8. The Hybrid Species-Children

The production of a hybrid species appears to be the means to the aliens' goal. So far, researchers have been unable to uncover any other purpose for the UFO and abduction phenomena, and the Breeding Program.

Why are aliens producing hybrids?

This has long been one of the fundamental mysteries of UFO and abduction research. Until now, we have had precious little information upon which to formulate a theory.

But to answer this question, it is first necessary to understand both the idea of hybridization and the nature of hybrid life.
 

Producing Hybrids

For years researchers have posited that the aliens are a dying race and must pass on their genes to hybrids to maintain their "life." This theory assumes that the aliens either cannot reproduce or cannot reproduce in enough numbers to sustain their species' viability. Although dismissed as science fiction by many UFO researchers, the evidence suggests that there may be merit to this theory.

The Allison Reed case sheds light on this issue. In her four-and-a-half-day abduction event, an alien escort took her to a "museum" room in which she saw artifacts on shelves along with strange life-sized "holograms" of several beings. Her alien escort explained what these figures represented and why the hybridization was undertaken.

Each of the hologram figures had a "flaw" of some sort. The first had alien features with distinctive black eyes and a thin body; it also had a distended stomach with boil-like protuberances on it. The next hologram looked more human. He had blond hair and humanlike eyes, but he had no genitals, and his skin was extremely pale, like that of a "borderline albino." The final hologram was a grouping of smaller beings, about five feet tall. They were very white and Allison received the impression that they were "mentally weak or something."

Allison's escort told her that the most important fact about these beings was that none of them could reproduce. They appeared to have been failures at previous attempts at hybridization.

"The human race is not the first that they have found, or that they have attempted to work with," she said. "We are just the ones found to be the most compatible and the ones that it can work with because they can't sustain themselves for an awful lot longer because they [the aliens] are a result of a genetic mix, alteration, manipulation, whatever the word is."

The small one you're looking at can't reproduce?

No. Not any of them. They can't reproduce—any of them. So, besides the parts that were failures, like the white one's mental abilities ... somehow they just weren't able to get it. But, apart from that, the three that I have told you about, they can't sustain life for themselves. My understanding is that's what's happened to the gray ones. Throughout the creation of the gray ones until through their evolution, we'll say, they've gotten to the point that reproduction of themselves is a problem. Almost like the horse and the donkey syndrome in that you come up with a sexless mule. And that's kind of what went wrong. I don't feel like it happened right away. Somehow they were able to reproduce but, because they are a result of a genetic altering, through the years and through the generations it lessened. I guess it would be almost like if men just became sterile year after year after year until, whatever....

Does he tell you what they were like before genetic alteration?

No. He doesn't specify that.... He just claims that he and his gray people are the result of genetic manipulation that some higher species, I guess, played God and mixed and matched and whatever. That's what he tells me.... He and his people were created through a genetic alteration through a higher intelligence.... I don't know what they were created for. But my understanding is that they were created for a purpose and, through the years, they weren't able to reproduce themselves anymore. From what he told me ... they didn't start this. They were a result, just like the hybrids are, from something else. From a higher intelligence. That's what I get from him. I guess. That's just what I hear.1

This explanation suggests that the aliens had attempted a program of reproduction before they came to Earth, and that they have had periods of trial and error. The idea that the gray beings were themselves products of hybridization experiments was also given credence during one of Reshma Kamal's abductions.

The insectlike aliens told her that the gray aliens were products of early attempts at hybridization with humans but the program was flawed and it left the gray aliens without the ability to reproduce. Then the insectlike aliens began a new program of human hybridization with different techniques that has taken more time but has been fruitful.2

Whatever the case, humans have been successful for them.

We can reproduce, and they can reproduce through us.
 

Creating Homo Alienus

In 1992, I began a series of hypnotic regression sessions with a woman who apparently had a sexual relationship with a human-looking hybrid. During one conversation "Emily" and the hybrid had discussed his parents. I asked her if he had discussed the differences between him and us.

She told me,

"He's a hybrid. His mother was like me, and his father was like him. So he's ... a degree closer."

I was intrigued by what she had said. If true, the implications of her information were extraordinary.

As I thought about Emily's statement, I began to put other information in context. For years abductees have been reporting a variety of hybrid types. Some hybrids look very much like aliens, some look like combinations of human and alien, and some look extremely human. Although the exact hybridization process is not known, a theory can now be put forward that explains the disparate types of hybrids and their activities.

Hybridization appears to progress in stages. It is clear from abduction reports that it starts in vitro with the joining of human sperm, eggs, and alien genetic material. The result of this union, which is "grown" partially in a human female host and partially in a gestation device, is a hybrid being who is a cross between alien and human (hybrid-1). Many of these hybrids look almost alien. They have large black eyes with no whites; small, thin bodies; thin arms; thin legs; thin, nonexistent, or sparse hair; a tiny mouth; nonexistent or tiny ears; and pointed chins. They have no genitals. Some look so much like aliens that abductees often mistake them for "pure" aliens.

The next (perhaps second) stage in the hybridization process occurs when the aliens join a human egg and sperm and assimilate genetic material from the first-stage hybrid (hybrid-1) into the zygote. This too begins as an in vitro procedure and then requires both a human female host and a gestation device to mature the fetus to "birth."

