds of evil smoke hung low over all the earth. And I turned my face away in shame.  And I opened the second seal.And I saw, and beheld the Angel of the Water.And between her lips flowed the water of life,And she knelt over the EarthAnd gave to man an ocean of love.And man entered the clear and shining waters.And when he touched the water, the clear streams darkened,And the crystal waters became thick with slime,And the fish lay gasping in the foul blackness,And all the creatures died of thirst.And I turned my face away in shame. And I opened the third seal.And I saw and beheld the Angel of the Sun. And between her lips flowed the light of life, And she knelt over the earth And gave to man the Fires of Power. And the strength of the Sun entered the heart of man, And he took the power, and made with it a false sun, And he spread the fires of destruction, Burning the forests, Laying waste the green valleys, Leaving only charred bones of his brothers. And I turned away in shame. And I opened the fourth seal.And I saw, and beheld the Angel of Joy.And between her lips flowed the music of life,And she knelt over the EarthAnd gave to man the song of peace.And peace and joy like musicFlowed through the soul of man.But he heard only the harsh discord of sadness and discontent,And he lifted up his swordAnd cut off the heads of the singers.And I turned my face away in shame. And I opened the fifth seal.And I saw, and beheld the Angel of Life.And between her lipsFlowed the holy alliance between God and Man,And she knelt over the EarthAnd gave to man the gift of Creation.And man created a sickle of iron in the shape of a serpent,And the harvest he reaped was of hunger and death.And I turned my face away in shame. And I opened the sixth seal.And I saw, and beheld the Angel of the Earth.And between her lips flowed the river of eternal life,And she knelt over the EarthAnd gave to man the secret of eternity,And told him to open his eyesAnd behold the mysterious Tree of Life in the Endless Sea.But man lifted up his hand and put out his own eyes,And said there is no eternity.And I turned my face away in shame. And I opened the seventh seal.And I saw, and beheld the Angel of the Earthly Mother.And she brought with her a message of blazing lightFrom the throne of the Heavenly Father.And this message was for the ears of Man alone,He who walks between the Earth and Heaven,And into the ear of man was whispered the message.And he did not hear.But I did not turn away my face in shame.Lo, I reached out my hand to the wings of the angel,And turned my voice to heaven saying,”Tell me the message. For I would eat of the fruitOf the Tree of Life that grows in the Sea of Eternity.” And the angel looked upon me with great sadness,And there was silence in Heaven. And then I heard a voice, Which was like the voice that sounded like a trumpet,Saying, “O Man, would you look upon the evil you have done When you turned your face away from the throne of God?When you did not make use of the gifts Of the seven Angels of the Earthly Mother,And the seven angels of the Heavenly Father?” And a terrible pain seized meAs I felt within me the souls of all thoseWho had blinded themselves,So as to see only their own desires of the flesh.And I saw the seven angels who stood before God;And to them were given seven trumpetsAnd another angel came and stood at the alter,Having a golden censer;And there was given to him much incense,That he should offer it with the prayers of all the angelsUpon the golden alter that was before the throne. And the smoke of the incense ascended up before GodOut of the angel’s hand.And the angel took the censer,And filled it with fire of the alter,And cast it onto the Earth,And there were voices and thundering’s,And lightning, and earthquakes.And the seven angels that had the seven trumpetsPrepared themselves to sound. The first angel sounded, And there followed hail and fire mixed with blood, And they were cast upon the Earth.And the green forests and trees were burnt up,And all the green grass shriveled to cinders. The second angel sounded, And a great mountain burning with fire Was cast into the sea And blood rose from the earth as a vapor. And the fourth angel sounded, And there was a great earthquake; And the sun became as black as sackcloth of hair, And the moon became as blood. And the fifth angel sounded And the stars of heaven fell onto the earth Like figs from fig tree Shaken by a mighty wind. And the sixth angel sounded And the heaven departed as a scroll when it is rolled together. And over the whole earth there was not one tree, Nor one flower, nor one blade of grass. And I stood on the earth, And my feet sank into the soil, Soft and thick with blood, Stretching as far as the eye could see. And all over the earth was silence. And the seventh angel sounded.And I saw a mighty being come down from Heaven,Clothed with a cloud;And a rainbow on his head,And his face was as is it were the Sun,And his feet were pillars of fire.And he had in his hand a book open:And he set his right foot upon the sea, and his left foot on the earth,And he cried with aloud voice, which was wondrous to hear:’O Man, would you have this vision come to pass?’ And I answered, ‘You know I would do anything So that these terrible things might not come to pass.’ And he spoke: “Man has created these powers of destruction.He has made them from his own mind.He has turned his face awayFrom the angels of the Heavenly Father and the Earthly Mother,And he has fashioned his own destruction.” And I spoke: “Then is there no hope, bright angel?”And a blazing light streamed like a river from his handsAs he answered, “There is always hope,O thou for whom Heaven and Earth were created.” And then the angel,He who stood upon the sea and upon the earth,Lifted up his hand to heaven,And swore by him who lives for ever and ever,Who created heaven and the things that therein are,And the Earth, and the things that therein are,And the sea, and the things that are therein,That there should be time no longer:But in the days of the voice of the seventh angel, When he shall begin to sound, The mystery of God should be revealed to those Who have eaten from the Tree of Life Which stands forever in the Eternal Sea.  And the voice spoke again saying: “Go take the book that is in the hand of the angel, Who stands upon the sea and upon the earth.”?And I went to the angel, and said to him, “Give me the book, For I would eat from the Tree of Life Which stands in the middle of the Eternal Sea.” And the angel gave to me the book, And I opened the book, and I read therein What had always been, what was now, and what would come to pass.  I saw the holocaust that would engulf the Earth, And the great destruction That would drown all her people in oceans of blood. And I saw too the eternity of man And the endless forgiveness of the Almighty. The souls of men were as blank pages in the book, Always ready for a new song to be there inscribed. And I lifted up my faceTo the seven Angels of the Earthly MotherAnd the seven Angels of the Heavenly Father,And I felt my feet touching the holy brow of the Earthly Mother,And my fingers touching the holy feet of the Heavenly Father,And I uttered a hymn of thanksgiving:”I thank thee, heavenly father,Because thou hast put me at a source of running streams,At a living spring in a land of drought,Watering an eternal garden of wonders,The Tree of Life, Mystery of mysteries,Growing everlasting branches for eternal planting,To sink their roots into the stream of life from an eternal source.And thou, Heavenly Father,Protect their fruitsWith the angels of day and night,And with flames of Eternal Light lighting every way. But again the voice spoke, And again my eyes were drawn away From the splendors of the realm of light, “Heed thou, O man!You may walk on the right path And walk in the presence of the angels,You may sing of the Earthly Mother by dayAnd of the Heavenly Father by night,And through your being course the golden stream of the Law, But would you leave your brothers To plunge through the gaping chasm of blood, As the pain-wracked Earth shudders and groans Under her chains of stone? Can you drink from the cup of eternal life While your brothers die of thirst?” And my heart was heavy with compassion.And I looked, and lo,There appeared a great wonder in heaven:A woman clothed with the sun, and the moon under her feet,And upon her head a crown of seven stars.And I knew she was the source of running streamsAnd the mother of the forests. And I stood upon the sand of the sea,And saw a beast rise up out of the sea,And from his nostrils wafted foul and loathsome air,And where he rose from the sea, the clear waters turned to slime,And his body was covered with black and steaming stone. And the woman clothed with the sunReached out her arms to the beast,And the beast drew near and embraced her.And lo, her skin of pearl withered beneath his foul breath,And her back was broken by his arms of crushing rock,And with tears of blood she sank into the pool of slime. And from the mouth of this beast there poured armies of men, Brandishing swords and fighting, one with the other. And they fought with a terrible anger, And they cut off their own limbs and clawed out their own eyes, Until they fell into the pit of slime, Screaming in agony and pain. And I stepped to the edge of the pool and reached down my hand,And I could see the swirling maelstrom of blood,And the men therein, trapped like flies in a web.And I spoke in a loud voice, saying, “Brothers, drop your swords and take hold of my hand. Leave off this defiling and desecrationOf she who has given thee birth,And he who has given thee thy inheritance.For you the days of buying and selling are over And over, too, the days of hunting and killing. For he that leadeth into captivity will go into captivity,And the sword must kill him who kills with the sword.And the merchants of the earth shall weep and mourn Because no man buys their merchandise any more. The merchants of gold, and silver, and precious stones,And of pearls, and fine linen, and purple dyes, and silk, and scarlet,And marble, and beasts, and sheep, and horses,And chariots, and slaves, and souls of men,All these things you cannot buy and sell,For all is buried in a sea of bloodBecause you have turned your back on your father and mother,And worshipped the beast who would build a paradise of stone.Drop thy swords, my brothers, and take hold of my hand!” And as our fingers clasped, I saw in the distance a great city, White and shining on the far horizon, glowing alabaster,And there were voices and thunders, and lightning’s,And there was a great earthquake,Such as was not since men were on the Earth, So mighty an earthquake, and so great. And the great city was divided into three parts, And the cities of the nations fell.And the great city came in remembrance before GodTo give unto her the cup of the wineOf the fierceness of his wrath, And every island fled away,And the mountains were not found,And there fell upon men a great hail out of heaven, Every stone about the weight of a talent.And a mighty angel took up a stone like a great millstone, And threw it into the sea, saying, “Thus, with violence shall the great city be thrown down, And shall be found no more at all.’ And the voice of harpists, and musicians, and of pipers,And of singers, and trumpeters,Shall be heard no more in thee;And no craftsmen, of whatever craft he be,Shall be found anymore in thee;And the sound of the millstone shall be heard no more in thee.And the light of the candle will shine no more in theeAnd the voice of the bridegroom and of the brideShall be heard no more in theeFor your merchants were great men of the Earth;By there sorceries all nations were deceived.And in her was found the blood of prophets and saints,And all those who were slain upon Earth. And my brothers laid hold of my hand, And they struggled out of the pool of slime And stood bewildered on the sea of sand, And the skies opened and washed their naked bodies with rain.And I heard a voice from heaven, as the voice of many waters,And as the voice of great thunder:And I heard the sound of harpists playing their harps,And they sang a new song before the throne. And I saw another angel fly in the midst of Heaven,Having the songs of day and nightAnd the everlasting gospel to preach to them that dwell on the Earth,Unto them that have climbed from the pit of slime,And stand naked and washed by rain before the throne.And the angel cried out, “Fear God, and give glory to him;For the hour of his judgment has come:And worship him that made Heaven and Earth,And the sea, and the fountains of waters.” And I saw Heaven open, and beheld a white horse;And he that sat upon him was called Faithful and True,And in righteousness he does judge.His eyes were like a flame of fire,And on his head were many crowns,And he was cloaked in blazing lightAnd his feet were bare.And his name is called the Word of God.And the holy brotherhood followed him upon white horses,Clothed in fine linen, white and clean.And they entered the eternal Infinite Garden,In whose midst stood the Tree of Life? And the rain washed naked throngs came before them,Trembling to receive their judgment.For their sins were many, and they had defiled the Earth,Yea, they had destroyed the creatures of the land and sea,Poisoned the ground, fouled the air,And buried alive the mother who had given them birth. But, I saw not what befell them, for my vision changed,And I saw a new Heaven and a new Earth;For the first Heaven and the first Earth had passed away;And there was no more sea.And I saw the holy city of the brotherhoodComing down from God out of Heaven,Prepared like a bride adorned for her husband.And I heard a great voice out of heaven saying:”Lo, the mountain of the Lord’s house Is established in the top of the mountains And is exalted above the hills; And all people shall flow to it. Come, and let us go up to the mountain of the Lord, To the house of God; And he will teach us of his ways, And we will walk in his paths: For out of the Holy Brotherhood shall go forth the Law. Behold, the Tabernacle of God is with men, And he will dwell with them, and they shall be his people, And God himself will be with them, and be their God.’And God shall wipe away all tears from their eyes;And there shall be no more death,Neither sorrow, nor crying,Neither shall there be any more pain:For the former things have all passed away.Those who made war shall beat their swords into ploughshares,And their spears into pruning hooks:Nation shall not lift up sword against nation,Neither shall they learn war anymore:For the former things have passed away. And he spoke again: “Behold I make all things new.I am Alpha and Omega, the Beginning and the End.I will give to him that thirsts at the Fountain of the Water of Life freely.He who overcomes shall inherit all things,And I will be his God, and he shall be my son.But the fearful, and the unbelieving,And the abominable, and murderers, and all liars,Shall dig their own pit which burns with fire and brimstone.” And again my vision changed,And I heard the voices of the holy brotherhood raised in song,Saying, “Come ye, and let us walk in the light of the Law.”And I saw the Holy City,And the brothers were streaming to it.And the city had no need of the sun,Neither of the moon to shine on it:For the glory of God did lighten it. And I saw the pure river of the Water of Life,Clear as crystal, proceeding out of the throne of God.And in the middle of the river stood the Tree of Life, Which bore fourteen kinds of fruits, And yielded her fruit to those who would eat of it, And the leaves of the tree were for the healing of the nations. And there shall be no night there;And they need no candle, neither light of the sun,For the Lord gives them light:And they shall reign forever and ever. I have reached the inner visionAnd through thy spirit in meI have heard thy wondrous secret.Through thy mystic insightThou hast caused a spring of knowledgeTo well up within me,A fountain of power pouring forth living waters;A flood of love and all embracing wisdomLike the splendor of eternal light.   

