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"Old Empire", "past lives", "prison planet", aliens, brainwashing, bureaucracy, Earth, inmates, IS-BE, political prisoners, untouchables

OLD EMPIRE UNTOUCHABLES

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This short animation is a simplistic and sanitized version of how “untouchable” IS-BEs arrive on Earth from other parts of the “Old Empire”.

“What The Domain learned from the experience of this officer is that the “Old Empire” has been using Earth as a “prison planet” for a very long time — exactly how long is unknown — perhaps millions of years.

So, when the body of the IS-BE dies they depart from the body. They are detected by the “force screen”, they are captured and  “ordered” by hypnotic command to “return to the light”.  The idea of “heaven” and the “afterlife” are part of the hypnotic suggestion — a part of the treachery that makes the whole mechanism work.

After the IS-BE has been shocked and hypnotized to erase the memory of the life just lived,  the IS-BE is immediately “commanded”, hypnotically, to “report” back to Earth, as though they were on a secret mission, to inhabit a new body.  Each IS-BE is told that they have a special purpose for being on Earth.  But, of course there is no purpose for being in a prison — at least not for the prisoner.

Any undesirable IS-BEs who are sentenced to Earth were classified as “untouchable” [i] (Footnote) by the “Old Empire”.  This included anyone that the “Old Empire” judged to be criminals who are too vicious to be reformed or subdued, as well as other criminals such as sexual perverts, or beings unwilling to do any productive work.

An “untouchable” classification of IS-BEs also includes a wide variety of “political prisoners” [ii] (Footnote). This  includes IS-BEs who are considered to be noncompliant “free thinkers” or “revolutionaries” who make trouble for the governments of the various planets of the “Old Empire”. Of course, anyone with a previous military record against the “Old Empire” is also shipped off to Earth.

A list of “untouchables” include artists, painters, singers, musicians, writers, actors, and performers of every kind.  For this reason Earth has more artists per capita than any other planet in the “Old Empire”.

“Untouchables” also include intellectuals, inventors and geniuses in almost every field.  Since everything the “Old Empire” considers valuable has long since been invented or created over the last few trillion years, they have no further use for such beings.  This includes skilled managers also, which are not needed in a society of obedient, robotic citizens.

Anyone who is not willing or able to submit to mindless  economic, political and religious servitude as a tax-paying worker in the class system of the “Old Empire” are “untouchable” and sentenced to receive memory wipe-out and permanent imprisonment on Earth.

The net result is that an IS-BE is unable to escape because they can’t remember who they are, where they came from, where they are.  They have been hypnotized to think they are someone, something, sometime, and somewhere other than where they really are.”

— Excepted from the Top Secret transcripts published in the book ALIEN INTERVIEW, edited by Lawrence R. Spencer

FOOTNOTES:

[i] “… Untouchables…”

“In the Indian caste system, a Dalit, often called an untouchable, or an outcaste, is a person who according to traditional Hindu belief does not have any “varnas”. Varna refers to the Hindu belief that most humans were supposedly created from different parts of the body of the divinity Purusha. The part from which a varna was supposedly created defines a person’s social status with regard to issues such as whom they may marry and which professions they may hold. Dalits fall outside the varnas system and have historically been prevented from doing any but the most menial jobs. (However, a distinction must be made between lower-caste people and Pariahs.) Included are leather-workers (called chamar), carcass handlers (called mahar),poor farmers and landless labourers, night soil scavengers (called bhangi or chura), street handicrafters, folk artists, street cleaners, dhobi, etc.

Traditionally, they were treated as pariahs in South Asian society and isolated in their own communities, to the point that even their shadows were avoided by the upper castes. Discrimination against Dalits still exists in rural areas in the private sphere, in ritual matters such as access to eating places and water sources. It has largely disappeared, however, in urban areas and in the public sphere, in rights of movement and access to schools. The earliest rejection of discrimination, at least in spiritual matters, was made as far back as the Bhagavada Gita, which says that no person, no matter what, is barred from enlightenment There are an estimated 160 million Dalits in India.”

Reference:  Wikipedia.org

“Human rights abuses against these people, known as Dalits, are legion. A random sampling of headlines in mainstream Indian newspapers tells their story: “Dalit boy beaten to death for plucking flowers”; “Dalit tortured by cops for three days”; “Dalit ‘witch’ paraded naked in Bihar”; “Dalit killed in lock-up at Kurnool”; “7 Dalits burnt alive in caste clash”; “5 Dalits lynched in Haryana”; “Dalit woman gang-raped, paraded naked”; “Police egged on mob to lynch Dalits”.

