Originally posted 2011-03-06 16:35:40. Republished by Blog Post Promoter
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WE WERE WARNED
“These documents contain information which is quite relevant to your interest and investigations into alien encounters and paranormal experience. To use your analogy in “The Oz Factors” book, I can honestly say that the few factual reports that have been made by others about “alien” influences are only a gentle breeze in the eye of an Apocalyptic Hurricane swirling around Earth. There really are wizards and wicked witches and flying monkeys in this universe!
This information, which has been suspected and/or speculated upon by so many for so long, has been constantly denied by mainstream media, academia, and the Military-Industrial Complex that President Eisenhower warned us about in his farewell address.”
— Excerpted from one of the letters written by Nurse Matilda MacElroy, published in the book, Alien Interview
FOOTNOTE:
President of the United States (and former General of the Army) Dwight D. Eisenhower used the term in his Farewell Address to the Nation on January 17, 1961:
“A vital element in keeping the peace is our military establishment. Our arms must be mighty, ready for instant action, so that no potential aggressor may be tempted to risk his own destruction…. This conjunction of an immense military establishment and a large arms industry is new in the American experience. The total influence — economic, political, even spiritual — is felt in every city, every statehouse, every office of the federal government. We recognize the imperative need for this development. Yet we must not fail to comprehend its grave implications. Our toil, resources and livelihood are all involved; so is the very structure of our society. In the councils of government, we must guard against the acquisition of unwarranted influence, whether sought or unsought, by the military-industrial complex. The potential for the disastrous rise of misplaced power exists and will persist. We must never let the weight of this combination endanger our liberties or democratic processes. We should take nothing for granted. Only an alert and knowledgeable citizenry can compel the proper meshing of the huge industrial and military machinery of defense with our peaceful methods and goals so that security and liberty may prosper together.”
In the penultimate draft of the address, Eisenhower initially used the term military-industrial-congressional complex, and thus indicated the essential role that the United States Congress plays in the propagation of the military industry. But, it is said, that the president chose to strike the word congressional in order to placate members of the legislative branch of the federal government.
— REFERENCE SOURCE: WikiPedia.org
Originally posted 2011-07-09 12:59:49. Republished by Blog Post Promoter
McGuffey’s Eclectic Readers
“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!
As instructed, I sat next to Airl in the interview room reading aloud to her from each successive book in the series of McGuffey’s Readers. Each of the books had excellent, simple illustrations of the stories and subjects being taught, although they are very outdated by today’s standards. Nonetheless, Airl seemed to understand and absorb every letter, sound, syllable and meaning as we progressed. We continued this process for 14 hours a day for 3 consecutive days without interruption, except for a few meals and rest breaks on my part.”
— Excerpt from the Top Secret transcripts published in the book ALIEN INTERVIEW
FOOTNOTES:
[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
Originally posted 2013-02-03 03:01:26. Republished by Blog Post Promoter