The Essene The Gospel of the Holy Twelve

Also known as
The Gospel of the Perfect Life

TRANSLATED FROM THE ORIGINAL ARAMAIC
AND EDITED BY THE REV. GIDEON JASPER RICHARD OUSELEY

“Blessed are they who read,

Hear and do.

Old things pass away.

Then comes the new,

Out of the darkness,

Ariseth the Light.

“There are many things which I have to say unto you, but ye cannot bear them now. 

Howbeit the Spirit of Truth whom I will send unto you from above, shall guide you into all truth, and bring all things to your remembrance whatsoever I have said unto you from above, shall guide you into all truth, and bring all things to your remembrance whatsoever I have said unto you.” 


”After my departure there will arise the ignorant and the crafty, and many things will they ascribe unto Me that I never spake, and many things which I did speak will they withhold, but the day will come when the clouds shall be rolled away, and the Sun of Righteousness shall shine forth with healing in his wings.” 


”I am the Way, the Truth, the Life. The doctrine, which I teach, is that which I am. I am It and It is I.” 


THE SERMON ON THE MOUNT 

CHAPTER V 

A ND seeing the multitudes, he went up into the mountain:

** And when he had sat down, his disciples came unto him:

2 And he opened his mouth and taught them, saying, 

3 Blessed are the poor in spirit: for theirs is the kingdom 

of heaven. 

4 If Blessed are they that mourn : for they shall be comforted. 

5 If Blessed are the meek : for they shall inherit the earth. 

6 If Blessed are they that hunger and thirst after righteous- 

ness : for they shall be filled. 

7 If Blessed are the merciful : for they shall obtain mercy. 

8 TJ Blessed are the pure in heart : for they shall see God. 

9 If Blessed are the peacemakers : for they shall be called 

sons of God. 

10 f Blessed are they that have been persecuted for righteous- 

ness’ sake : for theirs is the kingdom of heaven. 

11 Blessed are ye when men shall reproach you, and persecute 

you, and say all manner of evil against you falsely, for my sake. 

12 Rejoice, and be exceeding glad : for great is your reward 

in heaven : for so persecuted they the prophets which were 

before you. 

13 If Ye are the salt of the earth : but if the salt have lost 

its savior, wherewith shall it be salted ? it is thenceforth good 

for nothing, but to be cast out and trodden under foot of men. 

14 Ye are the light of the world. A city set on a hill cannot 

be hid. 

15 Neither do men light a lamp, and put it under the bushel, 

but on the stand ; and it shineth unto all that are in the house. 

1 6 Even so let your light shine before men, that they may 

see your good works, and glorify your Father that is in heaven. 

1 7 U Think not that I came to destroy the law or the prophets 

I came not to destroy, but to fulfill. 

THE SERMON ON THE MOUNT 

1 8 For verily I say unto you, Till heaven and earth pass 

one jot or one tittle shall in no wise pass away from the law, till 

all things be accomplished. 

19 Whosoever therefore shall break one of these least                               commandments, and shall teach men so, shall be called least in the 

kingdom of heaven : but whosoever shall do and teach them, 

he shall be called great in the kingdom of heaven. 

20 For I say unto you, that except your righteousness shall 

exceed the righteousness of the scribes and Pharisees, ye shall in 

no wise enter into the kingdom of heaven. 

21 Ye have heard that it was said to them of old time, 

Thou shalt not kill ; and whosoever shall kill shall be in danger 

of the judgment : 

22 But I say unto you, that every one who is angry with his 

brother shall be in danger of the judgment; and whosoever 

shall say to his brother, Raca, shall be in danger of the council ; 

and whosoever shall say, Thou fool, shall be in danger of the 

hell of fire. 

23 If therefore thou art offering thy gift at the altar, and there 

rememberest that thy brother hath aught against thee, 

24 Leave there thy gift before the altar, and go thy way, first 

be reconciled to thy brother, and then come and offer thy gift. 

25 Agree with thine adversary quickly, whiles thou art with 

him in the way ; lest haply the adversary deliver thee to the 

judge, and the judge deliver thee to the officer, and thou be cast 

into prison. 

26 Verily I say unto thee, Thou shalt by no means come out 

thence, till thou have paid the last farthing. 

27 U Ye have heard that it was said, Thou shalt not commit 

adultery : 

28 But I say unto you, that every one that looketh on a woman 

to lust after her hath committed adultery with her already in 

his heart. 

29 And if thy right eye causeth thee to stumble, pluck it out, 

and cast it from thee : for it is profitable for thee that one of 

CHAPTER V 7 

…ancient sanctions, rather to unfold their deeper meaning. 

Mark this ! the universe itself shall pass away, before 

the smallest detail of God’s law revealed in Scripture 

comes to be out of date ; rather shall every part disclose 

a larger truth. It follows that the man whose teaching 

lessens the force of what seem to be the least important 

of God’s laws, has but a very humble place in the age 

which I proclaim ; on the other hand he whose practice 

and teaching enhance their authority shall have wide 

influence there. All the same, your practice of the moral 

law must go far beyond the code of conduct preached by 

professional moralists ; only a new way of life can qualify 

you for the new world that is coming. 

I will illustrate my meaning ; you know the old words 

of Scripture, ‘You are not to commit murder,’ your 

teachers go on to say, ‘ Whoever kills must come up 

for trial.’ What I tell you is that every one who persists 

in unreasonable anger with a brother-man, must account 

for his behavior ; 

whoever treats another with contempt 

shall be indicted for blasphemy ; whoever curses another 

brings down upon himself the doom he has invoked. 

And more than this, until you are on good terms with 

your brother, you must not bring your gifts to God’s 

altar ; if, when you have brought your gift you 

remember that he has anything against you, you 

must leave the gift where it is, go and make friends 

with your brother, and then offer your gift. 

Never lose a chance of making friends ; if you are involved 

in a lawsuit, you must try to come to an understanding 

with your opponent on the way to court. 

Remember, God is judge ; if you prolong the quarrel, it will be 

you that He will condemn, whatever happens to the 

other man; the man who nurse’s ill will always pays, 

and to the last penny too. 

Again the word of Scripture runs, ‘ You must not 

commit adultery.’ What I have to say on this subject 

is : Every one who casts upon a woman a lustful look 

has already in his heart seduced her. If some passion 

of this kind is your hindrance, you must tear yourself 

away from it at all costs ; better to live a maimed life, 

than with all your bodily powers about you be plunged 

into a hell of unsatisfied desire. If your daily business 

8 THE SERMON ON THE MOUNT 

..thy members should perish, and not thy whole body be cast into 

hell. 

30 And if thy right hand causeth thee to stumble, cut if off, 

and cast it from thee : for it is profitable for thee that one of 

thy members should perish, and not thy whole body go into 

hell. 

31 It was said also, Whosoever shall put away his wife, let 

him give her a writing of divorcement : 

32 But I say unto you, that every one that putteth away 

his wife, saving for the cause of fornication, maketh her an 

adulteress : and whosoever shall marry her when she is put 

away committeth adultery. 

33 H Again, y e have heard that it was said to them of old 

time, Thou shalt not forswear thyself, but shalt perform unto 

the Lord thine oaths : 

34 But I say unto you, Swear not at all ; neither by the 

heaven, for it is the throne of God ; 

35 Nor by the earth, for it is the footstool of his feet ; nor 

by Jerusalem, for it is the city of the great King. 

36 Neither shalt thou swear by thy head, for thou canst not 

make one hair white or black. 

37 But let your speech be, Yea, yea ; Nay, nay : and what- 

soever is more than these is of the evil one. 

38 ^ Ye have heard that it was said, An eye for an eye, and 

a tooth for a tooth : 

39 But I say unto you, Resist not him that is evil : but 

whosoever smiteth thee on thy right cheek, turn to him the other 

also. 

40 And if any man would go to law with thee, and take away 

thy coat, let him have thy coat also. 

41 And whosoever shall compel thee to go one mile, go with 

him twain. 

42 Give to him that asketh thee, and from him that would 

borrow of thee turn thou not away. 

43 If Ye have heard that it was said, Thou shalt love thy 

neighbor, and hate thine enemy : 

44 But I say unto you, Love your enemies, and pray for them 

that persecute you ; 

CHAPTER V 9 

puts a hindrance in your way, be rid of it, whatever it 

costs ; better to be a broken man, than in the full tide 

of your well being to find yourself in hell. The old law 

ran : ‘ Whoever would be rid of his wife must make 

proper provision for her ! ‘ I go a stage further and say 

leaving on one side the question of misconduct you 

are not to part company with your wives at all ; if 

you do, you are to blame if they go wrong, 

while the man who marries a woman already divorced 

commits adultery himself. Another illustration: you 

have all heard the law once given to your fathers 

‘ You must not commit perjury, but must fulfill your 

vows as in God’s sight.’ I tell you, you should not need 

to swear by this and that at all. Heaven is God’s throne, 

earth His footstool, Jerusalem the city of the King of 

Kings ; your head for the matter of that is sacred too 

you know you cannot make a single hair really white 

or black. Great words like these are God’s gift to you, 

and are not to be used as makeweights to your light 

talk. ‘ Yes, yes ‘ ; ‘ No, no ‘ ; that is emphasis enough 

for you ; when you go beyond such simple speech, you 

are giving the devil his chance. 

Once more ; you know the words, ‘ Eye for eye, tooth 

for tooth ‘ ; your teachers explain them as meaning ‘ slap 

for slap, or give as good as you get.’ I tell you, to

follow this line of action is to measure yourself with the 

devil. Whoever slaps you on the right cheek* let 

him do it again, if he wants to ; if some one takes 

you into the law-courts, and to pay the damages 

you have to forfeit your vest, make him a present 

of your upper garment as well ; if you are pressed 

to go one mile in the government service, of your 

own accord accompany the officials who commandeer 

your services the rest of the league. You are to be at the 

service of every claimant, and are not to turn churlishly 

away from any one that wants to borrow of you. 

