Conclusion

You now know how to read the profile, the front-face, the features, and the muscles, and you have an idea of how to help yourself, your loved ones, and your patients or clients through your observations and your ability to work with the malleable aspects of the face.

I hope that the topics in this book suggest the richness of morphology and the joy and great usefulness you can find here. However, to reiterate, although many things said here can be connotative, morphology is a denotative art, and there are many balancing features in one’s face to compensate for what may be considered a weakness or flaw. So please, when looking at yourself or others, remember the compassionate aspect of face morphology and be honorable, as this is a sacred art and it is never to be used to gain power over another.

To all health practitioners of every discipline, it is my sincere hope and prayer that this compendium aids and assists you in the diagnosis and assessment of your patients and enhances your relationship with them. May the revelations you receive from this understanding of morphology further your movement toward health, light, love, and self-awareness.

To educators of all varieties, especially the teachers of our young ones, I hope that by reading this book you will understand the individuality of each of your students. It is my intention that this understanding will help you transmit in a compassionate and loving way the knowledge and experiences you wish for them to learn.

It is also my hope that teachers will understand that the learning styles of individuals are different and will see how morphology can reveal that. For instance, so many children are now labeled with ADD and ADHD, and while these labels may apply, it may also be that they are Sanguine types who need to be motoric and learn while they are moving. On the other hand, the highly intellective Nervous types may have the ability to understand deep concepts and teachings, but they need frequent breaks. While the Bilious do not need frequent breaks and have a great capacity to absorb information, they have difficulty dealing with authority and so might resist instruction for this reason. Lymphatic types do not mind sitting in a chair for hours on end and absorbing all the information. They make teachers very happy. While these are generalizations, and every individual is unique, I believe these guideposts can help teachers to understand their students and achieve the result they want, which is for their students to learn.

To all parents, caregivers, guardians, and family members learning this system, it is also my prayer that as your understanding of what is in the pages of this book deepens, a new awareness will awaken in you. As you develop your skills, you may be better able to notice any changes in the face—whether they be of physiological, mental, or emotional significance—that can occur in you, your family members, and your loved ones. Through these new insights you are empowered to support your own healing and the healing of those you love.

And perhaps closest to my heart is that through this understanding we can all learn to appreciate and celebrate our differences as unique expressions of each of our paths in life.

It has been my honor and privilege to be in the lineage of this work. Dr. Gerald Epstein presented the body of knowledge that allowed this book to come into being and offered his genius in a generous gift that I have had the privilege of presenting to you. I thank all of you for reading this book and wish you all the joys and revelations morphology has to offer. It has brought great value to me, my patients, and all others that have shared in its rich, forty-five-hundred-year-old history.