The resulting offspring is a cross between hybrid-1 and human. These beings (hybrid-2) still look quite alien. They have an oddly shaped head with a pointed chin, high cheekbones, and only a small amount of white in their eyes; their hair is still quite sparse but there is more of it; their bodies are thin but larger. There is no evidence that hybrids-2 can reproduce. When mature, these early-stage hybrids often help aliens with the abduction procedures and are an integral part of the alien workforce.

Abductees see them taking care of hybrid babies and toddlers and executing other important tasks.

The next (perhaps third) stage of hybridization involves taking a human egg and sperm and adding genetic material from hybrid-2. Like the previous stages, the middle-stage hybridization process begins in vitro, progresses to in utero and then to a gestation device. The resulting hybrids (hybrid-3) look very human. If properly attired and wearing dark glasses, they could "pass," although they might be "off" in their appearance. Abductees say that hybrids-3 can have too much black in their pupils or lack eyebrows or eyelashes. Like the previous-stage hybrids, these middle-stage hybrids help the aliens, and some are responsible for more complex jobs— even performing complete abductions without alien supervision.

Hybridization reaches a critical point in a later-stage generation— possibly the fourth or fifth. Once again, the aliens use the standard hybridization process, splicing a human egg and sperm with genetic material from a hybrid-3. The resulting late-stage hybrids are so close to human that they could easily "pass" without notice.

Most of the late-stage hybrids have normal-looking eyes (perhaps only a slightly enlarged pupil). Their skin color is humanlike but sometimes a bit too even. They often have short-cropped hair, but some have curly or long hair. Some do not have eyebrows or eyelashes, and most do not have body hair or pubic hair. Their frames are sometimes thin, sometimes muscular, but never overweight. They are often blond and have blue eyes, although abductees have noted a range of hair and eye coloration. The females have human secondary sexual characteristics and have longer hair than the men. Most males have normal genitals but some penises might be too narrow. The males are not circumcised. It is these late-stage hybrids whom abductees often call the "Nordics."

Late-stage hybrids possess the aliens' extraordinary mental abilities. They can engage in staring procedures, Mindscan, visualizations, envisioning, and so on. They have nearly complete command over the abductees, who report having a little more physical and mental control during hybrid abduction activity—not enough, however, to effectively resist abductions.

Late-stage hybrids have a singularly important attribute: They can reproduce with humans. They have intercourse with humans in the "normal" manner, bypassing the standard egg and sperm harvesting phase of abductions. These resulting hybrids are barely distinguishable from "normal" human beings.

Although it is unknown precisely how many stages of hybrid development exist, the evidence points inexorably to the development of an increasingly human-looking and human-behaving hybrid armed with the aliens' ability to manipulate humans. Whether male late-stage hybrids can reproduce with female late-stage hybrids is unknown. Abductees have reported that female late-stage hybrids have had difficulty bringing babies to term.

Once the hybrids are born, the aliens funnel them into specific types of service.

For example, Kathleen Morrison was told that some hybrids are for acquiring knowledge, some are for "assisting," and some are for both. She also understood that the later hybrid "models" have greater "power" than the earlier ones.3

Clearly, hybrids are not all alike in ability and behavior.

Researchers know little about the hybrids' daily lives. Nevertheless, abduction accounts have provided enough information to at least outline many hybrid activities from fetus to adult.
 

Fetuses

When fetuses are removed from the abductees, they are kept in tanks filled with liquid nutrients. Abductees have reported rooms, some small and some almost cavernous, containing hundreds, and even thousands, of tanks with gestating fetuses—their large, open black eyes dominating their tiny bodies. The tanks are often arrayed in gestational stages of development, from youngest to oldest. A gray alien told Allison that late-stage fetuses are kept longer in utero because they cannot be sustained in incubators for a long time.

Early-stage hybrids, he said, can be kept in the incubators for more sustained periods.4
 

Babies

When the "newborns" are removed from the tanks, they are usually phlegmatic, especially the early-stage hybrids. They seem, by human standards, passive and even "sickly." They do not cry, they do not grasp with their hands, and their bodies do not have the same muscular tension as human babies.

Abductees often remark that these babies seem "wise" or "mature" for their age; some abductees have said that the babies communicate with the abductee through their eyes, as if they were absorbing information from the abductee through neural coupling. Whether this is true is uncertain, but many abductees have said that the babies, even at an age of less than two, have unusual mental capacities.

Susan Steiner once held a baby that impressed her as having capabilities beyond his age:

It seems like maybe it's about three or four months old but it seems more alert than a three- or four-month-old baby.... It's not like really physical, but I could see it like looking around. It has almost a curious look in its face instead of the typical blank expression that most three- or four-month-olds have. I get the feeling that this baby's like older than three or four months.

 

It seems older somehow and it seems knowledgeable. When I look at its eyes, I get almost the same feeling that I get from that tall being like when I'm on the operating table. And so I try to avoid looking at its eyes because that makes me a little uncomfortable. It's almost like the eyes can control you so I don't want to look at its eyes too much.5

Abductees have fed babies by breast and with bottles and have painted nutrients onto their skin.

The early-stage hybrid infants seem to eat by absorbing liquid, the middle-stage hybrids eat by a combination of absorption and ingestion, and the late-stage hybrids ingest through their mouths.
 