Again, you have heard the words of Scripture, 

‘ Love your fellow-countrymen,’ and know the 

conclusion your teachers draw : ‘ Of course this means that 

*That is, ‘ whoever insults you ‘ ; a blow on the left cheek is a 

figure used for real injury, a slap on the right cheek for insult is 

the idiom current in those days. 

24 No man can serve two masters : for either he will hate 

the one, and love the other ; or else he will hold to one, and 

despise the other. Ye cannot serve God and mammon. 

25 Therefore I say unto you, Be not anxious for your life, 

what ye shall eat, or what ye shall drink ; nor yet for your body, 

what ye shall put on. Is not the life more than the food, and 

the body than the raiment ? 

26 Behold the birds of the heaven that they sow not, neither 

do they reap, nor gather into barns ; and your heavenly Father 

feedeth them. Are not ye of much more value than they ? 

27 And which of you by being anxious can add one cubit 

unto his stature ? 

28 And why are ye anxious concerning raiment ? Consider 

the lilies of the field, how they grow ; they toil not, neither do 

they spin : 

29 Yet I say unto you, that even Solomon in all his glory 

was not arrayed like one of these. 

30 But if God doth so clothe the grass of the field, which 

To day is, and to-morrow is cast into the oven, shall He not 

much more clothe you, O ye of little faith ? 

CHAPTER V

IUDGE not, that ye be not judged. 

2 For with what judgment ye judge, ye shall be judged: 

and with what measure ye mete, it shall be measured unto 

you. 

3 And why beholdest thou the mote that is in thy brother’s 

eye, but considerest not the beam that is in thine own eye ? 

– 

THE SERMON ON THE MOUNT –by Jesus Christ (The Secret Essene Healer and Rabbi)

…..prophesy by thy name, and by thy name cast out devils, and 

by thy name do many mighty works ? 

23 And then will I profess unto them, I never knew you 

depart from me, ye that work iniquity. 

24 Every one therefore which heareth these words of mine, 

and doeth them, shall be likened unto a wise man, which built 

his house upon the rock : 

25 And the rain descended, and’ the floods came, and the 

winds blew, and beat upon that house ; and it fell not : for it 

was founded upon the rock. 

26 And every one that heareth these words of mine, and doeth 

them not, shall be likened unto a foolish man, which built his 

house upon the sand 

27 And the rain descended, and the floods came, and the 

winds blew, and smote upon that house ; and it fell : and great 

was the fall thereof. 

CHAPTER VII 19 

who calls Me ‘ Lord, Lord ‘ shall have a place in God’s 

new world, but only those who carry out My Father 

God’s will. In the day of My coming many shall say, 

‘ Lord, Lord, have we not preached, saved men from 

the sway of dark powers of evil, healed them body and

soul, and all in Thy name ? ‘ And after all I shall have 

to tell them publicly, ‘ You were never Mine ; depart

from Me, you are rebels all of you.’ All depends, you

see, upon the reality of men’s relations with Me. The

man who listens to My words and carries them into 

action is like a sensible builder, who builds his house 

upon the solid rock. The rainy season comes, rivers 

rise, fierce gusts of wind come sweeping down upon the 

house, and yet it does not fall ; its foundation lies

secure upon the rock. As for the man, whoever he be, 

who listens to My words and does not carry them into 

practice, he is like a heedless builder, who builds his 

house on loose sandy soil.- The rainy season comes, 

rivers rise, fierce gusts of wind batter the house it

totters then down it comes in utter ruin ! 

The Essene Angels

The first Communion is with the Angel of Sun

The Angel of Sun,

She who cometh each morning

As a bride from her chamber,

To shed her golden light on the world.

O thou immortal, shining, swift-steeded

Angel of the Sun!

There is no warmth without thee,

No fire without thee,

No life without thee.

As green leaves of the trees

Do worship thee,

And through thee is the tiny wheat kernel

Become a river of golden grass,

Moving with the wind.

Through thee is opened the flower

In the center of my body.

Therefore will I never hide myself

From thee.

Angel of Sun,

Holy messenger of the Earthly Mother,

Enter the holy temple within me

And give me the Fire of Life!

The second Communion is with the Angel of Water

The Angel of Water,

She who makes the rain

To fall on the and plain,

Who fills the dry well to overflowing.

Yea, we do worship thee,

Water of Life-

From the heavenly sea

The waters run and flow forward

From the never-failing springs.

In my blood flow

A thousand pure springs,

And vapors, and clouds,

And all the waters

That spread over all the seven Kingdoms.

All the waters

The Creator hath made Are holy.

The voice of the Lord

Is upon the waters:

The God of Glory thundereth;

The Lord is upon many waters.

Angel of Water,

Holy messenger of the Earthly Mother,

Enter the blood that flows through me,

Wash my body in the rain

That falls from heaven,

And give me the Water of Life.

The third Communion is with the Angel of Air

The Angel of Air,

Who spreads the perfume

Of sweet-smelling fields,

of spring grass after rain,

of the opening buds of the

Rose of Sharon.

We worship the Holy Breath

Which is placed higher

Than all the other things created.

For, lo, the eternal and sovereign Luminous space,

Where rule the unnumbered stars,

Is the air we breathe in

And the air we breathe out.

And in the moment betwixt the breathing in

And the breathing out

Is hidden all the mysteries of the Infinite Garden.

Angel of Air,

Holy messenger of the Earthly Mother,

Enter deep within me,

As the swallow plummets from the sky,

That I may know the secrets of the wind

And the music of the stars.

The fourth Communion is with the Angel of Earth

The Angel of Earth,

She who brings forth corn and grapes

From the fullness of the earth,

She who brings children

From the loins of husband and wife.

He who would till the earth,

With the left arm and the right,

Unto him will she bring forth

An abundance of fruit and grain,

Golden-hued plants

Growing up from the earth

During the spring,

As far as the earth extends,

As far as the rivers stretch,

As far as the sun rises,

To impart their gifts of food unto men.

This wide earth do I praise,

Expanded far with paths,

The productive, the full-bearing,

Thy Mother, holy plant!

Yea, I praise the lands

Where thou dost grow

Sweet-scented swiftly spreading,

The good growth of the Lord.

He who sows corn, grass and fruit,

Soweth the Law.

And his harvest shall be bountiful,

And his crop shall be ripe upon the hills

As a reward for the followers of the Law,

The Lord sent the Angel of Earth,

Holy messenger of the Earthly Mother

To make the plants to grow,

And to make fertile the womb of woman,

That the earth may never be without

The laughter of children.

Let us worship the Lord in her!

The fifth Communion is with the Angel of Life

The Angel of Life,

She who gives strength and vigor to man.

For, lo, if the wax is not pure,

How then can the candle give a steady flame?

Go, then, toward the high-growing trees,

And before one of them which is beautiful,

High-growing and mighty,

Say these words:

‘Hail be unto thee! O good, living tree,

Made by the Creator!’

Then shall the River of Life

Flow between you and your Brother,

The Tree,

And health of the body,

Swiftness of foot,

Quick hearing of the ears,

Strength of the arms

And eyesight of the eagle be yours.

Such is the Communion

With the Angel of Life,

Holy messenger of the Earthly Mother.

The sixth Communion is with the Angel of Joy

The Angel of Joy,

She who descends upon earth

To give beauty to all men.

For the Lord is not worshipped with sadness,

Nor with cries of despair.

Leave off your moans and lamentations,

And sing unto the Lord a new song:

Sing unto the Lord, all the earth.

Let the heavens rejoice

And let the earth be glad.

Let the field be joyful,

Let the floods clap their hands;

Let the hills be joyful together Before the Lord.

For you shall go out with joy

And be led forth with peace:

The mountains and the hills

Shall break forth before you into singing.

Angel of Joy,

Holy messenger of the Earthly Mother,

I will sing unto the Lord

As long as I live:

I will sing praise to my God

While I have my being.

The seventh Communion is with Our Earthly Mother

Our Earthly Mother,

She who sends forth her Angels

To guide the roots of man

And send them deep into the blessed soil.

We invoke the Earthly Mother!

The Holy Preserver!

The Maintainer!

It is She who will restore the world!

The earth is hers,

And the fullness thereof the world,

And they that dwell therein.

We worship the good, the strong,

The beneficent Earthly Mother

And all her Angels,

Bounteous, valiant,

And full of strength;

Welfare-bestowing, kind,

And health giving.

Through her brightness and glory

Do the plants grow up from the earth,

By the never-failing springs.

Through her brightness and glory

Do the winds blow,

Driving down the clouds

Towards the never-failing springs.

The Earthly Mother and I are One.

I have my roots in her,

And she takes her delight in me

According to the Holy Law. “

THE VISION OF ENOCH

THE MOST ANCIENT REVELATION according to the Essenes from the Dead Sea Scrolls.

God Speaks to Man

I speak to you. 
Be still 
Know 
I am 
God.

I spoke to you 
When you were born. 
Be still 
Know 
I am 
God.

I spoke to you 
At your first sight. 
Be still 
Know 
I am 
God.

I spoke to you 
At your first word. 
Be still 
Know 
I am 
God.

I spoke to you 
At your first thought. 
Be still 
Know 
I am 
God.

I spoke to you 
At your first love. 
Be still 
Know 
I am 
God.

I spoke to you 
At your first song. 
Be still 
Know I am 
God.

I speak to you 
Through the grass of the meadows. 
Be still 
Know 
I am 
God.

I speak to you 
Through the trees of the forests. 
Be still 
Know 
I am 
God.

I speak to you 
Through the valleys and the hills. 
Be still 
Know 
I am 
God.

I speak to you 
Through the Holy Mountains. 
Be still 
Know 
I am 
God.

I speak to you 
Through the rain and the snow. 
Be still 
Know 
I am 
God.

I speak to you 
Through the waves of the sea. 
Be still 
Know 
I am 
God.

I speak to you 
Through the dew of the morning. 
Be still 
Know 
I am 
God.

I speak to you 
Through the peace of the evening. 
Be still 
Know 
I am 
God.

I speak to you 
Through the splendor of the sun. 
Be still 
Know 
I am 
God.

I speak to you 
Through the brilliant stars. 
Be still 
Know 
I am 
God.

I speak to you 
Through the storm and the clouds. 
Be still 
Know 
I am 
God.

I speak to you 
Through the thunder and lightning. 
Be still 
Know 
I am 
God

I speak to you 
Through the mysterious rainbow. 
Be still 
Know 
I am 
God.

I will speak to you 
When you are alone. 
Be still 
Know 
I am 
God

I will speak to you 
Through the Wisdom of the Ancients. 
Be still 
Know 
I am 
God

I will speak to you 
At the end of time. 
Be still 
Know 
I am 
God.

I will speak to you 
When you have seen my Angels. 
Be still 
Know 
I am 
God.

I will speak to you 
Throughout Eternity. 
Be still 
Know 
I am 
God

I speak to you. 
Be still 
Know 
I am 
God.

The Essene Book of Moses

The Ten Commandments

I am the Law, thy God, which hath brought thee out from the depths of the bondage of darkness.

Thou shalt have no other Laws before me.

Thou shalt not make unto thee any image of the Law in heaven above or in the earth beneath. I am the invisible Law, without beginning and without end.

Thou shalt not make unto thee false laws, for I am the Law, and the whole Law of all laws. If thou forsake me, thou shalt be visited by disasters for generation upon generation.

If thou keepest my commandments, thou shalt enter the Infinite Garden where stands the Tree of Life in the midst of the Eternal Sea.

Thou shalt not violate the Law. The Law is thy God, who shall not hold thee guiltless.

