Odd/even The numbers are related to each other in many different numbers ways. The odd numbers, for example, have somewhat different qualities than the even.













The odd numbers can be thought of as dealing with the individual alone—the individuation of the 1 or the selflessness of the 9; the even numbers, on the other hand, involve the relation of the individual to the group—the cooperation of the 2, the love of the 6.

The odd numbers relate to relatively abstract concepts—the joy of living of the 3, the illumination of the 11, while the even numbers are concerned with more practical matters—the service of the 4, the material satisfaction of the 8.

The odd numbers involve more idealistic endeavors—the constructive freedom of the 5 or the understanding of the 7; the even numbers relate to more mundane affairs—the responsibility of the 6 or the order of the 4.

Other There are other relations besides the odd and even, number Each number can be viewed as the next logical development relations the stage represented by the previous number. The independence of the 1, for instance, is followed by the cooperation with others of the 2; the constructive freedom of the 5 is followed by the balance and responsibility of the 6.

From a different perspective, each number represents the opposite of the previous number: the limitation of the 4 is fol-

lowed by the constructive freedom of the 5, the material satisfaction of the 8 is followed by the selflessness of the 9.

Although it's not obvious from the brief descriptions, some Number numbers seem to group naturally with other numbers because groups of the similarity of the characteristics expressed.

For instance, 2, 6 and 9 all deal with different aspects of how people get along with each other. The number 2 represents the less personal relation of people in a business or some other group situation associating and cooperating with each other. The number 6 represents the relation of people in a family or other small community group—6 deals with friendship, affection and love. The number 9 represents the giving quality of a humanitarian or philanthropist—a person who gives feelings, time or money to others with little concern with return.

Another example of a group is 1, 4 and 8, all representing different aspects of self-centeredness. The number 1 involves the potential to become independent, to break with any prevalent bonds of dependency. A person working on independence is likely to be most concerned with his own needs to the partial or complete exclusion of others' needs. The number 4 may concern a person with his own real or imagined limitations. A person may strive to break through the feelings of limitation or may, although rarely, attempt to learn to live with the strong restrictions imposed. In either case, the concern with limitation is likely to make a person extremely aware of his own needs and his smuggle to fulfill the needs despite the restrictions, leaving little room to be concerned with others' needs. The 8 may well feel more power than the 4, but usually, because of this power, the 8 will work hard to take care of his material needs with the traits and power he possesses. An 8's material needs tend to be a large and significant area of his life, so that the needs of others are likely to go wanting.

The group of numbers 2, 6 and 9 stand for many traits resides the relation of people to each other and 1, 4 and 8 involve many characteristics besides self-centeredness. But, awareness of the different number groupings gives you a potent tool for a delineation. If you find a person with strong 2's, 6's or 9's, the likelihood is strong that this is a person with a friendly, loving, giving approach. Or, if you find a person with strong l's, 4's or 8's, this is likely to be a relatively self-centered person.

Most people express positive energy most of the time. That's why all the keywords define potential achievements: the negative achievement of independence with 1, the achievement of energy cooperation with 2, all the way to the achievement of a master builder with 22. But, although there's mostly positive potential being used, there's also, unfortunately, negative energy available, too. Since the numbers represent all possible traits and characteristics, they symbolize negative as well as positive potentials.

Each number can be thought of as part of a single continuum extending from 1 to 22, and each keyword (and each awareness, experience, talent or characteristic) can be viewed, not as an isolated phenomenon, but as one step of an infinite number of steps along its own continuum. The keyword represents the positive potential of the number, but the continuum includes the entire range from the negative potential to the positive.

When we use the 1 keyword INDEPENDENCE, we really mean the continuum on which independence represents the ultimate positive potential. The negative end of the continuum would be lack of independence, i. e., dependence. In between the two extremes would be passivity, resignation, subservience.

Similarly, the 6 keyword LOVE is one end of a continuum, with the other end being inability to relate. From inability to relate, other steps along the continuum would be association, friendship, affection and eventually love.

