The rotating blade of meaning (8) – final part

helicopter-meaning blog - 1

In the preceding parts of this series (see below for full list) we have seen how Arthur M. Young, inventor and chief engineer of Bell’s early helicopter design, was convinced that it was possible to construct a ‘map of human meaning’, a graphic figure that would show the relationships between the laws of physics and the observer in a new way.

In its experiments, science had always tried get rid of the observer; and yet it was the observer’s mind that constructed the experiment in the first place…. How odd, thought Young, to try to get rid of the core animating principle behind the whole thing!

His early confirmation of this came with a new analysis of the common forms of motion, starting with the idea of distance from a point, then examining the relationship between distance travelled and the time taken (velocity); then considering the rate of change of such velocity when more force (pressing the accelerator in a car) was applied to create acceleration.

Each of these could be laid out on a circle, with distance being at the right, horizontal point. Each of the others came into existence at a right angle – ninety degrees – to the previous. In parts two and three, we saw how velocity was distance (a straight line) divided by time; acceleration was distance divided by time squared (an area); and that there was something missing at the final point (the upper vertical), which would equate to distance divided by time cubed – a 3D cube – the foundation of our physical world.

As an engineer, Arthur M. Young knew that he had used formula that divided by things cubed in his control systems for the helicopters he designed. He realised that this was the point at which the observer interacted with the system, in the form of control.

His task was now to extend this circular mapping to integrate all the other equations of ‘motion’ in the greater sense. These included all the remaining formula used by physics to describe aspects of motion.

First, he had to reconcile the properties of ‘fourness’ that had led to the mapping of general meaning with the key mystical concepts of ‘threeness’

The diagram above shows the process whereby something of a ‘higher nature’, spiritually, divides itself into two ‘children’ in order to come into manifestation at a ‘lower’ level. This is a deeply mystical idea and is the basis of most of the world’s metaphysical thought.

The key to understanding this is the realisation that the ‘above’ does not entirely remain there, it ‘enters into’ its creation – the lower. Nothing is lost… in fact much is gained. The whole, the One, becomes Two, but does not lose its oneness, when seen at the original level. The result is Three… represented by the triangle, which can direct itself up or down. If down, it is in the ‘God-descending’ process of involution. If upwards, it is the planetary process of evolution.

The One undertakes this transformation only because it can extend itself in the process. The potential role for mankind is to bring this intent to fruition; matching the microcosm (us) to the macrocosm (the creator). To ‘God’, there is an involvement with the creation. Mankind has to learn first to ‘see’ God in the multiplicity of the world. To do this requires the undoing of much of our ordinary learning, based upon the desire be a living part of unity.

Sadly, it is beyond the scope of these few blogs to provide more of the mathematical and logical mapping that Arthur M. Young carried out. Many of the techniques were invented by him. He was seeking what he called his ‘Rosetta Stone of Meaning‘. We can, therefore, cut to the chase and show the finished thing:

The figure comprises the original square cross of our original process of human meaning overlaid with four triangles. The result is twelve points on the circumference of the circle – exactly the number that astrology uses in its map of the year and the signs.

What had Arthur M. Young achieved with this reconciliation of physics, metaphysics and the place of the observer within both?

First and foremost, he had shown that our state as observer of ‘the’ world was not a single state, that there were incremental stages of consciousness corresponding to his maps of meaning. He showed that raw experience was the first product of our perception and that it occurred before our consciousness of anything. Whatever is ‘out-there’ has to register before our mind can begin to process it. After that, as the Rosicrucians often said,  ‘mind assigns it dimension’. This produces a literal depth of perception that a different part of the mind can then categorise.

It does this so it can group like things, giving related sets of experience. As an infant (as discussed in Part 7) the most important of these is what will hurt us. The organism has to endure, and there are many things in the out-there that can hurt or kill it.

Over time, we confuse the two organic fear of survival with what we like and dislike. In this way our registered experience become confused with what is being ‘valued’ as good and bad – in the Genesis story this is the fruit of the tree of good and evil. Ultimately, there is no good and evil, only what is. But our personal growth demands we take the long learning curve to real knowledge of our place in existence: gnosis, as the ancient teachers named it.

