McGuffey’s Eclectic Readers

(MATILDA O’DONNELL MACELROY PERSONAL NOTES)

“Without a defined nomenclature communication was not possible beyond the rudimentary understanding between men and dogs, or between two small children.  The lack of a common vocabulary of clearly defined words that all parties can use fluently, was the limiting factor in communication between all people, groups, or nations.

Therefore, he suggested that there were only two choices.  I had to learn to speak the language of the alien, or the alien had to learn to speak English.  Factually only one choice was possible: that I persuade Airl to learn English, and that I teach it to her with the guidance of the language specialist.  No one had any objection to trying this approach, as there were no other suggestions.

The language specialists suggested that I take several children’s books, and a basic reading primer, and grammar text with me into the interview room.  The plan was that I would sit next to the alien and read aloud to her from the books, while pointing to the text I was reading with my finger so that she could follow along.

The theory was that the alien could eventually be taught to read, just as a child is taught to read by word and sound association with the written word, as well as instruction in fundamental grammar.  They also assumed, I think, that if the alien was intelligent enough to communicate with me telepathically, and fly a space craft across the galaxy, that she could probably learn to speak a language as quickly as a 5 year old, or faster!

I returned to the interview room and proposed this idea to Airl.  She did not object to learning the language, although she did not make any commitment to answer questions either.  No one else had a better idea, so we went ahead.”

“I began the reading lessons with the first pages of a school book that had been used to teach pioneer children in the 1800’s on the frontiers of America.  It is called “McGuffey’s Eclectic Reader, Primer Through Sixth”. [i] (Footnote)

Since I am a nurse, and not a teacher, the language expert who gave me the books also gave me an extensive briefing —  a course that took an entire day — on how to use the books to teach the alien.  He said the reason he chose these particular books was because the original 1836 version of these books were used for three-quarters of a century to teach about four-fifths of all American school children how to read.  No other books ever had so much influence over American children for so long.

McGuffey’s educational course begins in “The Primer” by presenting the letters of the alphabet to be memorized, in sequence.  Children were then taught, step by step, to use the building blocks of the language to form and pronounce words, using the phonics method [ii] (Footnote) which involves teaching children to connect sounds with letters.  Each lesson begins with a study of words used in the reading exercise and with markings to show the correct pronunciation for each word.

I discovered that the stories in the “First and Second Readers” picture children in their relationship with family members, teachers, friends, and animals. The “Third, Fourth, Fifth and Sixth Readers” expanded on  those ideas.  One of the stories I remember was “The Widow and the Merchant”.  It’s kind of a morality tale about a merchant who befriends a widow in need.  Later, when the widow proves herself to be honest, the merchant gives her a nice gift. The books do not necessarily teach you to believe that charity is expected only of wealthy people though.  We all know that generosity is a virtue that should be practiced by everyone.

All of the stories were very wholesome and they gave very good explanations to illustrate virtues like honesty, charity, thrift, hard work, courage, patriotism, reverence for God, and respect for parents. Personally, I would recommend this book to anyone!

I also discovered that the vocabulary used in the book was very advanced compared to the relatively limited number of words people use commonly in our modern age.  I think we have lost a lot of our own language since our Founding Fathers wrote the Declaration of Independence over 200 years ago!”

— Excerpted from Matilda MacElroy’s personal notes published in the book ALIEN INTERVIEW, edited by Lawrence R. Spencer 


[i] “…McGuffey’s Eclectic Readers…”

McGuffey’s Eclectic Readers were written by William Holmes McGuffey who began teaching school at the age of 14. He was a professor of ancient languages at Miami University from 1826 until his resignation in 1836. He then served as president of Cincinnati College (1836-1839) and Ohio University (1839-1843). Returning to Cincinnati, McGuffey taught at Woodward College from 1843 until 1845, when he became a professor of moral philosophy at the University of Virginia. He was ordained as a Presbyterian minister in 1829. It was during his years at Miami when McGuffey was approached to write a series of readers for school children. In addition to the work done on these by William Holmes McGuffey, he was assisted by his brother, Alexander Hamilton McGuffey, who also compiled a speller and had sole responsibility for the Fifth Reader. Alexander taught school while working on his law degree and opened a law office in Cincinnati in 1839. The McGuffey Readers sold over 125,000,000 copies.

