10515 Gashouse Pike
©1998 John C. Hagerhorst
Revised April, 2008
Theory of the Structure of Man
John Carlton Hagerhorst
Pheromones & the Genetic Pool
The structure of human beings begins when the female’s body sends out chemical questionnaires that we call pheromones. Her body then sorts through the returns by becoming more, or less sexually excited. Her level of excitement is used to select the one with the most correct answers.
The importance of this first step lies in the reason for it. We strive for survival of the species, and the questions are to determine which male can contribute the most to her personal gene pool, hence, the most to the species survival.
As the female’s body approaches the time when it is ideally prepared for pregnancy, (during the 15th year,) it develops and sends out these chemical attractants which are tailored very specifically to her needs. The pheromones sexually excite males in direct relationship to how many requirements they meet, and how strong the emanations are. Each cyclic period the pheromones become stronger, the intent being to unite the female with the best specimen at the best moment and with the most intensity. The more closely a male’s dna meets her specifications, the more sexually attracted he will be to the female. It is sensibility of self that allows our cellular structure to guide us.
This is also the first instance where our society interferes with our species proper method of evolution. Imagine this: We have polluted the air we breathe. In this environment we need better lungs than we have. A young female reaches the time when her body wants to become pregnant and that body begins putting out pheromones, searching for a male that has, among other requirements, very good lungs.
Her body finds that male, they unite and she becomes pregnant, fulfilling her body’s desire for a delivery while her bones and joints are at their most flexible and her species desire for better breathing ability. Then her father finds out.
He demands an abortion, forbids the young mans presence, and marries her off four years later to an asthmatic. So much for evolution.
This goes on. Virtually every moment of change in the development of our bodies as they go through their first twelve years is marked by societies refusal to accept those changes. It is as though we are determined to thwart evolution.
Various stresses can injure DNA. This can be seen epi-genetically. The constrictions that during an individuals life cause particular Gs, Cs, As, or Ts to shut down are caused for the most part by various stresses. (I think can devise a study in epi-genetics that should demonstrate that.) (The removal of stress should re-activate a previously “shut down” gene, and I think I may have a way to demonstrate that also.)
A full orgasm seems to remove epi-genetic stress and allow the dna to be passed on intact. A complete orgasm seems also to provide the progeny with full energy & intellectual competency. A restricted orgasm seems to produce an individual less competent, less energetic, than the best that human capabilities can provide. The extent of this could be studied. A complete orgasm can be gauged by the excitement of the participants. In order to be complete, it seems an orgasm must go beyond awareness of the act.
One is still aware, one’s intellectual acumen is still intact, but one becomes aware of a bright whiteness without source, a musicality without music and a greenish, vaguely glowing, vaguely human outline. One becomes unconscious of the environment, even of the partner. (I’ve heard those truly re-born religiously describe that moment of being born again in those same general terms.) It is when one loses intellectual awareness and goes to only bodily awareness, and it is truly wondrous, a oneness that can never be forgotten.
Before we developed consistent intellectual awareness all orgasm was complete; evolution carried necessary (hence, good) change through it. With the coming of intellectual awareness, or awareness of self, came self-consciousness.
Self-consciousness has restricted orgasm, and has had a negative effect on evolution, hence on survival of the species. An ever larger group of human beings have been stressed in this manner since the moment human beings became aware, some 7000 years ago. In our refusal to accept orgasm, we pass this stress on to our progeny. A complete orgasm oversteps those emotions, returning it to its previous niche as an evolutionary tool.
The embryo; building the sac
The embryo starts as one cell. It has no feelings of it’s own, no sense of it’s own, no life of its own. It is simply a part of the body of it’s mother. However, the feelings of the female, as do the feelings of all human beings, permeate her body, including her embryo. Thus, during this stage in the structure of a human being the embryo has no “self,” but does experience feeling. If the female feels worry, that feeling permeates the embryo. If the female feels loved, the embryo feels that. If the female feels hated, the embryo feels it. These feelings form the baseline for the future human’s emotional outlook in life.
The females body wants progeny well acclimated to the environment, so the female will feel inclinations toward intense feeling and unusual desires. (This explains the females desire in early pregnancy for unusual combinations, such as pickles and ice cream, and her tendency toward histrionics. Her body desires to educate the embryo.)