“Dalits are not allowed to drink from the same wells, attend the same temples, wear shoes in the presence of an upper caste, or drink from the same cups in tea stalls,” said Smita Narula, a senior researcher with Human Rights Watch, and author of Broken People: Caste Violence Against India’s “Untouchables.” Human Rights Watch is a worldwide activist organization based in New York.   India’s Untouchables are relegated to the lowest jobs, and live in constant fear of being publicly humiliated, paraded naked, beaten, and raped with impunity by upper-caste Hindus seeking to keep them in their place. Merely walking through an upper-caste neighborhood is a life-threatening offense. Nearly 90 percent of all the poor Indians and 95 percent of all the illiterate Indians are Dalits.”

Reference:  http://news.nationalgeographic.com/news/2003/06/0602_030602_untouchables.html

[ii] “…political prisoners…”

“A political prisoner is someone held in prison or otherwise detained, perhaps under house arrest, for his/her involvement in political activity.

political prisoners are arrested and tried with a veneer of legality, where false criminal charges, manufactured evidence, and unfair trials are used to disguise the fact that an individual is a political prisoner. This is common in situations which may otherwise be decried nationally and internationally as a human rights violation and suppression of a political dissident. A political prisoner can also be someone that has been denied bail unfairly, denied parole when it would reasonably have been given to a prisoner charged with a comparable crime, or special powers may be invoked by the judiciary.

Particularly in this latter situation, whether an individual is regarded as a political prisoner may depend upon subjective political perspective or interpretation of the evidence.  Governments typically reject assertions that they hold political prisoners.

Examples:

In the Soviet Union, dubious psychiatric diagnoses were sometimes used to confine political prisoners.  In Nazi Germany, “Night and Fog” prisoners were among the first victims of fascist repression.  In North Korea, entire families are jailed if one family member is suspected of anti-government sentiments.”

— Reference:  Wikipedia.org

Originally posted 2011-03-08 10:23:29. Republished by Blog Post Promoter

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"The Domain", Airl, education, McGuffey's Eclectic Readers

McGuffey’s Eclectic Readers

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(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 Eclectic Primer (McGuffey Readers)

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

____________________________________

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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"prison planet", amnesia, amnesia force screens, humans, hypnosis, hypnotic commands

GIVEN AMNESIA AND HYPNOTICALLY TRICKED

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Editorial Note:  This video demonstrates how simple and easy it is to create amnesia in human beings using “hypnotic tricks”.

“The government of the “Old Empire”, before being supplanted by The Domain, was comprised of beings who possessed a very craven intelligence, very much like the Axis powers [i] (Footnote) during your recent world war.  Those beings manifested precisely the same behavior as the galactic government that exiled them to eternal imprisonment on Earth.  They were a gruesome reminder of the ageless maxim that an IS-BE will often manifest the treatment they have received from others.  Kindness fosters kindness.  Cruelty begets cruelty.  One must be able and willing to use force, tempered with intelligence, to prevent harm to the innocent.  However, extraordinary understanding, self-discipline and courage are required to effectively prevent brutality, without being overwhelmed by the malice that motivated the brutality.

Only a demonic, self-serving government would employ a “logic” or “science” to conceive that an “ultimate solution” to any problem is to murder and permanently erase the memory of every artist, genius, skilled manager, and inventor, and cast them into a planetary prison together with political opponents, killers, thieves, perverts, and disabled beings of an entire galaxy!

Once the IS-BEs expelled from the “Old Empire” arrived on Earth, they were given amnesia, and hypnotically tricked into thinking that something else had happened to them.  The next step was to implant the IS-BEs into biological bodies on Earth.  The bodies became the human populations of “false civilizations” which were designed and installed in the minds of IS-BEs to look completely unlike the “Old Empire”.”

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

[i]  “… like the Axis powers…”

“The Axis powers, also interpreted as Axis alliance, Axis nations, Axis countries or sometimes just the Axis were those countries opposed to the Allies during World War II. The three major Axis powers, Nazi Germany, Fascist Italy, and Imperial Japan were part of a military alliance on the signing of the Tripartite Pact in September 1940, which officially founded the Axis powers. At their zenith, the Axis powers ruled empires that dominated large parts of Europe, Africa, East and Southeast Asia and the Pacific Ocean, but World War II ended with their total defeat. Like the Allies, membership of the Axis was fluid, and some nations entered and later left the Axis during the course of the war.

The term was first used by Benito Mussolini, in November 1936, when he spoke of a Rome-Berlin axis arising out of the treaty of friendship signed between Italy and Germany on October 25, 1936. Mussolini declared that the two countries would form an “axis” around which the other states of Europe would revolve. This treaty was forged when Italy, originally opposed to Germany, was faced with opposition to its war in Abyssinia from the League of Nations and received support from Germany. Later, in May 1939, this relationship transformed into an alliance, called by Mussolini the “Pact of Steel”.”

— Reference:  Wikipedia.org

Originally posted 2013-02-16 00:23:09. Republished by Blog Post Promoter

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