Category Archives: Airl

KINDNESS

KINDNESS

“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.

~ Airl ~

Originally posted 2015-03-18 00:32:08. Republished by Blog Post Promoter

Share

BRASS AT THE BASE

File:Roswell AAF sign - 1946.jpg

“Shortly after I finished recounting the previous interview with Airl to the stenographer, I was summoned urgently to the office of the Commanding Officer of the base.  I was escorted by four heavily armed military policemen.  When I arrived, I was asked to be seated in a very large, make-shift office that had been arranged with a conference table and chairs.  In the office were several dignitaries I had seen at various times in “the gallery”.   I recognized a few of them because they were famous men.

I was introduced to these men, which included:

Army Air Force Secretary Symington, [i] (Footnote) General Nathan Twining,

[ii] (Footnote) General Jimmy Doolittle , [iii] (Footnote) General Vandenberg, [iv] (Footnote) and General Norstad. [v] (Footnote)

Much to my surprise Charles Lindbergh [vi] (Footnote) was also in the office.  Secretary Symington explained to me that Mr. Lindberg was there as a consultant to the chief of staff of the U.S. Air Force.  There were several other men present in the room who were not introduced.  I assume these men were personal aides to the officers or agents of some intelligence service.

All of this sudden attention, not only from the Secretary and generals, but from such world famous people as Mr. Lindbergh, and General Doolittle, made me realize how critically important my role as an “interpreter” for Airl was, as seen through the eyes of others.  Until this time I was not really aware of this except in an peripheral sense. I suppose this was because I was so absorbed in details of the extraordinary situation.  Suddenly, I began to grasp the magnitude of my role.  I think that the presence of these men in that meeting was intended, in part, to impress me with this fact!

The Secretary instructed me not to be nervous.  He said that I was not in any trouble.  He asked me if I thought the alien would be willing to answer a list of questions they had prepared.  He explained that they were very eager to discover many more details about Airl, the flying disc, The Domain, and many other subjects that Airl had disclosed in the interview transcripts.  Of course, they were mainly interested in questions relating to the military security and the construction of the flying disc.”

—  Excerpted from the Personal Notes of Matilda MacElroy, published in the book ALIEN INTERVIEW, edited by Lawrence R. Spencer
FOOTNOTES: 


[i] “…General Symington,”…

His first positions were chairman of the Surplus Property Board (1945), administrator of the Property Administration (1945–1946) and Assistant Secretary of War for Air (1946–1947). On September 18, 1947, the Office of the Secretary of the Air Force was created and Symington became the first Secretary.  Symington once formally requested a report from military sources regarding the possible existence of subterranean super humans.

— Reference:  Wikipedia.org

 

 

 

 

[ii] “…General Nathan Twining, …”

He was named commander of the Air Materiel Command, and in 1947 he took over Alaskan Air Command.  In 1947, Twining was asked to study UFO reports; he recommended that a formal study of the phenomenon take place; Project Sign was the result. When Hoyt Vandenberg retired in mid-1953, Twining was selected as chief; during his tenure, massive retaliation based on airpower became the national strategy.  In 1957, President Eisenhower appointed Twining chairman of the Joint Chiefs.

— Reference:  Wikipedia.org

 

 

 

Lt. General James Doolittle, head and shoulders.jpg[iii] “… General Jimmy Doolittle, …”

“Soon after the attack on Pearl Harbor and the US entry into World War II, Doolittle was promoted to Lieutenant Colonel on January 2, 1942, and went to Headquarters Army Air Force to plan the first aerial raid on the Japanese homeland. He volunteered and received Gen. H.H. Arnold’s approval to lead the attack of 16 B-25 medium bombers from the aircraft carrier USS Hornet, with targets in Tokyo, Kobe, Osaka, and Nagoya. It was the first and only combat mission of his military career.

Doolittle received the Medal of Honor, presented by President Franklin D. Roosevelt at the White House, for planning and leading the successful operation. The Doolittle Raid is viewed by historians as a major public-relations victory for the United States. Although the amount of damage done to Japanese war industry was minor, the raid showed the Japanese their homeland was not invulnerable.