Toddlers and Young Children

Abductees often report having contact with hybrid toddlers (two to six years old) in group situations. The toddler group usually consists of mixed-stage hybrids, and the aliens bring the abductee to the toddlers to have physical contact, play with them, or teach them. If abductee children are present, they are required to take the lead in play activity, directing the hybrids in how to perform. For example, the human child might suggest that they play ring-around-the-rosy, and then she will show the hybrids how to hold hands and go around in a circle.

Hybrid toddlers sometimes play with human toys (trucks, teddy bears, dolls, airplanes, and balls) and sometimes with alien toys (a ball that has swirling colors in it and dances about in midair by itself, or other high-technology playthings). Hybrid toddlers have alien abilities and can execute Mindscan and other optic nerve engagement procedures.

Abductees report that the toddlers use staring procedures to gather information from humans.

Unlike the aliens, the hybrid children display definite personality differences. For example, Diane Henderson went into a room containing six or seven toddlers. They all had blue eyes with no whites, fuzzy hair, and small noses and wore white garments. She kneeled and hugged each one.

The room had some blocks built into the floor but there was nothing for the children to play with.

They just look at me. Like look into my eyes. . .. They all seem to like me for some reason.... There's one little girl that's more shy than the other ones. Some of them seem to be kind of hearty in a way. They're not as slow. They're a little quicker. Not a lot. They just seem to be very peaceful, but I don't think I see any whites of eyes.6

Very often the aliens seem concerned about giving the toddlers some sensory stimulation. They sometimes build a nature "setting" in which the hybrid children can play. Sarah Stevenson, a real estate agent from Delaware, entered a "glass-bubble" room where she saw Cindy, an abductee friend of hers, playing with a group of about fifteen three- and four-year-olds in a barren, outside setting.

They were all kneeling on the ground with a few adults around them.

Yeah, it feels like if you were at the zoo, and you were looking at a habitat. It's very brown, like sandy, light, you know, a lot of light. There's not a lot of grass or—more like rock and sand, a lot of brown. The kids are sitting on the ground on their knees. It looks like they're all wearing the same thing ... a little tunic or something. You don't see any shoes or anything. That's all they have on.

Do they have any toys?

Mm-hmm. It looks like nothing complicated. It looks like some kind of blocks. It seems like maybe there's some adults there too, more human looking. They're kind of playing with them.

Regular humans or kind of humanlike?

They look like regular humans. It's hard for me to see. I think that

Cindy is there.

Okay, how is she doing?

... She's sitting on the ground with them. She seems to be showing them how to build things with the blocks. I don't know why it seems like there's caves there or something. I don't know why. Like they're playing on the ground, and behind them is ... something rocky. It feels like the zoo.7

The aliens seem aware of the varying needs of the hybrid children depending on their stage of hybridization. An alien took Roxanne Zeigler, a nurse living in New York State, to see a group of toddlers who were playing together. Then an adult hybrid took Roxanne to visit a late-stage toddler who was in a different playroom with climbing equipment; this toddler was dressed in human clothes.

The escort said that the child was born in 1990 and it was Roxanne's.

Well, right now he's taking me to this other room that is, there's like another doorway that goes to this other room, and there's a jungle gym type of thing in there. And it's a colorful one, I mean it looks like it's made out of metal. And there's like a ladder and there's all these rods going and connecting like making open boxes that are kind of scrambled in this thing, but they're the rods. One section is painted. It has one color and these are more brightly colored. One step is red, and one bar is red, and the next bar is yellow, and the next bar is like blue, and the next bar green-—that type of thing. Okay. And . .. there's a little boy who's climbing around on this.

Is he the same age as the others, or a little bit younger, or—?

I think he's a little older. And, he's, he's a little darker, and his hair is darker. I mean he, just like, like the difference between ... a Scandinavian-looking, with the blond and light-skinned, to a more of a umm ... I don't know, Mediterranean, maybe. You know, more bronzy, like, tanner.... They're asking him to come, they're asking him to come to me, and he's coming. They had this little boy dressed differently from the other children that were playing in that other room.

He's not wearing that white smock?

No. He's got on a, a multistriped t-shirt. This is, you know, the stripes going around him. And some, like little blue shorts.

Okay. Did he have shoes on at all or ... ?

Yeah. He had like little brown shoes on. And, yeah he's coming to me. And he's just standing there, and he's looking at the being and he's looking at me. I kneel down and I hold on to him, and you know, I tell him I want to give him a hug, and I put my arms around him ... [he] put his arms around me too. And, then I pick him up and stand up with him, and the being seems to be very pleased. This being said that I held him when he was a baby. But I can't take him home with me. He has to stay there because they said he won't survive outside the environment they've provided for him. But they made arrangements for us to be together that day. It seems like what they're trying to do is they're trying to get him accustomed to our race, somewhat, because at some point, they want to try to wean him so that he can survive in this society, somehow. But he's different, you know, he'd still be linked with them. He can, this little boy, he can kind of will something to come to him. There was something up on a shelf, and he couldn't reach it, and he wanted to give it to me, and to show me this.

How far away was the shelf?

Well... the shelf is across the room, and I probably could reach it, but he wanted to bring this to me. And ... it's a rocket ship, it's not a spaceship, it's a rocket ship, a little silver one. And the way he's getting it, he's just willing it to him, and it floats to him. And he can hand it to me. And it's a little silver rocket ship. And it's one of those, like pencil-type things, you know, that kind of a shape and silver with the wings pointed back that are close to the body of it.

Yeah, like an old-fashioned rocket ship. Yeah.