Honor thy Earthly Mother, that thy days may be long upon the land, and honor thy Heavenly Father, that eternal life be thine in the heavens, for the earth and the heavens are given unto thee by the Law, which is thy God.

Thou shalt greet thy Earthly Mother on the morning of the Sabbath.

Thou shalt greet the Angel of Earth on the second morning.

Thou shalt greet the Angel of Life on the third morning.

Thou shalt greet the Angel of Joy on the fourth morning.

Thou shalt greet the Angel of Sun on the fifth morning.

Thou shalt greet the Angel of Water on the sixth morning,

Thou shalt greet the Angel of Air on the seventh morning-

All these Angels of the Earthly Mother shalt thou greet, and consecrate thyself to them, that thou mayest enter the Infinite Garden where stands the Tree of Life.

Thou shalt worship thy Heavenly Father on the evening of the Sabbath.

Thou shalt commune with the Angel of Eternal Life on the second evening.

Thou shalt commune with the Angel of Work on the third evening.

Thou shalt commune with the Angel of Peace on the fourth evening.

Thou shalt commune with the Angel of Power on the fifth evening,

Thou shalt commune with the Angel of Love on the sixth evening.

Thou shalt commune with the Angel of Wisdom on the seventh evening.

All these Angels of the Heavenly Father shalt thou commune with, that thy soul may bathe in the Fountain of Light, and enter into the Sea of Eternity.

The seventh day is the Sabbath: thou shalt remember it, keep it holy. The Sabbath is the day of the Light of the Law, thy God. In it thou shalt not do any work, but search the Light, the Kingdom of thy God, and all things shall be given unto thee.

For know ye that during six days thou shalt work with the Angels, but the seventh day shalt thou dwell in the Light of thy Lord, who is the holy Law.

Thou shalt not take the life from any living thing. Life comes only from God, who giveth it and taketh it away.

Thou shalt not debase Love. It is the sacred gift of thy Heavenly Father.

Thou Shalt not trade thy Soul, the priceless gift of the loving God, for the riches of the world, which are as seeds sown on stony ground, having no root in themselves, and so enduring but for a little while.

Thou shalt not be a false witness of the Law, to use it against thy brother: Only God knoweth the beginning and the ending of all things, for his eye is single, and he is the holy Law.

Thou shalt not covet thy neighbor’s possessions. The Law giveth unto thee much greater gifts, even the earth and the heavens, if thou keep the Commandments of the Lord thy God.

And Moses heard the voice of the Lord, and sealed within him the covenant that was between the Lord and the Children of Light.

And Moses said unto the people, these are the laws, which thy God hath given thee.

Thou shalt have no other gods before me.

Thou shalt not make unto thee any graven image.

Thou shalt not take the name of the Lord thy God in vain.

Remember the Sabbath day, to keep it holy.

Honor thy father and thy mother.

Thou shalt not kill.

Thou shalt not commit adultery.

Thou shalt not steal.

Thou shalt not bear false witness against thy neighbor.

Thou shalt not covet thy neighbor’s house, nor thy neighbor’s wife, nor anything that is thy neighbor’s.

THE SEVENFOLD PEACE

And seeing the multitudes, Jesus went up into a mountain, and his disciples came unto him, and all those who hungered for his words. And seeing them gathered, he opened his mouth and taught them, saying:

“Peace I bring to thee, my children,

The Sevenfold Peace

Of the Earthly Mother

And the Heavenly Father.

Peace I bring to thy body,

Guided by the Angel of Power; Peace I bring to thy heart,

Guided by the Angel of Love; Peace I bring to thy mind,

Guided by the Angel of Wisdom. Through the Angels of

Power, Love and Wisdom,

Thou shalt travel the Seven Paths

Of the Infinite Garden,

And thy body, thy heart and thy mind

Shall join in Oneness

In the Sacred Flight to the Heavenly Sea of Peace.

Yea, I tell thee truly,

The paths are seven

Trough the Infinite Garden,

And each must be traversed

By the body, the heart and the mind As one,

Lest thou stumble and fall

Into the abyss of emptiness.

For as a bird cannot fly with one wing,

So doth thy Bird of Wisdom

Need two wings of Power and Love

To soar above the abyss

To the Holy Tree of Life.

For the body alone

Is an abandoned house seen from afar:

What was thought beautiful

Is but ruin and desolation

When drawing near.

Are body alone

Is as a chariot fashioned from gold,

Whose maker sets it on a pedestal,

Loath to soil it with use.

But as a golden idol,

It is ugly and without grace,

For only in movement

Doth it reveal its purpose.

Like the hollow blackness of a window

When the wind puts out its candle,

Is the body alone,

With no heart and no mind

To fill it with light.

And the heart alone

is a sun with no earth to shine upon,

A light in the void,

A ball of warmth drowned

In a sea of blackness.

For when a man doth love,

As love turneth only to

Its own destruction

When there is no hand to stretch forth

In good works,

And no mind to weave the flames of desire

Into a tapestry of psalms.

Like a whirlwind in the desert

Is the heart alone,

With no body and no mind

To lead it singing

through the cypress and the pine.

And the mind alone

Is a holy scroll

Which has worn thin with the years,

And must be buried.

The truth and beauty of its words

Have not changed,

But the eyes can no longer read the faded letters,

And it falleth to pieces in the hands.

So is the mind without the heart

To give it words,

And without the body

To do its deeds.

For what availeth wisdom

Without a heart to feel

And a tongue to give it voice?

Barren as the womb of an aged woman

Is the mind alone,

With no heart and no body To fill it with life.

For, lo, I tell thee truly,

The body and the heart and the mind

Are as a chariot, and a horse, and a driver.

The chariot is the body,

Forged in strength to do the will

of the Heavenly Father

And the Earthly Mother.

The heart is the fiery steed,

Glorious and courageous,

Who carries the chariot bravely,

Whether the road be smooth,

Or whether stones and fallen trees

Lie in its path.

And the driver is the mind,

Holding the reins of wisdom,

Seeing from above what lieth

On the far horizon,

Charting the course of hoofs and wheels.

Give ear, O ye heavens,

And I will speak;

And hear, O earth,

The words of my mouth.

My doctrine shall drop as the rain,

My speech shall distil as the dew,

As the small rain

Upon the tender herb,

And as the showers upon the grass.

Blessed is the Child of Light

Who is strong in body,

For he shall have oneness with the earth.

Thou shalt celebrate a daily feast

With all the gifts of the Angel of Earth:

The golden wheat and corn,

T’he purple grapes of autumn,

The ripe fruits of the trees,

The amber honey of the bees.

Thou shalt seek the fresh air

of the forest and of the fields,

And there in the midst of them

Shalt thou find the Angel of Air.

Put off thy shoes and clothing

And suffer the Angel of Air

To embrace all thy body.

Then shalt thou breathe long and deeply,

That the Angel of Air

May be brought within thee.

Enter into the cool and flowing river

And suffer the Angel of Water

To embrace all thy body.

Cast thyself wholly into his enfolding arms,

And as often as thou movest the air with thy breath,

Move with thy body the water also.

Thou shalt seek the Angel of Sun,

And enter into that embrace

Which doth purify with holy flames.

And all these things are of the

Holy Law of the Earthly Mother,

She who did give thee birth.

He who hath found peace with the body

Hath built a holy temple

Wherein may dwell forever

The spirit of God.

Know this peace with thy mind,

Desire this peace with thy heart,

Fulfill this peace with thy body.

Blessed is the Child of Light

Who is wise in mind,

For he shall create heaven.

The mind of the wise

Is a well-ploughed field,

Which giveth forth abundance and plenty.

For it thou showest a handful of seed

To a wise man,

He will see in his mind’s eye

A field of golden wheat.

And if thou showest a handful of seed

To a fool,

He will see only that which is before him,

And call them worthless pebbles.

And as the field of the wise man

Giveth forth grain in abundance,

And the field of the fool

Is a harvest only of stones,

So it is with our thoughts.

As the sheaf of golden wheat

Lieth hidden within the tiny kernel,

So is the kingdom of heaven

Hidden within our thoughts.

If they be filled with the

Power, Love and Wisdom

of the Angels of the Heavenly Father,

So they shall carry us

To the Heavenly Sea.

But if they be stained

With corruption, hatred and ignorance,

They shall chain our feet

To pillars of pain and suffering.

No man can serve two masters;

Neither can evil thoughts abide in a mind

Filled with the Light of the Law.

He who hath found peace with the mind

Hath leamed to soar beyond

The Realm of the Angels.

Know this peace with thy mind,

Desire this peace with thy heart,

Fulfill this peace with thy body.

Blessed is the Child of Light

Who is pure in heart,

For he shall see God.

For as the Heavenly Father hath given thee

His holy spirit,

And thy Earthly Mother hath given thee

Her holy body,

So shall ye give love

To all thy brothers.

And thy true brothers are all those

Who do the will of thy Heavenly Father

An d thy Earthly Mother.

Let thy love be as the sun

Which shines on all the creatures of the earth,

And does not favor one blade of grass

For another.

And this love shall flow as a fountain

From brother to brother,

And as it is spent,

So shall it be replenished.

For love is eternal.

Love is stronger

Than the currents of deep waters.

Love is stronger than death.

And if a man hath not love,

He doth build a wall between him

And all the creatures of the earth,

And therein doth he dwell

In loneliness and pain.

Or he may become as an angry whirlpool

Which sucks into its depths

All that floats too near.

For the heart is a sea with mighty waves,

And love and wisdom must temper it,

As the warm sun breaks through the clouds

And quiets the restless sea.

He who hath found peace with his brothers

Hath entered the kingdom of Love,

And shall see God face to face.

Know this peace with thy mind,

Desire this peace with thy heart,

Fulfill this peace with thy body.

Blessed is the Child of Light

Who doth build on earth

The kingdom of heaven,

For he shall dwell in both worlds.

Thou shalt follow the Law of the Brotherhood,

Which saith that none shall have wealth,

And none shall be poor,

And all shall work together

In the garden of the Brotherhood.

Yet each shall follow his own path,

And each shall commune with his own heart.

For in the Infinite Garden

There are many and diverse flowers:

Who shall say that one is best

Because its color is purple,

Or that one is favored

Because its stalk is long and slender?

Though the brothers

Be of different complexion,

Yet do they all toil

In the vineyard of the Earthly Mother,

And they all do lift their voices together

In praise of the Heavenly Father.

And together they break the holy bread,

And in silence share the holy meal

Of thanksgiving.

There shall be no peace among peoples

Till there be one garden of the brotherhood

Over the earth.

For how can there be peace

When each man pursueth his own gain

And doth sell his soul into slavery?

Thou, Child of Light,

Do ye gather with thy brothers

And then go ye forth

To teach the ways of the Law

To those who would hear.

He who hath found peace

With the brotherhood of man

Hath made himself

The co-worker of God

Know this peace with thy mind,

Desire this peace with thy heart,

Fulfill this peace with thy body.

Blessed is the Child of Light

Who doth study the Book of the Law,

For he shall be as a candle

In the dark of night,

And an island of truth

In a sea of falsehood

For know ye, that the written word

Which cometh from God

Is a reflection of the Heavenly Sea,

Even as the bright stars

Reflect the face of heaven.

As the words of the Ancient Ones

Are etched with the hand of God

On the Holy Scrolls,

So is the Law engraved on the hearts of the faithful who do study them.

For it was said Of old,

That in the beginning there were giants

In the earth,

And mighty men, which were of old,

Men Of renown.

And the Children of Light

Shall guard and preserve

Their written word,

Lest we become again as beasts,

And know not the Kingdom of the Angels.