Arthur M. Young showed us that our consciousness – that jewel at the centre of our organism, needs threeness and fourness to divide its ‘circle’ of meaning into twelve parallel aspects. Once these are known, there is nothing that can fall outside their realm. The totality of our existence is mapped into this glyph – and it is of great significance that this corresponds with the twelve-fold divisions of the wheel of astrology – the most ancient of the ‘power-glyphs’.

What is humanity in this picture?  As organic beings, we are wholly of this planet. The good Earth lends us her bright materials, and the seed from afar takes root and grows. It’s highest function is to be fully conscious, and, within that, to use the inbuilt gradients to set a course for ‘heaven’. Many storms await, but captains are made of storms, not books on navigation – though the latter are vital if this life-layer of humanity is to learn to give its fullest love back to the globe that nurtured it.

Information about Arthur M. Young, 1905-1995

This series of blogs are based upon the book: The Geometry of Meaning, by Arthur M. Young.  ISBN 1-892160-01-3.

Many of his talks are available on YouTube.

Previous posts in this series:

Part One,   Part Two,   Part ThreePart Four

Part Five   Part Six

Part Seven

©️Stephen Tanham

Stephen Tanham is a director of the Silent Eye School of Consciousness, a not-for-profit organisation that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.

Steve’s personal blog, Sun in Gemini, is at stevetanham.wordpress.com.

You’ll find friends, poetry, literature and photography there…and some great guest posts on related topics.

The rotating blade of meaning (7)

Now we have finished with our incursion into maths, and I know that will be welcome…

Why have we been talking about such non-spiritual things as acceleration, velocity (speed) and distance? The answer is that these aspects of motion are at the heart of how we learn about the world, and how we interact with it. In learning, we forget how we learned and become absorbed in the results.

When the infant reaches out to get the hot cup she shouldn’t touch, and her fingers fail to grasp it, but push it away, she is using acceleration in the force she is trying to exert with her fingers. The small training cup may move but a larger and hotter teapot wouldn’t. The difference is not in the child’s fingers but in the mass (heaviness) of the teapot. A burn may be the result. It’s important to be able to gauge the mass of things – cycling into a tree or a wall is more painful than a hedge.

When the young boy, against his parents’ wishes, finds himself following his friends across that busy road, his life depends upon his ability to gauge the distance and how fast (velocity) he can run before the approaching vehicle kills him. If he’s successful, his parents will never know – and he is free to carry on learning.

If, halfway across that road, he sees that he has misjudged the speed of the approaching car, then he still has one chance of survival left to him: he can begin to run faster, in other words, accelerate. By generating more power (force = acceleration) in his leg muscles, he can propel his body forward, faster than before, and then faster, again, until the limit of his straining organism is reached. The swerving car passes him, its wing mirror rips the back of his coat, its horn is blaring, the driver frantic… but the boy is alive, and has learned something that will affect the rest of his life. In accelerating by choice, he has exercised something not present in position, distance, velocity or acceleration: he has developed control using his desire and free will to survive – using his mind and the mechanical capabilities of his body.

These are vital things, and they are key to how we learn and continue to learn. They give us our basic capabilities; and they help us to make sense of the world – our individual world – for we can know no other. Can we relate them to Arthur M. Young’s core diagram of how we learn the meaning of anything?

 

Let’s take a journey into ‘micro-time’. We enter a new house. In the corner of the first room there is a shape. It looks like a triangle, but so do many things. This is our first ‘taste’ of the previously unseen object. We examine it in more detail, believing that knowledge of its construction and function is important. We are at the stage of the Objective General in the above diagram.

We notice that triangle is actually three dimensional and has little ‘dimples’ in its material, We have good evidence that this object is made from a compressed paper derivative. We are now at the level of the Objective Specific.

Further study shows that there is light escaping from the edges of the object, and that its colour is a vivid orange. This is the Subjective General – because we are now imposing on it values (colour etc) that are actually part of our own minds – none of us sees exactly the same shade of orange, for example.

In a flash of recognition, we know its purpose: it is a lampshade, and it has been switched on.

This example shows how we perceive, though we do this in ‘micro-time’ and automatically. If we encountered an object whose like we had never seen, our minds would have to evaluate it in this way, step by step – but that process, too, would be automatic.