Does this look like an, an American style toy, or is it a little different, or—?

Well, it's metal.

Does it have marks on it, like you know, a toy will have an American flag on it and things like that? You know, stickers you put on it.

There's, there's like a white ... triangle, you know, that has a short base and a long straight side ... and inverted on the other side of that is a blue, blue equivalent, on top of the wing.

Okay. So this thing floats over toward you?

Yeah, it floated right to his hand, and he shows it to me, and he's kind of excited about that.

Does he communicate with you or ... just show it to you?

Yeah. His eyes kind of shine, and he's smiling, and he's pointing to this thing. He's cute....

So you're holding him this whole time then?

Yeah, I'm just standing with him, and I'm holding him in my arms, and he's showing me this thing and.... He wants to get down, but apparently he's not telling me he wants to get down. He just kind of floated out of my arms to the floor and let himself down.8

Later the little boy showed Roxanne a special room he lived in, with a human-style bed that came out of the wall. He seemed proud of his possessions.

Hybrid children sometimes want to play with human-style toys, but often they do not know how and need instruction. Aliens bring human children on board to teach the hybrid children how to play. When Claudia Negron was five years old, a female alien took her into a room with five or six hybrids her age. They played together and she taught them how to use a yo-yo.

They want to show me something. They want me to teach them my games.... That's funny. They have a yo-yo. It's weird.

A regular kind of yo-yo? Something like it. Is it colored? No. It's like white.

You know, most yo-yos have the company name on the side, Duncan, or whatever....

No, this doesn't have anything. I can tell it's a yo-yo—I knew what they look like, but it doesn't have any markings on it.... They want me to show them how to use it.... They have these little round balls that look like marbles.

Uh-huh. Where do you see these balls? Do they have them just on the floor you mean, or just in their hands, or in a container of some sort?

One of the children had it and showed it to me. Do they say anything when they showed it to you? Do they say look at this, or what do you think of this, or something like that?

Nobody's talking. They just show it [the yo-yo] to me and I get the impression that they want me to use it because I know how to use it. Did they seem pleased or happy? Oh, yeah. They got happy when I showed them.

Did you show them how to use the yo-yo first, or—? I showed them. I took it in my hand and I showed them how to play with it. And that sort of broke the ice.

I see. Well, playing with a yo-yo for a five-year-old, that's kind of hard to do. I had played with it before.... So they had these marble-like balls, how did you play with those? They're little—they're strange balk... they spin. You mean by themselves? By themselves. There's something inside them that makes them do that. Well, do you kind of play with them, or do you show them what you're doing, or what kind of interaction do you have with them? They show me.... It's like they spin around and they levitate and keep spinning. You mean they're up in the air a little bit? Yeah, they keep spinning. And they go down. I'm tired of this game, I want to go home.9

 

The hybrid adults who attend to the children are usually not forthcoming about the children's origin or family life. Susan Steiner had a short exchange about this with an adult hybrid when she was taken into a room filled with apparently same-stage hybrid toddlers. The children were playing with a combination of small toys and playroom equipment.

They had sophisticated-looking toys, like maybe they got them out of Edmund's Scientific or something. They didn't look like the typical—except for maybe a ball or something like that. Most of the toys looked more complicated than regular toys.

See any of them working the toys?

Yeah, they were playing with them. Sort of like one kid was playing with what looked like a puzzle toy. And some of the kids were playing with the ball. And some of the kids were playing with this stuff that looked sort of like wet silver sand or something.... They were sort of molding it with their hands and stuff, just playing with it. There was no television in there or anything.... There was something that looked sort of like a gym that you could play on. Things that they could crawl through and crawl on—you know, like a play gym. So I asked him, "Well, who do these kids belong to?" And he didn't give me an answer, he didn't say anything. Like I said, "Where are their parents?" because they looked like humans. Then I asked him if he was one of the parents and he just sort of looked at me like, you know, "I'd like to give you the information, but I can't."

I see. So he also is not being forthcoming about what this is all about here. What are these kids wearing?

Well, they're wearing little miniature outfits, sort of what he has on. But they're not all black, some of them have a white-beige one, a silvery-colored one, and some of them have black. Like a miniature version of what he's wearing. But they don't all look like him, they're not all blond and blue-eyed like he is.

So they're all sort of wearing these one-piece tight outfits.

Right. But they have different colors of hair and stuff. Some have brown eyes, some have blue eyes, some have hazel eyes.... They all seem to move in unison. I don't know if necessarily they move in unison, but they all seem to know when the other's going to move. Then they all sort of looked like they were cloned or something, at least the blond ones.10

Youth

As with the toddlers, abductee adults and children are required to play with and at times instruct the six- to twelve-year-old mixed-stage (from early to late) hybrids. Abductees have taught hybrid youths a variety of games, including kickball, hand-clapping games, and other play activities. The hybrid youths' toys are very technologically sophisticated. The youths also apparently have more learning sessions conducted by abductees.

When they interact with abductees, they appear to be more curious about humans in general, and about the emotional differences between the two species.

Kathleen Morrison was seven years old when she was abducted with her friends Heidi and Barbara. She played with hybrid toys and engaged in a discussion about emotions with her hybrid friend.

Kathleen recalled this event from a child's perspective:

Their toys are different than our toys.

 

How so?

Their toys feel. When you play with them, you feel things. Our toys don't do that.