All embryos, of course, will experience the entire range of human emotions during this period, but they will emerge from the experience with whatever pattern the female has gone through. If the female has one predominant state of emotion throughout this period, the resultant human being will have that same state as a baseline feeling throughout its life, barring a conscious effort to alter it.
The child whose mother felt love and was loved throughout its embryonic stage will feel that way all its life, whenever it relaxes – the one whose mother felt hate and fear will hate automatically. Throughout this buildup of physical feeling the cellular structure continues to split and shape itself, according to it’s map, without consciousness. If the supply of nutrient were stopped, the cells would simply continue to build until they ran out of energy and then stop, with no more awareness of stopping than they had awareness of beginning.
Without awareness everything builds, split by split, no stops, no breaks, 24 hours a day, week after week and minute after minute, until a moment, about three and a half months into pregnancy, when life, intellectuality, thinking, begins suddenly. This moment of awareness, the moment known as quickening in our society until recently, is completely unexplainable.
(Early on in the development of science the field was asked to explain it, and instead of being honest, they came up with the completely unprovable concept of “first movement”. They contended that the mother had felt the baby bounce in the amniotic fluid. They had, and have, no way to observe or test it, but they have stuck to their guns and don’t consider any alternative, even tho the embryo is less than six inches long and there is insufficient amniotic fluid for movement.)
The moment of quickening is the moment when you, the thinking you, suddenly appeared in your mother’s womb. Until that moment the embryo was a sack of bones and meat, part of your mother like a finger is part of your mother. Suddenly, you appeared, fully capable. That is the moment when we become us and the bearing female becomes a mother.
This is the first thing we remember, the beginning of us. Our “deep memory” starts at that moment. The sense we have that we will leave when our bodies fail comes from this memory. We can see this in the biblical concept of heaven, and in virtually all the religions of the world. It all comes from this unconscious memory of our quickening.
Quickening & the rise of intellectuality
When that moment comes, it comes instantly and completely. We suddenly become the person we are at 90. We only know absolutely nothing, but we have the abilities we’ll maintain throughout our lives. Although the physical structure is far from complete and intellectual development is at it’s very beginning, quickening brings about full awareness. We gain in knowledge, but our awareness is as complete as it will ever be.
Normally the first thing we are aware of is our mother’s emotion. If she knows what it is she will acknowledge it, but if it is a first child the emotion we sense is often curiosity. Our mother is wondering what she is feeling, and thus curiosity is the most familiar of human emotions. Normally again, the second emotion sensed, when the mother has realized what it is she felt, is the love she feels for her baby. The baby goes to work. It begins to remember. It studies the past.
Since conception we have been our mother, and that memory is, and will remain, in our possession. Our mother’s memory too, began at quickening with full possession of her mother’s memory, so we begin a long period of romping ever further back in our specie-al memory. Eventually we remember the trees of 40 million years ago, then the grasses of 150 million, the surf of 300 million years passed, and finally that moment when memory began, the beginning of the universe. When we have remembered the beginning of existence, we relax. Life has gone months outside of the womb while the fetus traveled those billions of years, and the healthy fetus now understands its past. Then the body chimes in.
The Moment of Movement
Somewhere around the seventh month of gestation, the structure reaches the point where it becomes necessary to test the various physical functions. An impulse is sent down the spinal cord to an extremity, and, with a spasmodic jerk, every joint in that extremity is worked at once.
This is the beginning of the third trimester. The spasms direct the attention of the fetus to it’s physicality, and it begins an assessment of its physical structure. It spends the next period roaming mentally throughout its body, investigating the muscles, bones, and organs. This is also a moment that can be affected by trauma. In an extreme situation where the mother absolutely refuses to accept movement and strikes her belly forcefully enough at the first movement, the child, in fear for it’s life, will constrict it’s spinal cord to keep the pulsations from reaching the joints. This of course is extremely rare, but if the mother finds the movement unpleasant, the child will restrict it’s movements somewhat, and that restriction will stay in place throughout it’s life, barring therapy that can bring those memories to the level of consciousness and allow the restrictions to relax. When this assessment is through, we are ready to be born. We have learned all that we can, and we relax.
I think that the cellular structure of the mother senses this relaxation. It is the signal for expulsion, and the cellular structure begins the process. Normally, this process takes about two hours, with each contraction closer than the last. Needless to say, normalcy is not the norm in our society.
Birth & the Breast
Birth, unto itself, is not a traumatic event. From memory the fetus knows what should be happening, and on an intellectual level it is watching and learning. And it does possess its sense of right and wrong. If something becomes wrong it will be aware of it.