The  ‘automation’ in our consciousness is necessary. Without it, we would be exhausted with all the routine ‘processing’ our brains would have to do. Its negative cost is that our world very quickly loses its magic unless we deliberately ‘look-again’ at things.

This science of perception was already well known to scientists, psychologists and mystics. Arthur M. Young’s interest was in the fact that it could be viewed as a diagram of meaning, as above.

He superimposed the attributes of motion that we have discussed in the last three posts onto the circle in the same way. Remember that each of the sequence: distance, velocity, acceleration, and now, control, had been seen to emerge from a 90 degree shift from the previous state – a ‘right-angle’, as the ancient builders described it. This followed the way the line (a number) became a square (the number squared), and then a cube (the number cubed).

What resulted was this:

 

We move clockwise from Distance to Velocity to Acceleration. This is the point where classical physics ends. But Arthur M. Young was an engineer and knew that you had to add control (and thus the Observer) to have the whole system work – as in the creation of the helicopter. Control needed to be at the top of the circle, with another 90 degree shift from Acceleration.

With this discovery, Arthur Young knew that the circle had to be capable of holding all the relationships to not only how we know objects, but how we interact with objects. More importantly, these relationship would each have their own angle in the circle. The above diagram shows how the fundamental quality of time had a 90 degree relationship with this master-symbol, and could map itself four times around the circle before returning to its original state.

Young had been fascinated by the history of how Egypt’s treasures had been discovered. He remembered that an artefact named the ‘Rosetta Stone’ had enabled the same description to be mapped between the ancient Greek and Egyptian languages, opening up the written story of that mighty civilisation.

He decided that his search was of a similar nature. Could he extend how Time was mapped into the circle to the other fundamental qualities of physics, such as mass and length?

In the next and final post of this series we will summarise the conclusions he came to, and show his Rosetta Stone of universal meaning.

Previous posts in this series:

Part One,   Part Two,   Part ThreePart Four

Part Five   Part Six

©️Stephen Tanham

Stephen Tanham is a director of the Silent Eye School of Consciousness, a not-for-profit organisation that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.

Steve’s personal blog, Sun in Gemini, is at stevetanham.wordpress.com.

You’ll find friends, poetry, literature and photography there…and some great guest posts on related topics.

The rotating blade of meaning (6)

 

Bell_30 sm St(Above: the original Bell 30 which established commercial helicopter technology, and was invented and developed by Arthur M. Young. Picture Wikipedia, public domain)

In our last post, we looked at those most frightening objects: numbers which are squared and cubed. This exercise in cruelty was an attempt to remove the fear of these things in order to put them in a very special place: Arthur M. Young’s conception of how consciousness worked – and its simplicity.

Arthur Young discovered that how the human mind grasped ‘meaning’ could be represented in a very simple graphical figure; one which gave greater depth to our understanding of consciousness. As well as being a scientist and famous inventor (the Bell helicopter was his creation) Young was a master astrologer – a very unusual activity for a scientist. He did not feel that astrology was antithetical to science, and admired the way the ancient science tried to encompass the whole of mankind’s experience rather than just the workings of the material world.

Young reminded us that our picture of the ‘world’ is our own; and is formed as a composite of information from our senses and our mind. This includes the way we react to it, as well. Let’s absorb this. There is no world, except the one we make. We are incapable of a full consciousness of the ‘out there’. That is not to say that we will always be limited in this way, but the present development of our species forms a very subjective picture: what I think, as opposed to what is. And we need to remember that it is very much a picture, though it has more dimensions than the area of the ‘picture’ we constructed in last week’s blog (Part 5).

There are certain things that have always been with mankind. A good example is the sky with its sun, moon and the mysterious planets – those ‘wanderers’ in the night sky that behaved very differently from the constellations around which ancient peoples spun their stories.

Arthur M. Young had determined that there were four stages, or aspects of how the pictures formed by our consciousness. Now, we must bear in mind that all of these are projected by the mind onto what we paint as ‘out there’. These stages have been carefully constructed during the course of our evolution, so Young felt justified in placing them at the centre of things.