You mean, they feel rough, or—?

No, they make you feel.

What kind of toys were there, then?

They're different colors and they're shapes, mostly. And you get to hold them.

Is there like a ball or block or something?

No, it's more like, it's more like blue glass. But they don't like it when you throw them. Do they want you to touch one? Yeah. How many toys are there? Maybe three or four. But Barbara's there [her friend who, along with Heidi, was abducted with her], and there's whole bunches of other kids. There's a bunch of us [human children]....

So when you come into the room, what's everybody doing?

 

My kids are giggling and having a good time. And there are two girls on the side and they're sitting near each other and one girl's talking to the other one.

These are normal kids?

The one is and the other one's not all that... no. One of them' I like them. And this other girl's sitting there talking to her.

Can you see what they're talking about?

Well, the girl who's talking is braiding her hair, her own hair? And it's something about her hair.

So what do you do then?

I walked in and I got near Heidi and Barbara. I needed to be near them. But they don't like us to stick all with our own kind. But we all have to play together. I really do like their toys though, because they make you feel.

Well, do you get to pick up a toy?

 

Yeah.... I pick up the blue glass one.

 

What kind of shape is it?

Mmm ... triangle? But it's like it melted? And it's a triangle that melted. You know wax lips? And you put it down on a radiator and it melts all over it? Well, this toy was wax, it kind of melted over something that was round. And it's like shiny from the inside.

How does it make you feel when you pick it op? Very happy. Makes me feel very happy. Do you have to do anything to it or do you just hold it?

You just hold it in your hands. And I took it to Barbara and I had her hold it.

Did she like it?

Yes, she did. She thought it was fun. She said she ought to give it to her parents sometimes. We tried something different, because most of them were just being held by one person and we wanted to see what it would be like for two people to hold on to one. So we did and I think I felt happier than she did. I don't know. She didn't smile. Made me feel real good.. ..

Before that, did you get to talk with any of the other different kids, or not?

After I put down the blue glass thing? I didn't go over to her but I still talked to her. We didn't talk through our mouths though. [She] wanted to know why I was laughing. "Because I felt good." Did I always laugh like that when I felt good? "No. Sometimes I just feel good." I don't know, they don't look like they have a very happy house.

Did she say anything else to you?

"Is happy good?" I think I said, "Yes." That's a silly question though, really—"Is happy good?" So I don't think they have a real happy house. You know, nobody laughs up there. I think I want to go home. I want to go home now. I want to go home. She doesn't understand why I'm getting so upset. I want to go home. I want to be with my family. I want to go home.11

Not only do abductees teach the children how to play with human toys and learn human games, they also begin to teach about Earth and human society. Doris Reilly, a small-business owner from Harrisburg, Pennsylvania, was ten years old when she taught a group of hybrid youths about the circus. Talking from an uncooperative ten-year-old's perspective, she recalled how adult hybrids observed the proceedings as she interacted with a large group of hybrid children.

The children were so happy to have me there, they were so excited. ... There's something wrong with these kids. Are they retarded?

How can you tell?

I must be smarter than them because I sure look a lot better. But they're all talking to me as fast as I can talk, and they're talking to me in my language. Their bodies are weaker than I am. They're slower than I am. I would be the ringleader if I stayed. They are so happy to have me there. I seem so wonderful to them....

Are there a lot of kids in there?

I'm going to play with them. I'm enjoying it because they're going to let me be the showoff. There's at least five or more that are really paying attention to me. There's other activities going on way back in other parts of this big giant room. Those kids are busy doing other things. It's not real noisy. They're asking me about the circus. She's telling them what to ask me about.

Which one is this?

It's a female, bigger one, older. She's the one that's supervising their activities. She's telling them what to ask me. The one little boy asks me about the circus, what it's like. They want to talk about the animals, and I want to tell them about the clowns. I keep telling them, "You have to know about the clowns. They're so funny." They don't know what funny is, so I'm trying to show them. I'm trying to explain a playground and what it's like. They don't know what swings are. I feel so sad for them. I want to cry for them. They don't know what it's like to play like I can play. I really don't care about the boys, I feel sad for the girls. I tell them that I'd build them a swing set for them if they'd give me some logs and hammers, but the lady is telling them it's impossible and to stop talking about it.

She's telling you, or—?

She's telling them what to talk about, and she's discouraging them from the playground. I don't pay attention to her because she's talking to them. I tell them what it's like to be in a sandbox.

What are their ages?

They're the same age as me. She's saying to stop talking about the swing set. I hear her telling them that, they wanted to keep talking to me about it, though. So I don't have to listen to her, I don't have to obey her. I'm going to tell you all about big sandboxes. We all sit Indian-style ... and I explain what a tin bucket and shovel is like. I'm showing them what it's like to shovel out the sand. They're imitating me, they look so stupid, they don't know what it is. She doesn't like that I think they look stupid trying it.

She doesn't like your feelings?