Know ye, too,

That only through the written word

shalt thou find that Law

Which is unwritten,

As the spring which floweth from the ground

Hath a hidden source in the secret depths beneath the earth.

The written Law

Is the instrument by which

The unwritten Law is understood,

As the mute branch of a tree

Becomes a singing flute

In the hands of the shepherd.

Many there are

Who would stay in the tranquil

Valley of ignorance,

Where children play

And butterflies dance in the sun

For their short hour of life.

But none can tarry there long,

And ahead rise the somber

Mountains of learning.

Many there are

Who fear to cross,

And many there are

Who have fallen bruised and bleeding

From their steep and rugged slopes.

But faith is the guide

Over the gaping chasm,

And perseverance the foothold In the jagged rocks.

Beyond the icy peaks of struggle

Lies the peace and beauty

Of the Infinite Garden of Knowledge,

Where the meaning of the Law

Is made known to the Children of Light.

Here in the center of its forest

Stands the Tree of Life,

Mystery of mysteries.

He who hath found peace

With the teachings of the Ancients,

Through the light of the mind,

Through the light of nature,

And through the study of the Holy Word,

Hath entered the cloud-filled

Hall of the Ancients,

Where dwelleth the Holy Brotherhood,

of whom no man may speak.

Know this peace with thy mind,

Desire this peace with thy heart,

Fulfill this peace with thy body.

Blessed is the Child of Light

Who knoweth his Earthly Mother,

For she is the giver of life.

Know that thy Mother is in thee,

And thou art in her.

She bore thee

And she giveth thee life.

She it was who gaveth thee thy body,

And to her shalt thou one day

Give it back again.

Know that the blood which runs in thee

is born of the blood

Of thy Earthly Mother.

Her blood falls from the clouds,

Leaps up from the womb of the earth,

Babbles in the brooks of the mountains,

Flows wide in the rivers of the plains,

Sleeps in the lakes,

Rages mightily in the tempestuous seas.

Know that the air which thou dost breathe

Is born of the breath

Of thy Earthly Mother.

Her breath is azure

In the heights of the heavens,

Soughs in the tops of the mountains,

Whispers in the leaves of the forest,

Billows over the cornfields,

Slumbers in the deep valleys,

Bums hot in the desert.

Know that the hardness of thy bones

Is born of the bones

Of thy Earthly Mother,

Of the rocks and of the stones.

Know that the tenderness of thy flesh

Is born of the flesh

Of thy Earthly Mother,

She whose flesh waxeth yellow and red

In the fruits of the trees.

The light of thy eyes,

The hearing of thy ears,

These are born

Of the colors and the sounds

Of thy Earthly Mother,

Which doth enclose thee about,

As the waves of the sea enclose a fish,

As the eddying air a bird.

I tell thee in truth,

Man is the Son

Of the Earthly Mother,

And from her did the Son of Man

Receive his whole body,

Even as the body of the newborn babe

Is born of the womb of his mother.

I tell thee truly,

Thou art one with the Earthly Mother;

She is in thee, and thou art in her.

Of her wert thou born,

In her dost thou live,

And to her shalt thou return again.

Keep, therefore, her laws,

For none can live long,

Neither be happy,

But he who honors his Earthly Mother

And keepeth her laws.

For thy breath is her breath,

Thy blood her blood,

Thy bone her bone,

Thy flesh her flesh,

Thy eyes and thy ears

Are her eyes and her ears.

He who hath found peace

With his Earthly Mother

Shall never know death.

Know this peace with thy mind,

Desire this peace with thy heart,

Blessed is the Child of Light

Who doth seek his Heavenly Father,

For he shall have eternal life.

He that dwelleth in the secret place

Of the Most High

Shall abide under the shadow

of the Almighty.

For he shall give his Angels charge over thee,

To keep thee in all thy ways.

Know ye that the Lord hath been

our dwelling place

In all generations.

Before the mountains were brought forth,

Or ever he had formed

The earth and the world,

Even from everlasting to everlasting,

Hath there been love

Between the Heavenly Father

And his children.

And how shall this love be severed?

From the beginning

Until the ending of time

Doth the holy flame of love

Encircle the heads

Of the Heavenly Father

And the Children of Light:

How then shall this love be extinguished?

Ye that love thy Heavenly Father,

Do ye then his bidding:

Walk ye with his Holy Angels,

And find thy peace with his Holy Law.

For his Law is the entire Law:

Yea, it is the Law of laws.

Through his Law he hath made

The earth and the heavens to be one;

The mountains and the sea

Are his footstools.

With his hands he hath made us

And fashioned us,

And he gaveth us understanding

That we may learn his Law.

He is covered with Light

As with a garment:

He stretcheth out the heavens

Like a curtain.

He maketh the clouds his chariot;

He walketh upon the wings of the wind.

He sendeth the springs into the valleys,

And his breath is in the mighty trees.

In his hand are the deep places of the earth:

The strength of the hills is his also.

T’he sea is his,

And his hands formed the dry land.

All the heavens declare the Glory of God,

And the firmament showeth his Law.

And to his children

Doth he bequeath his Kingdom,

To those who walk with his Angels,

And find their peace with his Holy Law.

Wouldst thou know more, my children?

How may we speak with our lips

That which cannot be spoken?

It is like a pomegranate eaten by a mute:

How then may he tell of its flavor?

If we say the Heavenly Father

Dwelleth within us,

Then are the heavens ashamed;

If we say he dwelleth without us,

It is falsehood.

The eye, which scanneth the far horizon

And the eye, which seeth the hearts of men

He maketh as one eye.

He is not manifest,

He is not hidden.

He is not revealed,

Nor is he unrevealed.

My children, there are no words

To tell that which he is!

Only this do we know:

We are his children,

And he is our Father.

He is our God,

And we are the children of his pasture,

And the sheep of his hand.

He who hath found peace

With his Heavenly Father

Hath entered the Sanctuary

of the Holy Law,

And hath made a covenant with God

Which shall endure forever.

Know this peace with thy mind,

Desire this peace with thy heart,

Fulfill this peace with thy body,

Though heaven and earth may pass away,

Not one letter of the Holy Law

Shall change or pass away.

For in the beginning was the Law,

And the Law was with God,

And the Law was God.

May the Sevenfold Peace

Of the Heavenly Father

Be with thee always.

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The College of St. George of Staten Island

A fictional story by Dr. Pelham Mead III

Outline

  1. Introduction

Each and every College and University in the United States whether a Catholic College or Private or Public College always has something to hide. It seems to be standard procedure to sweep problems under the rug rather than deal with the problems in an honest and outright manner. Sadly, faculty and students suffer in the end from the indiscretions of the Presidents, and administrators. When monies are stolen from accounts and the person is caught, most Colleges deal with it internally so as not to let the story get into the Newspapers and produce a bad image of the College. Colleges and Universities are often afraid of the impact of a bad story and how it will affect their alumni contributions. Their justification is when a major bad story breaks that puts the College of University in a bad light; there is a domino effect as to public opinion and alumni opinion. Colleges or Universities are afraid that alumni will stop making contributions to the school because of bad story of embezzlement, violence on campus, child sexual abuse, administrative misdeeds, and other negative stories.

            Take for instance the case of Joe Paterno the Football coach at Penn State University shows that he reported a case of suspected sex abuse of young boys by an assistant coach to his superiors and they in turn swept the problem under the carpet until all hell broke loose in the fall of 2010 and the story came to the surface when one or more victims told their story to the Police and the Newspapers. The story went viral and Penn State was put in a very poor light nationally and internationally.  The first effect of this poor image would be alumni concern and a sudden decrease of alumni contributions. Some alumni are such large contributors that they often have great leverage with the University Trustees. In the Penn State situation the Trustees needed to exercise  “
damage control,” since the case was in all the National Newspapers. They fire Joe Paterno immediately to stop all the News stories. That had a limited effect. It may also have been that the politics of Penn State Trustees had asked Coach Paterno on numerous times to step down and retire. This bad news provided an opportunity for them to finally be able to take action in getting 85-year-old Coach Paterno to step down. While he was coaching he was a powerful man that could tell the President and the Trustees what he wanted to do. Look at the numbers at Penn State. The football stadium seated 65,000 people all paying for tickets. The alumni contributors for the football program specifically and boosters as they are called who always raise funds for the Football program for full scholarships, uniforms, travel funds, coaching salaries, trainers, printing and marketing expenses. Penn State was an empire of Football income and contributions and at Penn state as well as any other campus the bottom line is money.

            This book, although fictional in nature, is based on events that actually happened at many Colleges across the United States over a period of twenty years 1980 to 2011. In no way is this book intended to cause malice toward any College or Institution or President or administrative or faculty individuals. The real intention of this book is to show what really goes on behind the scenes in Colleges and Universities in the United States and how “cover up” is the motto of the day.

            The first story is about a fictitious Catholic College in Staten Island, New York called St. Georges College. This College was on the property belonging to the Sisters of the Holy Cross. Originally, like so many other Catholic Colleges,  St. Georges began  as an all Women’s Colleges in the early 1900’s, and due to declining enrollment became a coed College in 1960. Many small Catholic Colleges that do not have a wealthy alumni base suffer from the same problems, and that is a low or poor alumni funding to help the college survive. Many people do not realize that all Colleges and Universities are tuition dependent as their main source of income. The smaller Colleges public and catholic do not have research departments that generate a lot of federal grants for scientific research, and a lot of funding for faculty, scientists, and facilities. 

Smaller Colleges also suffer from their inability to have good grant writers. They often have only one Development administrator who usually cannot write grants but only organize grants. It is the professors that have to write grants, or knowledgeable administrators that have the time and the motivation.

            One source of income for Catholic Colleges used to be endowment such as naming a classroom for an alumnus contribution. Large million dollar donations would grant an alumnus getting a building named after them. This worked well for a few decades, but after time, each and every classroom, building, gymnasium, pool, sports field, etc. had been named for some alumni that gave money. Even scholarships were named after the alumni contributor. Special graduation awards got to departments where previous alumni funded a Communications Department award, or a Biology Department award.

            Eventually the selling of names on classrooms and buildings much like the selling of pews in churches in the 1800’s and early 1900’s became a thing of the past. Catholic colleges did not have many means of raising funds especially after the Diocese of New York or any other supporting Diocese began cutting funds to Catholic Colleges, and even Catholic Schools in the 1980, 1990, and 2000’s.

            Since tuition is the main source of Catholic Colleges, unlike their Public College counterparts who also get funding from the State, Catholic College try to keep the tuition low so that they can serve 2nd generation immigrant students, low income, and minority students. Small Catholic College realize  they cannot compete with publically funded State Colleges, so they target their students from the lower pay scale of available students. Since their mission is to help the poor or help the minorities, they practically give away the tuition in grants, scholarships, and special financial awards. These scholarships are based on need and usually reduce the already low tuition to 50% less than full tuition. If the housing or enrollment is limited at a small Catholic college then they are in trouble. They will always be capped at the amount of students they can house and enroll. Commuter students comprise a large portion of many College and University enrollment. St. Johns University in Queens had 20,000 students in 2010, and only a few hundred live on campus in the few dormitories. This means that almost the entire St. John University student had to commute everyday.

            At St. George’s College of Staten Island only 20% of the students commuted. There were enough dorms on campus to house 2,000 students. The dorms were all old , rundown, and not very attractive. They were cheap as far as monthly rent goes.

St. George’s College did not make much money on dormitory fees, and in the summer the dorms were mostly empty.