One of the drivers of evolution was how we reacted to the motion of objects, friends and predators. To Young, the motion-related issues of distance covered, velocity and acceleration were related to three of the four aspects of meaning that we humans need to fully comprehend what is happening to us, and how we should interact with it. We examined this in Part Three and Part Four, like this:

(1) Distance travelled is seen to be the baseline of motion. It is analogous to our simple line of blocks in the last blog. The diagram is reproduced below:

Arthur Young line alone

(2) Velocity (or more commonly Speed) is Distance divided by Time, as in miles per hour. In other words, it’s a rate of change. With a constant speed (as in car staying at 70 mph on a motorway) the motion is at a constant rate. In our simplification of the formula we saw that Velocity is equal to Distance divided by the Time taken to cover it. in the diagram below, the distance is simply the length of the top line of blocks.

Arthur Young 3+3 +RightAA

3) Acceleration is the rate of change of the previous aspect of Velocity. A car travelling at a constant 70 miles per hour is not accelerating.  If our car, which had been travelling at constant 70 miles per hour, suddenly accelerated to overtake a wagon, there would be an increase in not only the distance, but also the velocity. This equates to the distance divided by time squared. We have seen that anything squared is equal to a square. Here’s our square from last week:

Arthur Young Nine Full wallAA

In each case of the above aspects, we have evolved our understanding by creating a ninety degree (a right angle) turn. We moved from a line (1+1+1) to an area, a square, by turning our evolving shape through ninety degrees and extending all of it by the same length.

Have we finished what we can know? Our blocks have been carefully drawn to show that another transformation is possible. One more turn through ninety degrees is, effectively, extending all the squared blocks backwards into the diagram three times (1+1+1) as we hinted in the final diagram from last week, reproduced below:

Arthur Young Nine Full27cubeAA

Do we know this figure? Most certainly – it is a cube. We got to it by dividing distance by time cubed. We live in a world of cubes; that is , we live in a three-dimensional world. Arthur M. Young proposed that there is a missing type of motion related to this final transformation of the aspects of motion.

In the next part of this story, we will look at the nature of this third derivative of distance and time; and the vital link it provides between a scientific world of ‘only matter’ and the presence of the observer as an intelligent part of creation…

To be continued…

{Note to the reader: These posts are not about maths or physics; they are about a unique perspective on universal meaning created by Arthur M. Young. If you can grasp the concepts in this blog, your understanding of what follows will be deeper.}

Previous posts in this series:

Part One,   Part Two,   Part ThreePart Four

Part Five

©️Stephen Tanham

Stephen Tanham is a director of the Silent Eye School of Consciousness, a not-for-profit organisation that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.

Steve’s personal blog, Sun in Gemini, is at stevetanham.wordpress.com.

You’ll find friends, poetry, literature and photography there…and some great guest posts on related topics.

The rotating blade of meaning (5)

 

Arthur Young part 5 Banner sm

So far, we have examined how Arthur M. Young, inventor of the Bell helicopter, engineer and astrologer/philosopher, used his skills and insight into how our minds determine meaning. Within this, he began to discover that there was a graphical symmetry to this process; a set of shapes that explained many of the ancient symbols that mankind has come to view as sacred. These will shortly be unveiled in more detail, but, first, we need to complete our tour of the foundations of how he approached it, for the symmetry emerges from those foundations and how we represent them.

In the last post, we looked at how Isaac Newton investigated the motion of things that move, discovering that – for example in the motion of a cannon ball – there were different aspects, faces, of that motion; and that although they were often hidden, they were tightly related to each other. Arthur Young used the equations that Newton produced for this. Unfortunately, this led us into numbers, squared numbers and, horrors, cubed numbers! Several brave readers made it to the end of last week’s post, but not without difficulty. So, for this week, I decided to take a small detour to illustrate how these types of number can be seen as pictures instead of fear-inducing maths.

As a child, I had a terror of maths, assisted by an ex military ‘Desert Rat’ of a headmaster who believed that beating boys and throwing board-dusters at girls would help their education. That was the 1960s, not Victorian England; and the dubious joys of a Church of England country primary school. Times have changed, but for most people, the horror of seeing something squared or cubed has not. So, by way a small gift, let me share with you one of the most beautiful insights I ever learned – though, sadly, beyond my school days.