McGuffey became a “roving” teacher at the age of 14, beginning with 48 students in a one room school in Calcutta, Ohio. The size of the class was just one of several challenges faced by the young McGuffey. In many one-teacher schools, children’s ages varied from six to twenty-one. McGuffey often worked 11 hours a day, 6 days a week in a succession of frontier schools.  He had a remarkable ability to memorize, and could commit to mind entire books of the Bible.

The first Reader taught reading by using the phonics method, the identification of letters and their arrangement into words, and aided with slate work. The second Reader came into play once the student could read, and helped them to understand the meaning of sentences while providing vivid stories which children could remember. The third Reader taught the definitions of words, and was written at a level equivalent to the modern 5th or 6th grade. The fourth Reader was written for the highest levels of ability on the grammar school level, which students completed with this book.

McGuffey’s Readers were among the first textbooks in America that were designed to become progressively more challenging with each volume. They used word repetition in the text as a learning tool, which built strong reading skills through challenging reading. Sounding-out, enunciation and accents were emphasized. Colonial-era texts had offered dull lists of 20 to 100 new words per page for memorization. In contrast, McGuffey used new vocabulary words in the context of real literature, gradually introducing new words and carefully repeating the old.

McGuffey believed that teachers should study the lessons as well as their students and suggested they read aloud to their classes. He also listed questions after each story for he believed in order for a teacher to give instruction, one must ask questions. The Readers emphasized spelling, vocabulary, and formal public speaking, which, in 19th century America, was a more common requirement than today.

Henry Ford cited McGuffey’s Readers as one of his most important childhood influences. He was an avid fan of McGuffey’s Readers first editions, and claimed as an adult to be able to quote from McGuffey’s by memory at great length. Ford republished all six Readers from the 1857 edition, and distributed complete sets of them, at his own expense, to schools across the United States.

McGuffey’s Readers contain many derogatory references to ethnic and religious minorities. For example, Native Americans are referred to as “savages”. There are those who regard the references in the book to the Jews and Judaism as anti-Semitic. For instance, in Neil Baldwin’s Henry Ford and the Jews, the author makes the case that Henry Ford’s self-avowed anti-Semitism originated with his study of McGuffey’s as a schoolboy. Baldwin cites numerous anti-semitic references to Shylock and to Jews attacking Jesus and Paul. He also quotes the Fourth Reader to the effect that “Jewish authors were incapable of the diction and strangers to the morality contained in the gospel.” The readers further characterize Jews as “Christ killers” and labels their reverence of the Old Testament as “superstitious,” and teach that Jews have been rejected by God for being “unfaithful”.”

You may download text versions of the McGuffy’s Reader from the following website:  http://www.gutenberg.org/etext/14640

[ii] “… the phonics method …”

“Phonics refers to an instructional method for teaching children to read English. Phonics involves teaching children to connect sounds with letters or groups of letters (e.g., that the sound /k/ can be represented by c, k, or ck spellings) and teaching them to blend the sounds of letters together to produce approximate pronunciations of unknown words.”

— Reference: Wikipedia.org

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EDITOR’S NOTE: Here are links to McGuffy’s Readers online”

Free Download from Gutenburg: http://www.gutenberg.org/ebooks/14640

Purchase printed copies of the Readers individually, or as a set online:  http://www.amazon.com/McGuffey-McGuffeys-Eclectic-Readers-William/dp/0880620145

Link to the original 1836 version of McGuffy’s Readers, with teaching guide:  http://www.howtotutor.com/guffy.htm

Originally posted 2011-04-06 22:33:11. Republished by Blog Post Promoter

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MIND CONTROL MANIFESTATIONS

“Although the military base of the “Old Empire” was destroyed, unfortunately, much of the vast machinery of the IS-BE force screens, the electroshock / amnesia / hypnosis machinery continues to function in other undiscovered locations right up to the present moment.  The main base or control center for this “mind control prison” [i] (Footnote) operation has never been found. So, the influences of this base, or bases, are still in effect.

The Domain has observed that since the “Old Empire” space forces were destroyed there is no one left to actively prevent other planetary systems from bringing their own “untouchable” IS-BEs to Earth from all over this galaxy, and from other galaxies nearby.  Therefore, Earth has become a universal dumping ground for this entire region of space. 

This, in part, explains the very unusual mix of races, cultures, languages, moral codes, religious and political influences among the IS-BE population on Earth.  The number and variety of heterogeneous societies on Earth are extremely unusual on a normal planet.”