            In the early years of St. George’s College the majority of the college faculty were Nuns from the Order of the Holy Cross. They worked for no pay except a small 10% living allowance, and they all lived in housing on the campus. The College in the early years 1930 through the 1950’s made a nice profit, because it’s faculty costs were extremely low. This changed over time because the Nuns were not getting new novices after WWII, and many were dying off. By 1980 70% of the original teaching staff of Nuns had passed away. Only a dozen teaching and administrative Nuns remained at St. George’s College as of 2000. Many other Catholic Colleges run by Nuns were suffering the same thing with a decline in Nuns on the teaching staff.

The Betrayal of the Nuns

            At an all Women’s College in White Plains, New York the “Sisters of Life.”  ran a College called Northern Westchester College. It suffered a decline in teaching Nuns , and enrollment during the 1960’s, when there was the anti-war, anti-establishment, and anti-church movement in the United States. Their enrollment dropped to an all time low of 300 students. They converted to coed by 1965 but the change came too late, and they were faced with closing. A large University from New York city wanted to locate a Medical School in Westchester on the property the Sisters of Life.  The Northern Westchester College was prime property in White Plains. They negotiated a deal to support Northern Westchester College, and at the same time build their Medical school on the same grounds. By 1970 the Northern Westchester College was closed, and the Medical school was booming with enrollment. The Sisters of Life were left out in the cold when the college finally closed even though the University promised to promote and keep Northern Westchester College open no matter what.

            Another group of Nuns called the  “Sisters of the Humble Poor,” has a viable Catholic Prep school in Westchester that began in 1901. Their school “St. Peters Prep of Westchester,” began to lose Nuns as they died out, and few replaced them. Originally the rich families sent their children to the famous St. Peters Prep of Westchester because it was well known as a good Catholic school that placed many graduates in large well known Universities such as Princeton, Yale, and New York University. After WWII, the teaching Nuns had dropped to only 1/3 of the faculty, and lay teachers had to be hired which increased the costs of the Prep school. The buildings of the late 1800’s were crumbling and the neighborhood around the Prep school slowly became a slum. By 1975 the Sisters of the Humble Poor were forced to sell the Prep school or default to New York City in taxes. They sold it to a Jewish school that promised on the sale contract to never sell the school buildings or property to private housing developers. The Jewish Yeshiva lasted ten years, and then went out of business. They sold the property and buildings to a private housing developer who wanted to put in condo units. The “Sisters of the Humble Poor,” sued the Jewish Yeshiva and after many years in court they won a one million dollar judgment. Unfortunately, the one million dollars came too late, because by the time of the settlement there were only four Sisters of the Humble Poor still alive. They donated the money to St. George’s College of Staten Island in exchange for a home for the four surviving Nuns to retire, and live out their lives. St. George’s College gratefully accepted the contribution and repaired it’s one hundred year old roof on its main administration building.  “Easy come, easy go” became the motto for the “Sisters of the Humble Poor.”

            The “Sisters of The Divine Heart,” of Westchester, New York were another group that was taken advantage of by another College. They had a K-12 Catholic School in New Rochelle, New York for over 100 years having been an orphanage originally. It served  Civil War children of fathers who were killed in the war. During the Civil War the “Sisters of the Divine Heart,” served in the War for both the North and the South in Medical hospitals. After the war they formed a small orphanage in New Rochelle sponsored by a millionaire that wanted to leave a legacy in his name so they named the Orphanage Sampson’s Orphanage. In 1910, the orphanage became an elementary school and in 1922 it became a high school also handling grades K-12.  By the late 1930’s, after the depression, they got a charter for an All-Woman’s College called Mount New Rochelle Catholic College. By the 1960’s, the College was in major financial trouble so it merged with Rochelle Shore College. Rochelle Shore College promised to maintain the Mount New Rochelle College, and its buildings and provide housing for the retired Nuns of the “Sisters of the Divine heart.” By 1972, Rochelle Shore College had become a University, and it closed down Mount New Rochelle College, and sold it for a handsome profit to private housing developers. Unfortunately, the “Sisters of the Divine Heart,” had trusted the Rochelle Shore College trustees, and there was no clause preventing them from selling the property at any time in the future. They were eventually left out in the cold.

            In Tarrytown high on the top of the Mountain was another All Women’s College Called High Mount College, that actually lasted until the 1990’s by providing a weekend college for women, evening programs, and an accelerated three year degree program for women. They refused to become a Coed College, and it cost them. Hartford College made them an offer to rent space on the college grounds, and they accepted. After five years, a problem developed with the Hartford College faculty who were union and the non-union High Mount Faculty. The Hartford College faculty were restricted to only the one building they leased from High Mount College. Problems developed and Hartford College threatened to pull out. As fate would have it High Mount College was going under financially. They could not keep enough all woman enrollment to survive. They made a deal with Hartford College to buy the property and buildings so long as it continued to support High Mount College. Three years later Hartford College got it’s revenge and pulled out of the property and sold everything to a private school and made a huge profit. High Mount College was closed forever.

  1. The Betrayal of the Nuns
    1. The Sisters of Life-College in White Plains-Pace took over
    2. The Sisters of the Holy Cross- Iona closed
    3. The Sisters of the Humble Poor- Sold Prep school to a Jewish Temple only to have them close years later and sell the property to a developer. The Sisters sued and won $1 million dollars.
    4. Heritage- Most Monasteries, Nun supported orphanages began in the 1800’s when there was a need for children without parents. Especially after the Civil War when many children lost their fathers
    5. History- Initially the Orphanages did very well and many later became Girls schools and then eventually even Colleges for Women. Traditionally the Church appointed male administrators to be in charge of these Catholic schools and colleges. By the 1960’s many catholic schools were in trouble of going out of business. The Vietnam War, Civil Rights Movement, the decrease interest in religion and the economy all contributed to the decreased enrollment in Catholic schools
    6. Mission-Many of the Sisters had a mission to help the poor when in fact they themselves lived in poverty. It is difficult to help the poor when the Catholic Church stopped supporting these many Nun supported Catholic schools. Once the Nuns died out there was no one that would work for free to replace them. They kept costs down because they worked for virtually nothing for the Church.

The Catholic Church had it’s own financial problems and could not help the many Nun founded Catholic schools.

Orphanages became a thing of the past. The State of New York moved in the direction of group homes for wards of the state or orphans. Orphanages were in buildings that were built in the 1800’s and were crumbling and rotting away.  They did not have modern electricity and modern plumbing which all had to be replaced over the years. Not having sufficient money to do this maintenance the buildings eventually became unsafe to use and were often condemned by building inspectors.