So long as nothing goes wrong, the normal emotions of the infant at this point will be curiosity and happiness. If the mother’s overriding emotion is fear, as is often the case in our society, this will develop in the creature a sense of fear of the unknown.
Neurotic emotional response is not the only trip wire we place in front of the baby at this moment. The effects of alleviating the pain of the mother can be devastating to the baby. If the mother receives relief in the form of local muscle numbing, the fetus is aware that its domain has lost sensation, and if relief is in the form of full loss of sensation, the borning infant will lose sensation also.
One way causes the infant to carry through life the expectation of losing touch with its surroundings coincidentally to the fruition of any plan, while the other causes panic, permanent muscular tension, and permanent loss of sensation. Of these the second is by far the most devastating.
When a child is born, it can only assume that itself, and its environment, is normal. If the child emerges drugged, it assumes that to be normalcy. When the drug wears off, the child panics. The assumption is that the increased level of sensation is not normal, and the entire body tenses; a tension that remains and establishes a new “floor” to sensation. For the rest of its life, anytime sensation approaches normalcy, tension stops it. People born drugged may never achieve full sensitivity.
The normal birth is always followed soon after by a truly traumatic experience, one about which absolutely nothing can be done. The fetus has never wanted of sustenance. The cellular structure that has been growing it will always rob itself of nutrition to assure that the fetus does not suffer want. It is consistently and constantly provided for, so the concept of want is alien to its existence. Immediately upon its release from the womb, that lifeline fails.
This is a frightening experience. Its mouth begins to work and it begins to struggle. If it reaches the breast the workings of its mouth will cause nutrition to flow into it. The flavor and aroma of the nutrition tell the brain that its need is assuaged. It is receiving the same sustenance as before, simply from a different source. The traumatic, frightening experience is over.
Within our society the breast is rarely reached. Within our society the frightening, traumatic sense of need is not assuaged; instead it is augmented. The body has foisted upon it a chemically formulated substance, and the brain is presented with a flavor and aroma that screams of poison. The sense of need is overlaid with fear. Something is terribly wrong.
Something is terribly wrong and nothing can be done. The mind cannot stop the flow of poison. The mouth works by itself. It can and does tense its internal organs to help protect itself from the poison, but it has no idea where it is coming from or how it is getting in. And the physical structure is exhausted. It has never labored before, and the labors of the last hours have been great. Digestion works on its own. Sleep falls upon the child in its panic.
It awakens to need and fright. The frightening, traumatic experience felt after birth is still there. Presented again with poison, its need is once more overlaid with the fear of something wrong. Again it cannot stop the flow of the poison, but it maintains the tension of its organs, and exhaustion again induces sleep.
It can take many days to recover from the exhaustion of birth. By the time the infant has recovered, the cycle of waking to need and having it overlaid with the fear that something is wrong has become ingrained. Since no effort of the infant can resolve it, the physical structure will simply accept that as a fact of life. And the tension will remain. Many quizzical actions of the members of our society can be answered in part by an understanding of just how strong these effects are.
To this is added yet more devastation to our males. Because we traveled through our memory after quickening and surveyed our bodies in the last few months of gestation, at birth we’re fully aware of our sexuality. Every cell of our structure is aware of our responsibility to procreate, we know that we possess the instrument with which that is fulfilled, and we know what and where it is. The only “sense” we have is a sense of destiny, a sense that there is a job of work out there to do, and that that job is dependent on our sexuality.
When they start preparing us for circumcision, we know something is going on. We have been around long enough to have learned the rhythm, and this is a departure. The only anchor we may have at this moment is the breast, and of course we lose that too. If we have already been rejected and poisoned, any change is viewed with trepidation. When they cut the foreskin off, we’re fully aware of what they’re doing and what they’re doing it to. We only do not know the extent of the damage.
When they do it, there is not only the threat to our life to deal with, but the threat to our life’s work. Not only are we scared they’re going to kill us, we’re afraid that if we do not die we won’t be able to do the one thing we know we are here to do. This can be allayed to some degree with loving attention but the panic ensues with the stroke. The complete cellular structure of the penis and most of the groin area tenses. Since the attack is not reasonable, the tension cannot be released. Thus, the circumcised male will have a penis that appears shrunken at rest, and, when distended will become harder at a smaller size as it vainly tries to overcome the tension. At the ultimate height of excitement it will seem rock-hard and painful. Normal human beings, of course, will avoid all this under protection of their mother. She will simply refuse to allow circumcision.