She doesn't like me feeling superior because I know this stuff.... I'm telling them stuff they don't know about. They want to go where I am. A couple of them want to see what that's like to play with the other children. She's discouraging them, telling them their life is happier where they are. If they can't come with me, I'll just stay with them. Maybe they'll let me build swing sets, and maybe they'll let me build a sandbox for them. Maybe they can give me metal and I can teach them how to make a big giant sliding board.... She's going, "Our children don't do that." But they want to. They want me to stay. She doesn't want me to stay.... They're having so much fun with me. They really like me; I'm so different and so strong, and I know so much about having fun, and they don't know anything about that. They want to know more about it, and that's why they like me. I'm telling them, if they can come back with me they can probably look like I do. "Come back into my bedroom, I'm sure God will make you look like me so you can stay and play with me." She's telling them to stop talking like that, to stop it.... I feel like she has some compassion for them, but she has to stick by her rules. She's making sure that there's peace and order kept among all of us. There's one little girl I really like, and I'm naming her Maria. She's smaller than I am.

Does she have a name of her own?

I don't care. I'm telling her I'm naming her Maria, and I want her to be my friend.

How does she respond?

She says she'd like that too. She knows my name is Doris. She will have me back to play with her again. They don't want me to leave, I don't want to leave.

Are you still sitting there?

No, the lady is making me go. I don't want to go. There's so much more we can play ... she's telling me we have to go now. The children seem so happy that I was there, but I'm leaving. There were adult ones observing all this from somewhere.... They were in windows along the sides of us, particularly to the right. They were observing us like we were lab rats. I look over and they're in there, observing us.... She's going to take me out of the room. My heart is beating very fast all of a sudden.... I don't want to go. I promised the children I'd be back, and they tell me to try my hardest to come back. Maria looks so sad. I'm telling Maria that I will be back to play with her, I promise.12

At times, abductees see large groups of hybrid children in special playrooms. Interaction between the humans and the hybrids is controlled so that the hybrids get the maximum amount of play enjoyment. Unlike human children, the hybrids appear to have no disputes or disagreements.

In 1965, ten-year-old Carla Enders was at a girls' camp in Texas. In the middle of the night, she and approximately twenty-five other young campers were abducted. They were brought into a large room filled with mixed-stage hybrid children and highly sophisticated play equipment.

The children immediately began "laughing and running around" in a state of artificially induced hilarity.

It just seems like there's a bunch of things in there for kids to play with.

Is this a large room, or a small room, or ... can you get a sense of that?

It's really pretty big. It's really big. I can't tell what everybody's doing, but it seems like they're all laughing and running around. It seems like there's girls and boys ... running around like they're playing on these swings and jungle gyms and stuff like that, but different.

How do you mean?

... Like there was just, like a big amusement park where all these different things are there. Like a Disneyland, all compact. I don't know how to explain it. But it seemed fun.

You're talking basically about heavy equipment, things to climb on and all?

It seems like they were just suspended, there was nothing it had to be attached to or anything. Just things, you wondered how they were there, how they were working. I just felt like really amazed. Then I didn't think about a whole lot, I was just running around with the other kids.

Do they tell you anything, or do you just go off by yourself, or ... ?

They just say, "This is what we wanted to show you." They let go, and I go check it out. I can just remember it seemed like a lot of fun. Like really just different than I've ever seen.

Do you hear any sounds? Are the kids yelling and screaming and laughing, that sort of stuff?

Yes. They're having the greatest time I ever had before. You can hear them through your ears?

Yeah, they're all laughing and screaming and running around. And they're all getting along. Nobody's pushing or shoving or hitting or wanting to be first. Everybody's pretty much getting to do what they want.

Do you see the girls from camp there?

Yes. I don't remember what they look like. But there's girls there about my age and a little younger and maybe a few years older.

Are they all wearing their nightgowns and pajamas?

They seem like they all kind of have on the same thing. Just like really plain, just something, even the boys. Nobody was really concerned about what they were wearing. They didn't care. They weren't even aware of it.... But they're funny, when I think of it now, they're wearing these gowns or something. Like a hospital gown with sleeves, almost like a dress. We didn't really think anything of it.

When you say "We," do you mean the girls from camp?

All of us, the girls and the boys.... It seems like they're just laughing. I don't know why they just keep laughing. I keep laughing too, but we don't really ever talk to each other, we're just laughing. It's almost like they gave us some kind of drug that makes us laugh. ...

So now when you're laughing, are you just standing there?

We're all just running around. Then we stop and then we're standing there all just laughing. We're just having so much fun we can't quit laughing. I think they're thinking that this is all just too much fun so we can't quit laughing. We're kind of laughing at each other too, in a way. It's almost like we don't ever want to leave there. So we're just running around on these things, hanging from the ... they seem like they're hanging in midair. And then there's things that you can get on and they zip you around. Like a roller-coaster or something but they don't have any track.

What are they on?

I don't know, they're just zipping around through the air, up and down and all around, really fast.

Do you get on one of these, or do you just sort of observe it? Yeah, I ride them too. This is up above things?

Yeah, you can't see the ceiling. It's like just this big space and you can't see the ceiling.

When you're up in this ride, do you kind of look down and survey this situation?

It just seems like a big amusement park and there's kids running all over and on these rides. You can't really tell where it begins and where it ends except when you go in that door where you come in. That's all I can see. It doesn't seem like the rides are really high up, but high enough, people are running around underneath and nobody gets hurt. It seems like we were there for a little while and then it was time to go.13

When the children are older, the abductees sometimes are required to teach them about life on Earth. In a classroom-like setting, the youths ask questions about a preselected subject.

An alien took Susan Steiner to a room with twenty youths who were apparently waiting for her arrival. They were sitting on molded benches. The alien told Susan that she was to teach a class and indicated to her that she should use the screen-like chart on the wall for her teaching.