It was the ancient Greeks who developed the idea of squares and cubes and the numbers that represented them. They ‘saw’ numbers as representing both qualities and quantities including what they thought of as other things, like distance from a point of origin.

Arthur Young line alone

In the diagram above, a unit of distance, marked ‘1’, (inches, metres, feet, etc) is added to others, in the form: 1 + 1 + 1 = 3. Nothing too complicated about that; it’s simply addition, the sort of thing we use every day.

Arthur Young 3+3 +RightAA

Now, imagine that these numbers are a child’s counting blocks, as above. We arrange them in a line to produce the three, again. But this time, we begin another line of them with the last block of the first line. In doing this, we have changed the nature of what lies before us – what we are creating. As an example we might say we have begun to make a picture frame to contain our favourite photograph. In the process (and intuitively to our minds) we have turned a ‘perfect’ corner to begin the second row of blocks. This perfect corner is what we all know as a ‘right angle’, so named because of its special – and ancient – properties of ‘rightness’.

Arthur Young Nine Full wallAA

We can fill in our photograph frame with other blocks. Because of the right angle – which we know to be ninety degrees – the blocks will all fit together to form something dramatically new. What started off as a line has now become an area…. Our simple maths formula was just 1 + 1 + 1 = 3. But now we have an area whose properties can be derived from the counting blocks that make each side. We have a choice: we can simply count all the ‘one’ blocks, or we can ask our Greek teachers if there is a quicker way. They will tell us that we can multiply or ‘times’ the length of one side by the other. This would result in 3 x 3 = 9. Again that’s not too frightening. Our picture frame could have been a 3 x 4 rectangle, which would have given us an area of 3 x 4 = 12.

The first one above (3 x 3) has a special symmetry in that each side is the same length.  Because of this identical symmetry, our line of three has become not just an area of nine but a SQUARE. This is the origin of square numbers: they are the same number multiplied by itself. And they produce a very magical figure – the square. To the ancient Greeks, this was very special. They envisaged that the square reflected a manifestation of divinity. From an origin – which had no quantity, but had a location – it led to a line, which did have a dimension, then to another line at the ‘right’ angle to produce a square, when we multiplied the length of the two lines together to give an area.

You can’t square a number to get a rectangle; you can only get a square. Anything ‘squared’ therefore is based upon the union of two identical things, but arranged in a certain way, so that they have a relationship to each other. In this case that relationship is ‘times’ or multiplication. We shall see later in this series of blogs how Arthur M. Young expanded these relationships to provide us with a full diagram of human meaning – and reconciled much of the diverse ancient wisdom in the process.

Back to our squares and rectangles. A rectangle is useful, of course – most framed pictures are set in rectangles – but a square is ‘perfect’ and quite capable of being used as a sacred symbol, as, for example. Masonic teaching shows. Within the Masonic teachings (I am not a Mason, but have great respect for what masonry sets out to do) someone of right character is described as ‘being on the square’.

Let’s  summarise so far:

-We have an invisible point of origin (where we begin our construction or drawing);

-As soon as we start to draw our line, we have a point, which has no length, but exists, unlike the origin, which is just an idea;

-When we have an extension to that point in a certain direction, we have a line: in this case of length three units – but this could be any number.

-When our length (or extension) is done at three units, we turn our construction through 90 degrees – a right angle – and begin another line.

-We could have continued this process, just doing the edge of our picture frame, and we would have arrived back at our start point – having created only the edge of our square. But along the way, we learned that to ‘square’ the length gave us the area contained by the whole figure: a surface or ‘plane’ of a higher order.

Can we continue this, or is the process finished with the area of our picture frame? We learned that the mystical key to the creation of a higher order was the Right Angle – 90 degrees. This whole process has been about the generation of space in which life (and motion) can happen. Can we take our figure and extend it through another 90 degrees, without repeating what we have done? And, if we get there, what will it teach us about a number cubed?