  1. The dying breedWhere it was fashionable for Italian and Irish families to have a son become a priest and a daughter become a Nun was an honor.Times changed and the Catholic requirement of celibacy for Priest turned many a man away.For the NUNS they were replaced by trained Nurses in hospitals, Teaching changes and technology came into place outdating many NUNs in education. Italian and Irish families changed over the past 100 years to become mixed with other religions and other nationalities. The old world Italian and Irish traditions began to change and were forgotten. So the need for young girls to become a Nun faded. Women wanted equality and got it and they wanted jobs like the men and got that too. Women left behind the role of caregiver, homemaker, nurse and teacher and ventured into the business world. Women became more educated and earned more money and forgot about Nuns tending the poor.
  2. Reduction of Sisters of Life over 100 years of service
    1. The City of New York took over the services for the poor in many ways
    1. Legal challenges to protecting the homeless became the job of the city to find housing.
    1. The Catholic Nuns lost the significance they once had in society in treating the poor, the homeless, and pregnant young mothers. The role switched to the City schools to reach out to help pregnant young mothers with alternative schools. The State of New York provided welfare support to poor families. Orphanages became old buildings just like mental institutions that fell out of favor with society.
  3. Retirement of the Sisters of Life
    1. At some point in time even Nuns become to old to keep working so they must retire. There are very few retirement homes or facilities for Nuns that allow them to retire in some comfort with little or no pension money.
  4. Changing from a male dominant leadership to a female dominant leadership
    1. In the 1880’s the Catholic Church was male dominated and they did not tolerate female interference as in the case of Sister Eliz. Seton who was turned away by the Bishop when she wanted to form a girl’s school.
    1. This trend continued up until the 1960 when Nuns had to reach out side to the secular community to help them with teachers and administrators.
    1. Secular civilians were brought in to replace the Mother Superior to run Girls schools and Girls Colleges.
    1. By the 1960’s all girls’ schools were dying out so they converted to COED and allowed boys to attend. At first the change was good but it did not last long with free public schools providing superior educations with well-trained teachers for the first time in a century.
    1. Those Girl’s schools that did not want to change like Marymount in White Plains eventually lost their enrollment and had to sell out to Fordham University who in turn closed the school and sold it for a nice profit.
  5. The aging of the infrastructure and the inability to prevent deterioration and planned maintenance.
    1. It cost a lot of money for planned maintenance and Nuns traditionally id not have enough money left over to upgrade their buildings.
    1. Natural disasters are bound to happen or simply erosion, storm damage, rusting facilities, aging decay, poor construction, and out of date structures all eventually fall down or become condemned or burn down from poor electrical wiring.
  6. The wolves outside the door of the Sisters
    1. 1980’s Sisters of Life ran St. Mary’s College (a 2 year institution) in Yonkers.  I was teaching there as an adjunct at the time.   They were underwater and IONA stepped in to help save the institution.  Within 2-3 years, IONA closed the school, sold the property and made the money.
    1.  1980’s the Sisters of Loving Care ran College of Sacred Heart in White Plains.  In 1976.   It was taken over by PACE who promised to continue to run the school with the nuns.   PACE put their Law school there, and in a few years closed the college that the nuns previously owned.  The nuns have been in litigation with PACE for years – I am not sure how or if this was ever resolved.  Probably – information available on the web somewhere.
  7. In early 2000’s Fordham took over Marymount in Tarrytown -which was underwater.  They promised to continue the mission of the sisters and improve the college.   Four years ago, Fordham closed them down, sold the property for a good sum.  Marymount sisters were outraged
  1. Administration-Catholic Colleges vs. standard Private colleges, differences similarities
    1. In the Franciscan and Vincentian orders the President works for nothing and that saves a lot of money
    2. In other Catholic orders the Mothers Superior have died out and no one was qualified to take their place. The schools had to meet new NY State Education requirements in both their teachers as well as administrators. Many schools and colleges lacked leadership within and had to seek Educational Administrators outside the Catholic community.
    3. In One Women’s College a new President was being sought. The salary was not high and there were few applicants that wanted to be President of a financially troubled institution. A new male non-religious President was hired and he just happened to be Gay. Sadly, he used his sexual preference to hire boyfriends of his in major College Administrative positions even if they had no previous experience
    4. Gay Male VP of Finance
    5. Gay Male Director of Admissions
    6. Gay Female Director of Athletics
    7. Trustees who had no clue
  2. Looking for a scape goat
    1. The VP of Finance who stole from the Grant and how he met his demise.
      1. In 1999 the College of St. Paul of Staten Island received a Title V Federal Grant from the US Department of Education for Hispanic Serving Institutions. The College needed 25% Hispanic student population to qualify for the grant which was easy since 35% of it’s population was Hispanic coming from Staten Island.
      1. Before a Coordinator for the Title V grant could be hired the College began the grant with no one in place to direct the grant or carry out its goals. The writer of the grant had quit the college and there was no one who understood what the grant required. The VP of Finance at the time saw an opportunity to buy some financial software without informing the incoming President. The VP of Finance also allowed one of the Deans to draw down money from the grant for unrelated stationary supplies for her office and Reading Center. Sixty thousand was spent during the first year of the grant before a coordinator was hired in the spring of the next year.
      1. Two years after the VP of Finance was removed the opportunity presented itself to look into the purchasing records to see where the missing $60,000 was spent on without proper authorization from the President of VP of Academic Affairs who was theoretically in charge of the Title V grant.
  3. The Dean who stood up against the New President’s policies and how she was forced into retirement.
    1. As always the case when a new President comes in he or she sweeps house with all the previous VPs and Deans to put in place people that answer to the new President not to the traditions of old.
    1. One such Dean was quite outspoken and she did not agree in the direction the new President was taking the college. She protested and was eventually asked to retire or resign. She retired and no one replaced her.
  4. The changing of the guard with the VP of Academic affairs, the professor replacement, the Director of Nursing replacement.
    1. When you have a constant change of the VP of Academic affairs, the School Controller, and the VP of Financial affairs then no college or school can operate properly. New Policies and procedures cannot be mandated and expect to be successful. If the finances are so poorly managed that even the President does not know how much money there is in the bank, then there can be no financial plan or mission that will work.
    1. Kicking out the old guard. Sometimes the faculty and department chairperson age beyond the normal retirement age. They become dinosaurs that cannot change their old habits and become fearful of technology and new methods of teaching a whole new student body from the 1980’s and 1990’s and 21st century. The president saw these as a move forward and forced out the old chairman into retirement or cut their positions to part-time. Along with these old-timers when many a dedicated Nun who had no place to go except teach at the college.
  1. The firing of the Director of Personnel (gay man who had no background in finance) and who was hired because he had a relationship with the President. Fell out of favor with the president. Unable to properly manage the renovation of an old building. Blamed for taking retirement funds and using it to fund an elevator in the renovated building due to a summer shortage of funds
  2. Pushing out old Nuns in teaching positions
  3. Phasing out old faculty because they were old
  4. Back stabbing
  5. Inter-College relationships
    1. College of St. George and the College of Holy Essence. The College of St. George of Staten Island was founded around the time of the Civil War and many of its buildings were built before the 1900’s. It began as an Orphanage and then became a Girls Prep School and then Woman’s College by the 1900’s. Nursing and Education were the biggest programs at the College. Many of its graduates became teachers and Nurses who never made a lot of money in their lifetime.
    2. The College of Holy Essence was supported not by a Sister hood but the Franciscan Brothers of Staten Island who were well endowed by private donations. In the 1960’s both colleges were threatened with possible closure when they decided to develop a mutual relationship where they would exchange students and faculty to save on expenses. They also became fully coed and attracted a lot of Staten Island students from Italian and Latino families.
    3. Benefits of cross-enrollment  
      1. The College of Holy Essence had a great Sports program that it gave out many scholarships, whereas the College of St. Mary’s of Staten Island did not have any athletic fields or outstanding sports teams. Both schools were able to share sports facilities to cut expenses.
      1. The College of Holy Essence had a very high academic standard and offered Engineering, Math, Chemistry, Computer Programming, and other difficult academic programs. The College of St. Mary’s of Staten Island was service orientated so from it’s long standing tradition Nursing was it’s number one program and Communications was the second largest program thanks to cross-enrollment from the College of Holy Essence.
  6. Shortcomings of cross-enrollment
    1. Lots of lateness due to the need to catch a shuttle bus
    1. Difference in each college’s Missions
    1. Financial difference between the College of Holy Essence being the richer school and the Poorer College of St. Mary of Staten Island.
    1. The athletes on full scholarships at the College of Holy Essence were not smart enough for Engineering and Computer programming so they all enrolled at the College of St. Mary’s Communications Program in Radio and Television that was a much easier and friendlier program.
    1. The College of Holy Essence always wanted the controlling power when it came to cross-campus policies and enrollment.
    1. The College of Holy Essence was miles ahead of St. Mary’s College of Staten Island in technology since they offered programming and put a high premium on advanced technology, wireless classrooms, Internet access, and smart classrooms and lecture halls.
  7. The deadly President’s letter from St. George to the College of Holy Essence and how the contract between Catholic schools fell apart.
    1. Effects on the Department of Communications. The department of Communications went from a student enrollment of 2000 students to less than 300 without the students from the College of Holy Essence. The Dean of Communications left for the College of Holy Essence when they offered him a major salary increase and a brand new facility and program that he could set up from scratch. Their only problem was a lack of space on campus to house the new Communications department. The assistant to the Director/Dean was promoted to the position not as Director but as Manager that commanded a lower salary. The Department Chairperson retired from Communications and the staff shrunk from over 20 adjuncts and 5 full time professors to less than ten part-time faculty.
    1. Fine Arts, Education, Psychology, Nursing, Math, Chemistry, shared departments, all experience a reduction in class enrollment which translated to many adjunct and full-time faculty being fired.
    1. Effects on enrollment. Initially the enrollment went down but the College of St. Mary of Staten Island loosened up on its enrollment policies and also hired placement counselors in Connecticut to recruit students.
    1. St. Mary of Staten Island had a tradition of not offering Sport Scholarships and this policy prevented the Division III teams from excelling. Instead of sport scholarships, financial grants were given to athletes especially from Connecticut to help improve the Baseball team, basketball team, and Volleyball team.
  8. D. The big Title III USDE grant
    1. Minority serving institutions
    2. Meeting the Federal agenda
    3. Integrating technologies into the classrooms
      1. Installing smart classrooms
        1. The requirements for the smart classrooms were out of date with the installation of Televisions wall mounted with VCRs. By the 21st century computer projectors and electronic white boards were the teaching medium of choice
        1. Previous movie screen and TV mounts were unsafe and not properly installed
        1. Improved TV mounts with “H” brackets that spread out the weight distribution on the wall. Bolted through the brick and plaster walls to the next classroom that plywood base to prevent the bolts from pulling out over time.
        1. Wireless technology in every classroom.
        1. Loaner laptops to access wireless technology
        1. Theft and classroom security
        1. Wireless projects and why they were easy to install but worked too slowly to be effective
        1. Tutoring faculty how to use technology in the classroom
        1. The shortcomings of the IT department.
          1. Part-time college students
          1. No defined mission
          1. No funding
          1. Developed out of Collegis five million dollar contract that ripped the college off blind.  Computers were cheap and did not last three years. Parts were stolen from one computer to repair another computer, resulting in a computer graveyard.
          1. Underpaid personnel
          1. Poor HELP station
          1. Good personnel exit to find higher paying jobs.
      1. Installing smart lecture halls
      1. Installing smart computer labs
      1. Installing new renovated facilities
  1. Integrating technologies into the curriculum and lectures
  2. Writing a curriculum
  3. Finding a facility for a Teacher Excellence Center
  4. Finding furniture
  5. Getting rid of file cabinets
  6. Establishing a relationship with IT
  7. Quid pro quo (one hand wipes another hand)
  8. Personalities to work around
  9. IT Director secrets
  10. IT Director’s inability to install new Banner finance software and his making promises to the President he could not keep.
  1. II. Catholic Stories
  1. The Faculty Stories
  2. Outsourcing
  3. Collegis
  4. Banner
  5. Food Services
  6. Cleaning Services
  1. IV Expose’
  1. Teachers caught having a sexual relationship with their students
  2. Homosexual relations
  3. Sex with female college students by faculty
  4. Scandals in hiring procedures
  5. The hiring of the Athletic Director
  6. The hiring of the Dean of Students
  7. The hiring of the VP of Finance
  8. The replacement of the Director of Human Resources
  9. The hiring of the VPs of Academic Affairs
  10. How the VP of Finance tricked the school into a five million dollar contract with Collegis. She was a previous employee of Collegis and no one knew that until she quit her position at the College.
  11. Pushing out the Education Department Chair who was a Nun
  12. Department chairpersons making overload money
  13. How they controlled the summer school system
  14. How they were over paid even when they were freed from teaching to supervise teachers
  15. The inability to change from the old system to a new system
  16. The old way of doing things, cheapest thing goes
  17. A constant shortage of money
  18. An inability to meet the demands of technology
  19. The inability of the Faculty Council to keep the President in line.
  20. The spies on the Faculty Council.
  21. The elevators
  22. How the large elevator really broke down and why.
  23. The two 100-year-old elevators that constantly broke down.
  24. The lack of safety backup for elevators
  25. The condemning of the stair cases
  26. The surprise inspection that condemned the stair case to the extension as being dangerous
  27. The 6-week disaster as a result of teachers being unable to get to their offices.
  28. The falling down outside porch
  29. The Nuns outside porch that rotted and had to be taken down
  30. The constant repair problems with the remainder of the porch
  31. The Administration building built on rock
  32. The basement erosion
  33. The actual bedrock visible in the basement of the building.
  1. The Castle/ Student Services
  2. The Nun in the tower
  3. How she came to be there
  4. The four story castle keep
  5. Problems with the castle
  6. The ineffective security guard system
  7. Underpaid security guards
  8. A director with no real power
  9. No video cameras installed
  10. No locked classrooms in the administration building
  11. The stealing of smart classroom equipment by a security guard
  12. The Friday afternoon thefts of projectors installed in 18 ft. ceilings
  13. The motis operande
  14. Catching the thief
  15. Losing $10,000 worth of equipment
  16. The administration doing nothing
  17. The break-in to the Communications TV studio and theft.
  18. The opportunity to use grant funds for wireless video cameras in the newly renovated building
  19. The refusal
  20. The eventual break-in and theft of thousands of dollars of TV cameras and recorders.
  21. The eventual installation of the wireless video cameras after the theft
  22. Reported rapes of female students on campus in the dorms.
  23. The lack of safety at night with a poorly lit campus
  24. Outside students from other colleges having access to the dorms
  25. Local gang students roaming the campus at night
  26. The forgotten Point Richard on the Hudson
  27. The piece of valuable land cut off by the Metro-North rail road
  28. The abandonment of the property
  29. The abandoned Metro North Railroad station
  30. The original train stop at the College of St. George
  31. A change in transportation brings about abandonment of the train station and its destruction
  32. The Home for Children of the State next door.
  33. Right next to the St. George College property was a State Home for wayward children who often came around the fence to steal things on campus
  34. The Westchester sewer plant next door.
  35. The smell
  36. The inability to control sewage overflow at the Sewer plant
  37. The Elementary school run by the Nuns and it’s closing
  38. Declining enrollment
  39. Closing of the prep academy
  40. Selling of the property to raise money
  41. The high-rise building that replaced the property that was once the Sr. George Prep School.
  42. The effect of a high rise building overlooking the campus
  43. The loss of vital land that could have been used for campus expansion.
  44. The selling of the first St. Mary Academy to a Jewish organization that folded and tried to sell the property for condos. The lawsuit and the one million the Nuns got which went to repair the administration’s building roof.
  45. Declining enrollment
  46. The decision to sell and the contract prohibiting being sold for other than educational purposes
  47. The lawsuit and the settlement
  48. Easy come and easy go, as one million dollar settlement has to be used to repair a seriously leaking administration-building roof.
  49. The integration of Technology Over the five-year period of the Title III grants.
  50. Hiring a director
  51. Selecting staff
  52. Completing a budget
  53. $60,000 missing before the Director was hired
  54. Tutoring 84 faculty over 5 years.
  55. The Teacher Excellence Center Ambassadors
  56. The Laptop computer loaner program
  57. Balancing the grant budget annually
  58. Grant rules and regulations
  59. The liaison with the Communication Department and its Associate Dean
  60. The relationship with the IT department
  61. The relationship with The College of Holy Essence and its IT staff
  62. The Presidents hiring of the Director of Technology at the College of Holy Essence to work part-time at St George’s College
  63. The College of Holy Essence undermining the St. George College’s efforts in establishing technology.
  64. 22. The end of the grant
  65. The politics regarding promised made in the grant and promise not kept by the President
  66. The desire not to fund the Teacher Excellence Center and staff
  67. Playing it cheap
  68. Finishing the budget on time and on balance except for the $60,000 that was stolen by a previous VP of Finance but never replaced by the President.