The lesson consisted of Susan answering questions from the curious hybrid children as barnyard and domestic animals appeared on the screen.

There's a regular school-type chart?

Well, it looks like a blackboard but it's not. It looks like some sort of screen. It looks like an Etch-a-Sketch screen, except it's filled with all sorts of stuff. It's sort of silvery and like a dog is on the screen and she tells me that I'm supposed to explain the dog to them, what the dog is.

Was this a picture of a dog?

It's like a picture of a dog appear on the screen, like a real dog.

Color? Black and white?

Color.

What kind of dog is it?

It's like a chow. A big, furry chow chow, the ones with the purple tongue. And she tells me I'm supposed to explain to them what the dog is. So I tell them what a dog is, you know, that humans like them and they keep them as pets. That they used to live in the wild and humans domesticated them and they became very friendly and loyal. So, then I asked them if they have any questions after I explain what the dog is and the kids ask me, "Why is the dog loyal?" And I tell them I don't know, they'd have to ask the dog. I don't know why a dog's loyal. And they said, "Why does it like humans?" and I tell them I don't know. And they ask me questions like, "What does it eat?" and I tell them what they eat.

Well, are they raising their hands or are they just. . . ?

They're just sort of speaking in turn, one will speak up and when he finishes up, someone else will ask a question and when she finishes. ...

So they say, "What does a dog eat?"

And I say that a dog should eat meat. And they ask me why the dog should eat meat and I said because its intestine is shorter than mine. So they ask me if I eat meat, and they ask me if I have a dog.

Do you tell them that you do or do not eat meat?

Yeah, I tell them that I don't.... And they ask me if I have a dog, and I said, "I do. I have a dog." And they ask me what I use him for and I tell them that I use him for companionship. And they seem satisfied with that, like they're finished with the dog and then a goat goes on the screen and they ask me about the goat. I tell them that I really don't know that much about goats, but that some people use them to get milk from and I told them where I come from they don't eat goats but in some countries, they do.

They eat goats. They ask me why some people eat the goats. And I said because they don't know any better. They ask me what else you could use a goat for. And I said some people use them to work, like pull carts and stuff and sometimes you can get wool from certain goats and some people use them to make cheese from their milk. They get milk and they make goat cheese and stuff and people eat the cheese. Then a chicken goes on the screen and they ask me what a chicken is and I explain the chicken. And other animals go on the screen and we go through a similar process—I tell them what it is, like it's a cow and a horse goes on the screen. They seem to be interested in the horse and they ask me what we use the horse for. And I say, well, we use it mostly for work, like it does things, like it pulls things and maybe we ride it to take us from place to place—not so much anymore, I tell them, because we have cars now but we used to ride horses. And they ask me if we eat horses and I tell them that we don't, not where I come from, but some countries eat them. And they ask me why. And I tell them I don't know. Then it seems like the screen just shuts off and the kids come up to me and they sort of like touch me, everybody touching me, like curious.

You mean they're touching you?

Like my arms and my hands and stuff. They even pick up my hands and they're looking at my hands and, for some reason, even though I don't have my clothes on, I'm not embarrassed. It's like weird, I think that normally I would be. They don't seem to notice that.

Are they wearing anything?

Yeah, they have like little skin-tight outfits on, similar to the one that the teenager was wearing. Some of the girls have little flimsy little dresses on, looks like a nightgown almost, but some of the girls have the skin-tight outfit on too.

But they're girls?

Yeah, there's girls and boys. How can you tell? Because they look like normal people. They look like you or me.

When they speak to you, when you were hearing the questions, were they speaking through their mouths?

No.

They have normal noses and normal lips and all that?

Well, their eyes are like very, very pretty eyes. Their eyes are very big and slightly almond-shaped, not Oriental, but they seem to have big irises but there is white in their eyes, though. And they have cute little noses and their mouths look normal. They look maybe thinner than normal, but they still look normal and their ' skin is, well some of them have light skin and some of them have-skin that looks very normal....

When they come up and touch you, do you touch them?

Yeah. I pat them on the head and I like rub their back and I put my arms around one of the kid's shoulders. They seem to like that. After a little bit of that, the woman tells me that we have to leave. And we go out of the room.14

Late-stage hybrid youths sometimes display an awareness of their genetic situation. Some abductees have related conversations that suggest these hybrids are emotionally caught between two worlds. When Carla Enders was eleven years old, she came across a particularly sad situation with a girl whom she had met during previous abductions. The girl was intensely curious about human family life and sensed that she had missed something by growing up where she did. The meeting took place in a large room with a group of adult hybrids observing.

Then we stop in this room.... And she's walking toward me, and she looks older now. And I'm really glad to see her.

How old does she look? Can you make a guess? She's kind of my age. Eleven or so?

Yeah. It was a year either way, she was my age. We're about the same height. Her head's bigger than mine. But she seems really happy to see me. She can't really smile, but it just feels like she's smiling. I really like her. I guess I kind of love her too. Like she's my sister. Like a sister. Like you would love a sister.... Seems like I give her a hug, and she kind of doesn't know how to respond, but almost like she lifts her arms a little bit, and puts her arms around me a little bit, but not like I do around her. She doesn't get hugs very often. She doesn't know, really, what to think of it. But she knows that it means love. It's just kind of sad. I'm sort of sad for her. She wants to be normal like us. She wants to be, it's like she can't get free, like she's trapped or something. She can't have the same experiences. It's sad....