Excerpt from the Top Secret transcripts published in the book ALIEN INTERVIEW
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EDITORS NOTE:  Here an excellent website that provides an extensive bibliographical reference source for information on the subject of MIND CONTROL:

http://educate-yourself.org/mc/


[i]  “… mind control…”

Mind control (or “brainwashing”) refers to a broad range of psychological tactics able to subvert an individual’s control of his own thinking, behavior, emotions, or decisions. The concept is closely related to hypnosis, but differs in practical approach.

William Sargant connected Pavlov’s findings (the Russian researcher who experimented on stimulus-response mechanism with dogs) to the ways people learned and internalized belief systems. Conditioned behavior patterns could be changed by stimulated stresses beyond a dog’s capacity for response, in essence causing a breakdown. This could also be caused by intense signals, longer than normal waiting periods, rotating positive and negative signals and changing a dog’s physical condition, as through illness. Depending on the dog’s initial personality, this could possibly cause a new belief system to be held tenaciously. Sargant also connected Pavlov’s findings to the mechanisms of brain-washing….

“Though men are not dogs, they should humbly try to remember how much they resemble dogs in their brain functions, and not boast themselves as demigods. They are gifted with religious and social apprehensions, and they are gifted with the power of reason; but all these faculties are physiologically entailed to the brain. Therefore the brain should not be abused by having forced upon it any religious or political mystique that stunts the reason, or any form of crude rationalism that stunts the religious sense.” (p. 274)

Psychologist Margaret Singer describes six conditions which would create an atmosphere in which thought reform is possible. Singer states that these conditions involve no need for physical coercion or violence.

  • Keep the victim unaware of what is going on and how he is being changed a step at a time.
  • Control the victim’s social and/or physical environment; especially control the victim’s time.
  • Systematically create a sense of powerlessness in the victim. This is accomplished by getting victims away from their normal social support group for a period of time and into an environment where the majority of people are already group members.
  • The victims serve as models of the attitudes and behaviors of the group and speak an in-group language.
  • Strip victims of their main occupation (quit jobs, drop out of school) or source of income or have them turn over their income (or the majority of) to the group.
  • Once stripped of your usual support network, your confidence in your own perception erodes.
  • As your sense of powerlessness increases, your good judgment and understanding of the world are diminished. (ordinary view of reality is destabilized)
  • As group attacks your previous worldview, it causes you distress and inner confusion; yet you are not allowed to speak about this confusion or object to it — leadership suppresses questions and counters resistance.
  • This process is sped up if you are kept tired.
  • Manipulate a system of rewards, punishments and experiences in such a way as to inhibit behavior that reflects the victim’s former social identity.
  • Manipulation of experiences can be accomplished through various methods of trance induction, including leaders using such techniques as paced speaking patterns, guided imagery, chanting, long prayer sessions or lectures, and lengthy meditation sessions.
  • Your old beliefs and patterns of behavior are defined as irrelevant or evil. Leadership wants these old patterns eliminated, so the victims must suppress them.
  • Victims get positive feedback for conforming to the group’s beliefs and behaviors and negative feedback for old beliefs and behavior.
  • Manipulate a system of rewards, punishments, and experiences in order to promote learning the group’s ideology or belief system and group-approved behaviors.
  • Good behavior, demonstrating an understanding and acceptance of the group’s beliefs, and compliance are rewarded while questioning, expressing doubts or criticizing are met with disapproval, redress and possible rejection. If one expresses a question, he or she is made to feel that there is something inherently wrong with them to be questioning.
  • The only feedback victims get is from the group, they become totally dependent upon the rewards given by those who control the environment.
  • Victims must learn varying amounts of new information about the beliefs of the group and the behaviors expected by the group.
  • The more complicated and filled with contradictions the new system is and the more difficult it is to learn, the more effective the conversion process will be.
  • Esteem and affection from peers is very important to new recruits. Approval comes from having the new victim’s behaviors and thought patterns conform to the models (victims). Victims’ relationship with peers is threatened whenever they fail to learn or display new behaviors. Over time, the easy solution to the insecurity generated by the difficulties of learning the new system is to inhibit any display of doubts — new recruits simply acquiesce, affirm and act as if they do understand and accept the new ideology.
  • Put forth a closed system of logic and an authoritarian structure that permits no feedback and refuses to be modified except by leadership approval or executive order.
  • The group has a top-down, pyramid structure. The leaders must have verbal ways of never losing.
  • Victims are not allowed to question, criticize or complain — if they do, the leaders allege that the victim is defective — not the organization or the beliefs.
  • The individual is always wrong — the system, its leaders and its belief are always right.
  • Remolding of the individual victim happens in a closed system. As victims learn to modify their behavior in order to be accepted in this closed system, they change — begin to speak the language — which serves to further isolate them from their prior beliefs and behaviors.”