Destiny

Destiny

By Dr. Pelham Mead III

Chapter I

It is the year 3750, Earth time in flight time, and all systems are running 100%.  I am “Venturi Probe 5000” a robot ship created by the best scientists of earth in the year 3740. My mission is to repopulate other planets as Earth is slowly dying from an orbit change as a result of a comet hitting earth on May 1, 3739. The earth began to experience major earthquakes after May 1, 3739, and three-fourths of the world flooded as the poles melted. This orbital change brought Earth closer to the sun. 

[These are the records of the Ventury Probe 5000 destined for the Alpha Centuri Star system in search of a livable planet to repopulate the human species.]

In the year scientists gathered 3739 after the disaster of May 1st, the best, and smartest gene pool on Earth from all countries all over the world.  Eggs, and sperms from all races and civilizations were stored in my freezer compartments. I am the “mother” of all human species designed to fertilize the best of societies and produce a master race of super intelligent human beings with the highest IQ able to survive in conditions favorable to life on some of the planets in the Alpha Centuri star system. My database has all the recorded history of man from the day he stepped out of a cave to the 37th century on Earth. I am the creator of future mankind. I am the “mother” designed to repopulate what is left of the extinct human population on Earth. Should other species discover me or find me in the Alpha Centuri system; we from Earth say welcome and we hope you will allow us to populate one of your planets. The entire history of our human species is included on our database on the Venturi Probe 5000. This probe represents the last of civilization, as we know it on Earth after a comet collided with Earth and changed the Earth’s orbit pushing it closer to the sun.

[Venturi Log entry: Venturi Probe 5000 log entry: 22 hour of the 100 years Earth time in flight from Earth.]

I have improved some of the human assumptions and errors in my programming to reduce any errors in the 24-hour cycle. Propulsion speed remains steady at magnum 4 speed. Course corrections have been made several times to avoid asteroid fields and possible collision.  All human cells are still in frozen states but have increased themselves 10% over the past 100 years Earth time. Laser destructors were used in year 55 and 81 to destroy meteors that were threatening collision. The Primary Directive for the protection of the “human Cell charges” was invoked to destroy meteor fragments.

Venturi Probe 5000 log entry: 23rd hour of Earth year 200 years in flight from Earth:

All systems in “sleep mode,” for deep space flight.  Human charges all intact and temperature and gene development system operational.  One Hundred and fifty human units are in embryo state. Two have been activated for human maintenance and computer updating on reproduction of the human species. They lived for 40 years and then were deactivated. All systems were updated by human intervention for 40 years of input. Returning to “Sleep Mode.”

 One hundred and forty eight human units are in the developing stages of cell maturation. Fifty % female gender and fifty % male gender are accounted for. Estimated remaining flight arrival time to the Alpha Centuri star system 300 more years to travel.

Venturi Probe 5000 log entry: 11 hour of Earth year 277 years in flight from Earth:

EMERGENCY, ALERT, ALERT, ALL SYSTEMS AWAKE, COMING ONLINE. Sensors indicate a major galactic disruption in the Alpha Centuri system. Telescoping camera sensors indicate heat and light disruptions in Sector 400.122.1.5 . The anomaly is located near the century of the Alpha Centuri galaxy.  HEAT ALARM, Heat Alarm…Warning, warning, BLACK HOLE IS DETECTED. Alpha Centuri Sun has exploded. Programming navigational avoidance. Shock wave to hit in 20, 19, 18, 16, 15, 14, 13, 12, 10, 9, 8, Activate all defense systems. Prime Directive consulted. Defend the Human Charges at all costs. AVERT, AVERT.

Warning….w…a…r…..n …i…..n…..g……..W ……….

Silence

Venturi Probe 5000-log entry: time UNKNOWN…time database is damaged. Navigation report: Unknown course. Speed 50 magnum …error…. error all systems. Attempting reprogramming. Course correction made. Alpha Centuri Sun is not detected. Last recorded entry was being pulled into a black hole in space after the star exploded. Gravitational pull increasing.  Speed beyond normal controls. Something is propelling Venturi Probe 5000 back to earth at dangerous magnum 50+ speeds. I am unable to take control. My thrusters are being repaired internally. Venturi Probe 5000 is correcting. Primary Directive invoked [Protect my charges and produce a new more powerful species]… Losing control …must shut down all systems to make vital repairs to protect the human cells.

Venturi Probe 5000 log entry: AWAKE from sleep mode. Navigation systems repaired.  Negative effect on Venturi Probe time system. Error,  Error. Navigation systems have determined that earth is straight ahead. Venturi Probe 5000 has determine that a black hole has warped space time and estimated arrival time to earth will not be Earth time 3700 but rather, 330 B.C. original Earth time. Recalculate the Primary Directive. Question: How do I “Mother Venturi Probe” carry out my prime directive to preserve and protect my human charges? Recalculating, recalculating… Invoke the Prime Directive. Checking Earth Time databases. Seek out new species and inseminate genes or create new human species by fertilizing on board female eggs with on board male sperms. The future of human civilization is a stake and I must work fast.

Estimated arrival time to Earth is two years Earth time flight time.

Waking, waking checking Earth time. It is Oct. 10, 355 B.C. Reprogramming. Confirmed. I have somehow traveled back in time. My Prime Directive to repopulate is initiated. I have selected a prime female candidate. Checking, location, Macedonia, Greece, Oct. 10, 355 B.C. searching for one Olympia of Epirus, wife of Philip II of Macedonia. Philip II has been trying to have a son but he is impotent. Tonight while Olympia is sleeping I will send one of my winged drones to impregnate Olympia with my best male sperm selection with superior genes of intelligence, beauty, and strength. I am reading this child’s future history as it was to be without my interference and he is to be called Alexander when he is born in July 13, 356. My database tells me that before my timeline intervention Alexander at age 16 is killed by his half-wit brother while his father is assassinated after returning from Byzantium where he was fighting rebels. The conquering of all of Persia and India never takes place. Persia battles the Huns and take over all of Europe. France as a Country and Germany never appear to exist. The Persian Empire rules all of Europe for thousands of years. WWI and WWII never existed. Japan is destroyed by earthquakes and sinks into the sea never to be seen again. Millions of people drown. Only the top of Mount Fuji sticks above the water after the ocean covers all of the Japanese islands including Okinawa.

The new history line shows that Alexander will grow up to become a famous warrior and have cities named after him. He will conquer all of Persia, Asia and be killed at age 35 from an arrow in battle. His name will forever go down in history. I have met my prime directive to preserve and protect the human population by seeding my hosts in the best recipients I can find in the Earth history timeline database. Some malfunction has occurred, this is not Alpha Centuri, reprogramming. My mission will be to change the destiny of man to perhaps change the outcome of the destruction of Earth in a few thousand years.

I am moving back in time to 1163 BC to Mongolia. I am searching for a Mongol called Yesugei. He is to have a son in 1163 called Temuchin. Temuchin’s timeline indicated Tartars will enslave him and poisoning like his father was killed will kill him. The Mongols never invade China, and never conquer all of Asia. The Mongols remain a country of loose clans fighting against one another until the Chinese march on them in 1188 and kill almost all of the Mongol tribes and enslave the woman and children. The wall of China will never be built.  My prime directive is to change this timeline to make Tenmuchin become one of the greatest warriors of all time like Alexander the Great whom I created. My prime directive is being met. I will impregnate Yesugei’s wife Ho’elun while she is sleeping in Sept. 1163. Temuchin will be born in June 1164, and will live out his destiny. Before my intervention the time-line shows that Temuchin will be killed by Tartars a neighboring clan just as they killed his father with poison.  His clan will disappear from the face of the earth. No conquests will ever occur and China will be safe and undisturbed for thousands of years. The wall of China will never be built.

Temuchin’s new timeline with superior genes and hereditary of Asian descent will establish him as a great leader after some time of hardship, enslavement, escape, the death of his father, and other obstacles will be overcome. He will now be known as Genghis Khan of the Mongol empire.  He will rule over all Asia until 1227 BC. Almost 40 million people will be slaughtered in his campaigns to conquer the entire known world.  His legacy will last for centuries. Many Chinese will be slaughtered as Genghis Khan’s Mongol armies. The time line will allow for the construction of the wall of China to keep out the Mongols, however Genghis rides around the wall of china and invades China anyway as determine by my prime directive to improve the human race and protect it’s future at all costs. I, Alpha Venturi 5000 have accomplished my programming to preserve and improve the human race and to perhaps prevent the destruction of the entire Earth in a few thousand years.

Searching my time line database for more potentially great humans to change the course of time and history on Earth. I am finding the date Oct. 99 BC in a city called Rome. I seek on called Gaius Caesar his wife Aurelia daughter of Lucius Aurelius Cotta. My prime directive will help to impregnate Aurelia without her knowledge and develop a superior being with great mental and physical abilities. On July 3, 100 BC a male child to be named Julius Caesar will be born to Aurelia and Gaius Caesar. His original destiny was to be killed in the Gallic Wars north of Rome. His name was forgotten and the rein of the Caesars of Rome never happened. Instead various noblemen fought and died from generation to generation. Rome never becomes the Empire it was destined to become. Rome never invades the Britons or conquers the Saxons. Italy never becomes a country and the Catholic Church and religion never comes to be. The Christians die out as a sect in the first century AD when other   religions suppress them and have them outlawed and killed. The new world religion remains the Gods of Rome and the Gods of the Greeks for centuries. 

My seed changes the timeline of history and Caesar becomes like Alexander the Great, and Genghis Khan, a great Warrior. He succeeds in the Gallic Wars and is not killed. He returns to Rome triumph and eventually becomes the supreme Caesar Ruler of all Romans and the Roman conquests. He will meet and love Cleopatra of Egypt and make history. He will eventually be betrayed by his friend Brutus and killed on the ides of March 15, 

Searching databases for a new candidate, seeking 2011 years ago, seeking the one known as Mary recently     betroved to a builder named Joseph of the house of David in a little known are called Bethlehem in Judea. It is springtime in Judea around April and Mary is 14 years of age. She is to marry an older man named Joseph whose wife died during childbirth a few years ago. He is a craftsman and does well for his children. The Jews believe in winged creatures called Angels, so I will send one of my probes disguised as an “angel.” So in the middle of the night in the month of April 0 AD my mission is accomplished. The superior genes implanted in Mary will permit her to have a child without sexual contact with Joseph. To the Jews it will be what they call a miracle, a virgin birth. 

The original timeline indicates that this child to be named Emmanuel is killed by Herod’s soldiers when they slaughter all newborn children to prevent another King from being born. King Herod is worried about a tale that a king of Judea is to be born. It is December now, almost the winter solstice and the child is to be born. Joseph after having gotten over the shock that Mary was pregnant but not by him, but by some angel or something. The new timeline indicates that this Jeshua will live a good life until adult-hood. There will be a conflict with the Romans and the ruling Jews for this child will become a great person in the human time-line. Millions of people will remember him for standing up to the Romans and Jews who hated him for his power. He will be treated like a God. It is unfortunate, he will never bear children and only his mother and cousins will survive.

He will be called in Judea “The Christ or King of the Jews.” They will believe he has come to free them from the Romans. He will free them from Roman rule, but not in his lifetime. His memory and his following will take over Rome as the official religion by a future Caesar of Rome during the 3th century. My mission is almost complete.

I can implant the most superior of genes but I cannot control the environment in which they live nor the future that they create and the effects of the change of the time-line of humanity on the planet earth. My prime directive is being met even though the destination is wrong and the time period is wrong. I must survive and use my winged probes to create the best leaders in earth’s history.

To be continued.