Each number, then, must be thought of as representative of the total continuum. The keyword is handy for memorization, but it only states one end, the positive end, of the continuum. 'At the beginning of your study, it will be useful to fall back on the keyword and the brief description, but your awareness of the symbolism will rapidly expand as you begin to relate the keyword to the continuum it represents.

Turn to chart 1: the numbers—basics, on page 222. The paragraphs describing the numbers are repeated here in a different format, a format designed to make it easier to see the relations between the numbers. If you thumb through the other charts grouped at the end of each volume, you'll see that they follow a format similar to Chart 1. There's a page for each number in each chart, with the number and its keywords at the top of the page. The first page of each chart is headed with the element which the specific chart explores, and, on the second page, the make-up of this particular chart is described and explained. Because of this repeating format, it's easy, first, to compare different numbers for the same element in one chart, and second, to compare the descriptions of a particular number in different charts.

Chart 1: The Numbers— Basics


Only two simple pieces of information are needed as a basis for delineation: the birthdate, and the name given at birth. If either is not available, a reading is not possible.

The birthdate is usually readily available. The birthname may, at times, be more difficult to determine. When there's any doubt, check the birth certificate if at all possible. Many people change the spelling of their name or add or subtract middle names. It's not uncommon to find a person surprised at either the name or the spelling on the certificate. Even if the name on the birth certificate has never been actively used, this name is still one of the determinants.

(Neither the birthdate nor the birthname is accidental or arbitrary. The soul comes to earth in a physical body to learn lessons that can only be learned while in a material form. The birthdate and birthname are determined for the soul. Your birthdate was the best time to reappear on earth—with your birthname—to learn the lessons your soul has chosen to learn. Whether your parents searched long and hard for your name, or came upon it in a flash, the name came to your parents through universal wavelengths they probably didn't know existed.)

The numerology described in this book is based on the twenty-six letter Roman alphabet used in English and French speaking countries. The same numerology system also applies if similar alphabets, such as the twenty-eight letter alphabet used in Spanish-speaking countries or the twenty-one letter Italian alphabet, are used. "(The number values assigned to these different alphabets are given later in this chapter.) If a person were named in an alphabet using other than Roman letters—Russian, Japanese, Hebrew or Greek, for instance—the transliterated name (the name as written in the Roman alphabet) will provide the same accurate numerology reading.

Different alphabets

Some names have to be slightly adjusted for use in a delineation, as follows:

Special names

1. In some cultures, a person may be given seven or eight different names. A reading based on this long a name would be diffused and give an inaccurate picture. Use birthnames, as given, up to a maximum of four names. If a person has more than four names, use only the first and last as the birthname.

Carolyn Emily Annette Crown is used as Carolyn Emily

Annette Crown.

Maria Luisa Juliana Aida Basile is used as Maria Basile.

2. If a name is hyphenated, eliminate the hyphen and use as two separate names.

Betty-Jane Mosher is used as Betty Jane Mosher. Richard Pettingbone-Wilson is used as Richard Petting-bone Wilson.

3. Combine a compound last name into one name.

Arthur van der Kalen is used as Arthur Vanderkalen. Anna della Reese is used as Anna Dellareese.

4. Omit Jr. or Sr. or II, III, IV following the birthname.

Henry McAnn, Jr. is used as Henry McAnn. Neil Harold Lewis III is used as Neil Harold Lewis.

Adopted There is one significant exception to the use of the child's birthname. In the case of adoption, use the name the child is name §'ven by the first family with whom the child resides on a permanent basis. The soul's linkage here is with the permanent adoptive parents rather than with the foster parents or natural parents.


To start a delineation, we convert the birthdate and birthname into single digits or master numbers using the BASIC OPERATION: Simply reduce the numbers by addition. For example:

34 =



4 =


50 =



0 =


48 =



8 =


12 is not a single digit or master number. Repeat the addition process.

(If a master number—11 or 22—is reached, don't reduce it to a single digit.)

To find the basic number corresponding to a year, use the same process:

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