You said you're standing there looking at her.

She's like, she can become part of me or something.

Here comes these odd questions, Carla. Where is she looking?

She's just staring at my eyes.

And where are you looking?

I'm just looking at her eyes.

How close does she get to you?

Half of an arm's length.... Is she touching you?

No. It's like we're trading thoughts. Like she can experience things through me. It's just like she wants to know everything about me—what I've been doing, and what's happened since she last saw me, and how I've changed, and what I'm like now. She seems like she doesn't really have anything to do. She gets to see people now and then. That's the most exciting thing that she has to do. And be with other kids, and when she had fun with us, that was everything to her. Like she gets lonely, but not as bad as when she was younger. She's not usually very happy. She doesn't think that she'll ever be happy....

Does she specifically communicate with you?

Yes, she says "Hi" to me, and it seems like she says my name, and how happy she is that we are together again, and she really wishes that we could be together more. She doesn't have much of a life. It's like she tells me there's nothing to do. She doesn't have anything to do except what they do around there, and it's really boring. And she would like to be able to do things like we do, just to be like a kid. She doesn't really get to be like a kid unless she's with us. Nobody around there is like us.

So I get the sense that she really wants your company.

Yes. And then I hold her hand. And I don't know what we do. It seems like we just walked over somewhere and we were sitting down and we started looking at some things together, like books or something. I don't know where they got these books.

Regular books, with pages?

They seem like books. And she's saying, "I've got these things to remind me of you and the other kids. They remind me of you when you're not here with me. They have pictures of people in them."

There's English writing in them?

They're like, it seems like they're kids' books.

But it's recognizable letters and all that?

I don't know if she reads them. I think she just looks at those pictures. They got them from us somehow.

The pictures are normal pictures?

Of kids, and older people, and animals, and just, they're probably geared for kids our age, like maybe eight- to twelve-year-olds or something. They have pretty big writing, and there's half the page, some would be writing, and pictures. And she really likes to just look at the pictures. She wants to be in the picture. She just wishes she could be in the picture. I told her it's really not that great in the picture. I don't know why I tell her that. I say it's better probably than what you have, but sometimes it's really not that great in the picture.... There are a lot of things that go on that are not very pleasant. In a lot of ways I know she has it much worse, but then in some ways I think she has it better because she doesn't have to experience a lot of the negative things about the way we live. But she still thinks she wants to experience it. She thinks it would be better than what she experienced.

Did she say what she's experienced, or is she just talking in general?

... She feels like she's capable of feeling things more than the others are. They can't understand her. She feels like we can understand her. And it's really lonely for her that way because she just wants to feel what it's like to really feel loved

and she doesn't feel that she can really know what it's like to feel loved. We're the only ones that can give her that.

I see. Is she leafing through the pages in the book?

She just turns the pages really slow, and she's showing me the pictures that she likes the most, which seem to be the ones with kids and parents in the park or something, and there's a dog running around. And she's amazed, like, "What is that really like to do that?" And I'm thinking, "Well, I guess that is pretty neat, if you don't get to ever do it." She doesn't think she'll ever get to do it, so she's really, she gets excited about looking at the pictures, but at the same time it makes her sad. I don't know how to make it better for her except to tell her they're just pictures and it's not always like that. Animals are fun, and it's nice to have trees around, and there's a lot of nice things about nature but there's a lot of scary things that happen. And people aren't always that nice to each other, and there's a lot of things that happen. People starve, and people are killed, and I just tell her there's bad things too.

So you're trying to make her feel better by having her appreciate her own situation a little more.

I guess it's like she doesn't understand what it's really like, and I just want to explain to her that it's really not all good. There's a lot of good things that I wish she could see. But I'd like her to know that.... I think there are some good things from her. ...

How many books does she have there?

There's lots of books, all different books for different kids, different ages.... Stacked in piles.... It seemed like she would just like to go with me for a while. I'm wondering if she goes with me sometimes. Maybe she can read my mind so much that she can, she doesn't have to go there, she can see it in my mind, and she's there, kind of. And it doesn't seem like quite enough. She would still like to be able to go with me, not having to be in my thoughts.

Right. What happens next, then?

It seemed like we just were standing up, and I was holding her hand, and we just walked around the room a little bit together. And just so we could be together a little longer. We just walked around the room. And I told her that she was a very good friend, I really liked her as a friend, and I would always be her friend. And then it just seemed really sad because we had to say goodbye.

How do you know?

She just stands there, looks at me really sad. Like when she first saw me she was so happy and now she's standing there looking like she doesn't have anything to be happy about. Then I say well, I'll see her again. I'll probably get to see her again, but I don't know for sure. It seems like I tell her that I'll try to send her thoughts.... I don't know. It just makes me really sad.

So you say goodbye?

Yeah. She has to go, so she turns and walks, one of them walks off with her, out the other side of the room from where I came in. And then somebody walks with me out the other way.15

The evidence suggests that the toddlers and youths are involved with a dual instruction process: gaining knowledge about their own lives and duties, and learning about Earth and life on it.

But rather than dealing with Earth's political, economic, and social institutions, their lessons appear to focus on the ordinary events in the day-today lives of humans.

Much of what is taught involves getting along with humans and acting human—evidently in preparation for the time when the hybrids will be able to live among us.
 

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