Social psychology tactics

A contemporary view of mind control sees it as an intensified and persistent use of well researched social psychology principles like compliance, conformity, persuasion, dissonance, reactance, framing or emotional manipulation.

One of the most notable proponents of such theories is social psychologist Philip Zimbardo, former president of the American Psychological Association:

“I conceive of mind control as a phenomena encompassing all the ways in which personal, social and institutional forces are exerted to induce compliance, conformity, belief, attitude, and value change in others.

“Mind control is the process by which individual or collective freedom of choice and action is compromised by agents or agencies that modify or distort perception, motivation, affect, cognition and/or behavioral outcomes. It is neither magical nor mystical, but a process that involves a set of basic social psychological principles.”

In Influence, Science and Practice, social psychologist Robert Cialdini argues that mind control is possible through the covert exploitation of the unconscious rules that underlie and facilitate healthy human social interactions. He states that common social rules can be used to prey upon the unwary, and he titles them as follows:

  • “Reciprocation: The Old Give and Take…and Take”
  • “Commitment and Consistency: Hobgoblins of the Mind”
  • “Social Proof: Truths Are Us”
  • “Liking: The Friendly Thief”
  • “Authority: Directed Deference”
  • “Scarcity: The Rule of the Few”

Using these six broad categories, he offers specific examples of both mild and extreme mind control (both one on one and in groups), notes the conditions under which each social rule is most easily exploited for false ends, and offers suggestions on how to resist such methods.”

Reference:  Wikipedia.org

Originally posted 2012-03-12 14:25:46. Republished by Blog Post Promoter

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NASA: OLD EMPIRE SECRET SOCIETY

“…the “Old Empire” mystery cult called “The Brothers of The Serpent”  known in Egypt as the Priests of Amun.  They  were a very ancient, secret society within the “Old Empire”.”

“False meanings prevent knowledge of the truth.  The pyramid cultures of Earth are a fabricated illusion.  They are nothing more than “false civilizations” contrived by the “Old Empire” mystery cult called the Brothers of the Serpent.  False meanings were invented to create the illusion of a false society to further reinforce the amnesia mechanism among the intimates in the Earth prison system.”

The intricate rituals, astronomical alignments, secret rites, massive monuments, marvelous architecture, artistically rendered hieroglyphs and man-animal “gods” were designed to create a unsolvable mystery for the IS-BE prison population on Earth.  The mystery diverts attention away from the truth that IS-BEs have been captured, given amnesia and imprisoned on a planet far, far away from their home. 

 “The truth is that every single IS-BE on Earth came to Earth from some other planetary system.  Not one person on Earth is a “native” inhabitant.  Human beings did not “evolve” on Earth.”

Excerpts from the Top Secret transcripts published in the book ALIEN INTERVIEW

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EDITORS NOTE:

HERE ARE TWO RECENT VIDEOS FROM THE ANCIENT ALIENS TV SERIES: “THE NASA CONNECTION”

Among other things these video shows that NASA (NATIONAL AERONAUTICS and SPACE ADMINISTRATION) was founded after, and in response to the crash landing of a UFO near Rosewell, NM in July of 1947.  Further, it shows some interesting information about how NASA origins with members of “Occult” secret societies. These societies include, most notably, Order of The Golden Dawn (Jack Parsons was the founder of the Jet Propulsion Laboratory, which evolved into NASA.  Jack was the # 1 disciple and American representative of Alistair Crawley.  Read more about Jack Parsons here: http://en.wikipedia.org/wiki/John_Whiteside_Parsons

Another scientists who formed NASA was the former Nazi S.S. member  Werner von Braun.  The connection between the Nazis and the Occult here:  http://en.wikipedia.org/wiki/Nazi_mysticism

There are many more members of secret societies who founded and controlled NASA right up to this moment.

Part 2

Part 3

Yours

Originally posted 2012-03-14 17:01:15. Republished by Blog Post Promoter

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Nurse reveals Top Secret transcripts from Roswell, 1947