In the future, this blog will feature a series of essays from multiple authors, examining and expanding on the 2011 Faery statement of principles. Of these principles, “We do not charge for teaching the core of the Faery tradition” receives the most public attention, perhaps because among the principles, it is the most concrete and easy to grasp. In that way, I think this principle has overshadowed other parts of the statement that were intended to have equal or greater weight. In light of this attention, I chose to address the statement’s last principle first.
Although our opinions are diverse (with some having a more liberal and others a stricter view), many of those who embrace the statement of principles affirm that a witch can ethically charge and accept barter for a wide range of magical services. These may include, but are not necessarily limited to:
- Herbal preparations
- Magical tools
- Spiritual direction or counseling sessions
- Short-term in-person teaching of non-initiatory, skill-based Craft material
- Writings and instructional videos of non-initiatory, skill-based Craft material
- Long-term teaching of herbalism, personal development, occult philosophy and history, astrology, traditional medicine, bodywork, or other knowledge that may inform but is not formally part of an initiatory Craft tradition
As a group, our commitment to offering initiatory training without monetary obligation is rooted in our own experiences of economic instability and hardship and those of our loved ones. Unlike so many of the other occult innovators of the twentieth-century, Victor and Cora Anderson were not born into economic privilege. Their young adulthood was lived during the struggles of the Depression and World War II, and both experienced the death of close loved ones during childhood. As a young married couple, they experienced profound poverty and even, at times, hunger. Although the Andersons struggled financially throughout their lives, they taught their students free of charge. Especially during the Andersons’ later years, those who benefited from their work showed their gratitude in many ways, including gifts of food and money, visits, errands, and other support.
Some of those who embrace the 2011 Faery statement of principles are blessed to find themselves in comfortable economic circumstances now but have struggled in the past. Among us are those have experienced major illness, or supported families during the major illness of a spouse; who have struggled after a divorce or death, sometimes as single parents; who have lost jobs and unsuccessfully sought work for months on end while bills mounted; who have pursued advanced education and took on heavy debt, only to graduate in a contracted job market; and who have lived on a meager pension or disability payments. Some of us still struggle in those circumstances and are quietly helped by loved ones. We know that difficult times come to many individuals and families, especially in the political and economic climate we find ourselves in today, and we share a commitment to provide aid to each other and our communities during times of crisis.
Although some of us paid teachers for parts of our training, many of us were taught without financial obligation and fed in our teachers’ homes, even when our teachers themselves were struggling. Some of us were trained during financially difficult periods in our lives when we could not have afforded to pay for training. As teachers, we do not want the financial situations of either our students or ourselves to create barriers between us. With the generosity of the Andersons and our other teachers in mind, but knowing that our resources are finite, we have committed only to teach as many students as we can meaningfully welcome into our homes as family. This practice helps to create the permanent, stable, emotionally intimate relationships that are essential to our Craft.
We celebrate those among us who make a living teaching knowledge that, while not part of the Craft itself, informs our understanding of it: poetry, literature, religious studies, ethics, history, anthropology, psychology, biology, physics, and more. We do not, however, consider teaching to have a higher status than other kinds of work. Among us are health care providers, craftspeople, workers in the service industry, administrators, and many others—all of whom bring their insights as witches to relationships with co-workers, clients, and the public. We affirm that all these professions can be the right work of a witch, who creates a subtle but pervasive positive impact on hir community.
May we all be prosperous and surrounded by loving kin; may we all find our right work.