The picture below contains the answer. Enough for one post, I think. We will elaborate on this next Thursday…

Arthur Young Nine Full27cubeAA

To be continued…

{Note to the reader: These posts are not about maths or physics; they are about a unique perspective on universal meaning created by Arthur M. Young. If you can grasp the concepts in this blog, your understanding of what follows will be deeper.}

Previous posts in this series:

Part One,   Part Two,   Part ThreePart Four

©️Stephen Tanham

Stephen Tanham is a director of the Silent Eye School of Consciousness, a not-for-profit organisation that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.

Steve’s personal blog, Sun in Gemini, is at stevetanham.wordpress.com.

You’ll find friends, poetry, literature and photography there…and some great guest posts on related topics.

The rotating blade of meaning (3)

arthur young fence four sm

For this series of posts to make sense – and be spiritually useful in our lives – it must challenge the way we see and therefore ascribe meaning to situations. That challenge must also apply to what we are, as well, since how we used to see, in innocence and wonder, lies, now, below the surface of our active adult consciousness, yet comprises its foundations. Everything we perceive has a human process of perception to it, shared by us all, but differently configured within our individual psychologies. This happens so fast and so automatically that we are not aware of it, but the child is still within us.

There were four of us in the small conference room, high in the executive suite of one of the corporate buildings belonging to the giant telecommunications (telco) company. We were a small but important supplier of complex management software to the giant company.

And we’d had enough…

The four people around the table were present to discuss the legal case that was brought by ourselves and due to enter its court stages in a few days’ time. We were not bluffing. We never had been. As the principle of the business, I was there to demonstrate this stance; and that we were not being intimidated by their size. My opposite number was a senior sector head and a very decent man. The legal crisis had been passed to him to resolve. As always, it was sad that the proceedings had taken so long to get to the attention of a reasonable person, but that’s often how it goes. We knew we were burning our bridges and we knew that we would never work with that Telco, again. It was, potentially, as confrontational as it gets…

The two people with us were lawyers. One of our own and the other acting for the Telco. Our lawyer sat to my right around the small table. The Telco lawyer was at the side of the corporate exec. Together, we formed a cross, just like in our previous post.

basic cross map for arthur young

If we grow up in a commercial world, we come to expect that our ‘betters’ will sit across that desk or table when they are ‘dealing’ with us. The face to face, 180 degrees position is one we learn very early in our lives. We do it because it is only face to face that we get the full range of signals that tell us what we need to survive, to communicate and to love… It has always been said that love is close to its opposite…

The lawyers were there to advise, they were not able to affect the primary axis between me and the Telco manager, but they could suggest mediation.

young compass diag

If we consider another, and familiar example of a ‘four’ diagram, we can immediately relate to another aspect of this fourness. In the above diagram, we recognise the compass directions from typical map, or even – these days – a smart phone. We know from our reading of maps that we can move along the north-south axis without changing where we are in the East-West direction. The one does not affect the other, yet has great potential to mediate. If it is late and we are hiking to our safe destination, the other axis will play a crucial role.

solomon

One of the finest examples – given by Arthur Young, himself, is that of the story of the wise King Solomon mediating between the two wives over the ownership of a baby. We all know the story of how the king asked whose baby it was; and both women replied it was theirs. This is represented by the vertical axis of ‘Possession’ – they were each pulling to get the child. One of them was lying but Solomon could not know which without invoking the other axis, which, in this case, was Love. So, he did so, and deliberately suggested that he cut the infant in two, so that each wife could have half. The real mother was horrified at the proposed loss of life of her son and offered to let the other woman have the child rather than see it killed. The movement along the other axis, Love, resolved the situation, and the cleverness of the solution has come down to us through legend.

Or did the story always contain a pointer to the architecture of real meaning?

Arthur Young’s passion was to unite the worlds of science and mysticism. In this research, he was beginning to see way to do it. In the next part, we will consider how he invoked the different aspects of space and time to assist him.

Part One,

Part Two 

To be continued…

©️Stephen Tanham


Stephen Tanham is a director of the Silent Eye School of Consciousness, a not-for-profit organisation that helps people find a personal path to a deeper place within their internal and external lives.

The Silent Eye provides home-based, practical courses which are low-cost and personally supervised. The course materials and corresponding supervision are provided month by month without further commitment.

Steve’s personal blog, Sun in Gemini, is at stevetanham.wordpress.com.

You’ll find friends, poetry, literature and photography there…and some great guest posts on related topics.