Doolittle was portrayed by Spencer Tracy in the 1944 film Thirty Seconds Over Tokyo and by Alec Baldwin in the 2001 film Pearl Harbor, in which the Doolittle raid was depicted.

On May 10, 1946, Doolittle reverted to inactive reserve status and returned to Shell Oil as a vice president, and later as a director.  He was the highest-ranking reserve officer to serve in the U.S. military in World War II.”

EDITOR —

In March 1951, he was appointed a special assistant to the Air Force chief of staff, serving as a civilian in scientific matters which led to Air Force ballistic missile and space programs. (?!)

“He retired from Air Force duty on February 28, 1959 but continued to serve his country as Chairman of the Board of Space Technology Laboratories.”

— Reference:  Wikipedia.org

Hoyt Vandenberg[iv] “…General Vandenberg…”

Lieutenant General Vandenberg was designated vice chief of staff of the Air Force on October 1, 1947, and promoted to the rank of General.

— Reference: Wikipedia.org

 

 

 

 

Lauris Norstad NATO photo.jpg[v] “… General Norstad…”

“On October 1, 1947, following the division of the War Department into the Departments of The Army and The Air Force, General Norstad was appointed deputy chief of staff for operations of the Air Force.”

— Reference: Wikipedia.org

 

 

 

 

 

[vi] “… Charles Lindbergh was also in the office…”

“Charles Lindbergh gained sudden great international fame as the first pilot to fly solo across the Atlantic Ocean. He flew from Roosevelt Airfield in Garden City, New York, to Paris (Le Bourget Airport) on 20 May – 21 May 1927 in 33.5 hours. His plane was the single-engine aircraft, The Spirit of St. Louis.

Lindbergh’s accomplishment won him the Orteig Prize; more significant than the prize money was the acclaim that resulted from his daring flight. A ticker-tape parade was held for him down 5th Avenue in New York City on 13 June 1927.

His public stature following this flight was such that he became an important voice on behalf of aviation activities, including the central committee of the National Advisory Committee for Aeronautics in the United States. The massive publicity surrounding him and his flight boosted the aircraft industry and made a skeptical public take air travel seriously. Lindbergh is recognized in aviation for demonstrating and charting polar air-routes, high altitude flying techniques, and increasing aircraft flying range by decreasing fuel consumption. These innovations are the basis of modern intercontinental air travel.

In his six months during WW II in the Pacific in 1944, Lindbergh took part in fighter bomber raids on Japanese positions, flying about 50 combat missions (as a civilian). The U.S. Marine and Army Air Force pilots who served with Lindbergh admired and respected him, praising his courage and defending his patriotism.

After World War II he lived quietly in Connecticut as a consultant both to the chief of staff of the U.S. Air Force and to Pan American World Airways. His 1953 book The Spirit of St. Louis, recounting his non-stop transatlantic flight, won the Pulitzer Prize in 1954.

Dwight D. Eisenhower restored Lindbergh’s assignment with the Army Air Corps and made him a Brigadier General in 1954. In that year, he served on the Congressional advisory panel set up to establish the site of the United States Air Force Academy. In December 1968, he visited the crew of Apollo 8 on the eve of the first manned spaceflight to leave earth orbit.

From the 1960s on, Lindbergh became an advocate for the conservation of the natural world, campaigning to protect endangered species like humpback and blue whales, was instrumental in establishing protections for the “primitive” Filipino group the Tasaday and African tribes, and supporting the establishment of a national park. While studying the native flora and fauna of the Philippines, he also became involved in an effort to protect the Philippine eagle.

In his final years, Lindbergh became troubled that the world was out of balance with its natural environment; he stressed the need to regain that balance, and spoke against the introduction of supersonic airliners.

Lindbergh’s speeches and writings later in life emphasized his love of both technology and nature, and a lifelong belief that “all the achievements of mankind have value only to the extent that they preserve and improve the quality of life.”

In a 1967 Life magazine article, he said, “The human future depends on our ability to combine the knowledge of science with the wisdom of wildness.”

— Reference:  Wikipedia.org

Originally posted 2011-04-15 16:02:01. Republished by Blog Post Promoter

Share

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

____________________________________

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

Share