The Rise of Intellectuality
With birth the brief relaxation when understanding of the body was reached is blown to the winds. Having understood the past, it has been thrown into the present. For the next two and one-half years, the child’s mind works nonstop. Using observation and its knowledge of the past, it begins to study the present.
Those first 30 months are filled with intellectual wonder, hardly touched by physicality. The child does not learn to walk or talk. The body begins to walk and talk while the mind is working on something else. The child’s brain develops techniques to meet the intellectual demands of the mind. Attempts to accelerate learning at this time will probably slow the child.
About three years after quickening, the child relaxes for a third time. It has figured things out. It understands the present. This great moment of relaxation lasts, however, no longer than the first two. Almost in conjunction with it comes the discovery that the bowels can be controlled. And with that discovery comes realization, (unconscious, of course,) that control can be released. With power.
Around the age of two ½ years, three years after quickening, children pretty much know what is going on. They can walk, talk, and feed themselves. They know people who don’t live with them, and have almost no surprises in their days. When they reach this point they become free to experiment.
The first experiment, invariably, is in controlling their bodily elimination. This experiment, always a resounding success, leads them into a whole new realm, the world of physical activity, commonly called “the terrible twos.” Our society calls it that because it starts vigorously and with the enjoyment of creating noise. It’s an almost entirely physical period. The child has been thinking continually since quickening, and now suddenly revels in doing.
This goes on for two years while the child develops the fine points of speaking, eating, and motion. The child also learns the rudiments of writing, drawing, and reading during this period.
Of course, the moment of that first experiment will vary somewhat, depending on many factors within the child’s environment, and ones stressed by their environment may have this freedom delayed, some to the point that muscle control becomes a burden rather than a joy, resulting in the loss for life of the joy of athletic endeavor. Our normal child however, gets two years to perform a complete physical assessment of the body, a functional iteration of the intellectual assessment made in the last two months of gestation. This ends in the middle of the fifth year after birth, five years after quickening, when the child discovers the concept of others.
Until now the child has been alone in the world. There are other creatures, both large and small, but they pass almost like ships in the night, with no relation to each other even while interacting until, just as the realization it could control its body had arrived, it realizes that it is not the only intellectual creature on earth, but that everyone seems to be intellectually aware and there are certain of the creatures out there that seem almost exactly like it.
Once we determine there are a group of people more like us than not, we must discover just how like us they are. Our cellular structure demands we discover by sight, sound, smell, touch and taste exactly how like and different others are. This leads to what our society calls “playing doctor”, as children determine just exactly how much their peers are like them. Although our society rejects it as inappropriate sexual activity, it has nothing at all to do with the sex drive. We simply must determine the differences between ourselves and other children, using all the tools at our disposal.
This however, is one of our society’s taboo’s, and more often than not our efforts are frustrated and we are made to think we have done something wrong. This unreasonable and unnatural demand put on by society will have a negative effect on our continuing relationship with our peers, especially some seven years later, when the time for reproduction approaches.
If the process is allowed, we learn there are two sexes. This is vital knowledge. Without it, entering the world of sexuality in the early teen years becomes confusing. Until we learn the differences between the sexes, we cannot separate physical attraction from filial curiosity. The child in it’s fifth year not given the opportunity to determine the physical structure of its peers will be unable as a teenager to separate the urge to determine from the urge to procreate and will become confused in its sense of attraction to both the opposite and its own sex.
(This is a major reason for our fear of homosexuality. When we feel the reoccurrence of that natural need during the time of first sexual arousal, we connect the two and, given the societal rejection of homosexuality, this generates fear. Since it is not homosexuality, we go on with our heterosexual lives, but that little “edge” of fear remains and surfaces every time we are exposed to homosexuality. Recurrent fear engenders anger and explains some of why our society refuses to accept homosexuality.)
Once we have ascertained the differences between us and our peers, we begin the active process of socialization. We begin to learn how to get along with each other, and begin to fit ourselves into the scheme of things. This is a period rife with the feelings of adventure and discovery, both of our peers and our environment. And here begins our first gender separation - boys tend to associate with boys, girls with girls in this first foray into the combination of both physical & intellectual growth.
