Nemed Cuculatii has been in existence since the early 1990s, during which time it has continued to evolve in its understanding and practice of the lore and teachings that we have received from our lineage — our Ancestors, so to speak: the Elders of the New England Covens of Traditionalist Witches, and particularly the teachings of Lady Gwynne Thompson — known earlier as Gwen, and in her later years by her chosen spelling, Gwynne — as they have been preserved and passed down through the New England covens.

Several other forms of the Craft are mentioned, either in passing or in more detail on some of our pages. These are traditions or paths of Witchcraft that have influenced us in where we are today, although they may not necessarily reflect what we do today, which is the practice of the New England Covens of Traditionalist Witches, as taught through Lady Gwynne Thompson.

While we have our own take on that material, if you go from our coven to any other coven within the N.E.C.T.W., you will recognize the same ritual format and structure and, by and large, language.

Let us begin with the Georgian Tradition.

And the New York Welsh Tradition.

Both have ties to Lady Gwynne Thompson and the New England Covens of Traditionalist Witches.

The StarBorn “Tradition” and StarMist Cuveen also played an important part in our history.

Georgian influenced the people who created the StarBorn “Tradition,” and thereby StarMist Cuveen; but neither StarBorn nor StarMist was part of the Georgian lineage. In turn, Nemed Cuculatii was born from the starlight of StarMist Cuveen, but Nemed Cuculatii is not now, nor has it ever been, part of the StarBorn lineage.

Joseph Bearwalker Wilson and 1734 were also important influences. Wilson’s 1734 influenced StarBorn, and later influenced the members of the coven during the transitional period as our work moved from StarMist toward what became Nemed Cuculatii.

We found much of value in 1734’s poetic teaching style, particularly its use of poetic inference, riddles, song, rhyme, and lore. These approaches to teaching and transmission strongly influenced how we thought about our own work. We found much of value in 1734’s poetic teaching style, particularly its use of poetic inference, riddles, song, rhyme, and lore. These approaches to teaching and transmission strongly influenced how we thought about our own work.

There have been other influences over the past 40+ years, but these are the most important ones.

Their presence here is part of the story of where we came from. Influence does not necessarily imply lineage, affiliation, or present practice.