Separate and equal
At five, the child will have assimilated the differences between itself and its peers. It has now reached the watershed of its essential development. It’s deep memory is “full”. Whatever happens after this moment is recorded in “secondary” memory, regularly available throughout life. It understands the present. It can function on a physical plane and an intellectual plane, and it now knows that it exists as one of a group.
The normal child will be free to extend its presence in, and its knowledge of, the world it exists within. Over the next five years, the child will gradually expand its knowledge of the world, and integrate its physical and intellectual realms.
The child has reached a point where negative situations can be ameliorated by the child’s own physical and intellectual skills. This is also the moment of responsibility. Once a child knows who it is it has a base from which to reason, and it begins to reason.
This begins the third iteration of its intellectuality, and the first over which it actually has control. From quickening to the spasmodic introduction to its body was the first, where it knew nothing but intellectuality. The first period is all encompassing. The fetal human is unaware of the existence of time; it is purely & simply a mind at work.
The period from birth to discovery of bowel control is the second iteration of intellectuality, which appears as encompassing but allows it freedom of movement. During this second iteration, the child acts instinctively on the physical level, without the intellectual knowledge that allows it to be part of awareness; the child may hear crying with no comprehension the sound is produced by its own body. During the third iteration of intellectuality the child expands its universe, picking up physical and intellectual skills almost inadvertently until, at some moment in the 11th year, it reaches an unconscious epiphany at the discovery of abstract thought and awareness of the future.
Many people in our society seem not to reach that epiphany. This can be seen in our “shop ‘til you drop” attitude and the general lack of preparedness for the future that is a hallmark of human society.
(This may be changing. As part of our evolution as intellectually aware creatures the society may be at a “tipping point” wherein the “group” fairly suddenly becomes aware of the future and begins making reasonable economic decisions. If this is happening it will result in a drastic change in our business dealings.)
When the child reaches that epiphany it then can see the future. It makes no more intellectual breakthroughs until the age of 35, when it fully understands the future.
Although it has many more years of bodily development before reaching physical maturity, this epiphany, this understanding of the continuity of before and after, marks the point of intellectual adulthood. This also marks another moment when our society makes a heavy-handed effort to subvert the structural process. Our normal child, thrown into the cold hard world this point, will make its way.
Until recently, this was understood. The concept of adolescence is only about a hundred years old. Until then it was assumed that after primary education the majority of people would seek gainful employment. Mark Twain left school at 10 when he realized he was better served by taking a job.
The murderous hand of the industrial revolution forced us to restrict our children’s entry into the adult world, and we have lost the understanding that it was for their protection. We’ve come to believe it’s because they lack competency. In our inability to separate the physicality and intellectuality of our children we insist on treating them as though they are intellectually immature, demanding that they remain children until they mature physically. We create interminable delays in intellectual freedom, chaining, as we do, almost all intellectual function to the attainment of physical maturity.
Additionally, the age of intellectual maturity marks the beginning of gender differences in the structural makeup of man. Previously, gender has had no pertinence. Females have, since quickening, favored their feminine over their masculine sides, excepting some 5 percent that favors the opposite and some 15 percent that favor neither, just as males the opposite, but, males and females possessing both sides, differences are degrees of sameness, not gender.
However, gender does step in during the 11th year. With the unconscious awareness of continuity shared by all, there come to our females an equally unconscious sense of deadline. They will forge ahead relentlessly immediately upon reaching intellectual maturity because their cellular structure knows that physical maturity will be marked by the act of carrying on the species. By the age of 14 the female is two full years ahead of the male in accumulation of general knowledge and will stay that far ahead until, reaching physical maturity two years later, she also becomes a mother.
The male at the point of abstract thought has no deadline. While males and females need to learn slightly different modes of the same functions, the males feel no sense of urgency unless placed on them by society, as was the case in our society until last half of the 19th-century, when school ended at 11 and males were expected to go to work. At that time we essentially accepted intellectual maturity while not understanding the need for physical maturity. Today our normal males begin a period of sharpening their physical and mental skills. Their environment has told them what their survival choices are, and they sharpen those skills that will best effect that survival.
What happens in our society is that the normal structural development of humans is fractured by our lack of understanding, and memory of those fractures must be repressed. This is the core reason for mental illness. Any traumatic experience during the first five years is repressed in deep memory by developing muscular tension. Repression is dynamic. Like an oozing wound, memory must be dressed with repression at all times. The bandages take the form of engineering situations in the here and now that can be used to justify feelings and emotions already in existence. Thus, we blame the world of today for the fractures of our early life.