Category Archives: “The Domain”

"The Domain", Alien Observations, Annunaki, electronics, IS-BE, Sumeria

THE LOST BATTALION

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“The Domain Search Party devised a wide variety of electronic detection devices needed to track the electronic signature or wavelength of each of the missing members of the Battalion.  Some were used in space, others on land, and special devices were invented to detect IS-BEs under water.

One of these electronic detection devices is referred to as a “tree of life”. [i] (Footnote) The device is literally a tool designed to detect the presence of life, which is an IS-BE.  This was a large electronic screen generator designed to permeate wide areas.  To the ancient humans on Earth it resembled a sort of tree, since is consists of an interwoven lattice of electronic field generators and receivers.  The electronic field detects the presence of IS-BEs, whether the IS-BE is occupying a body, or if they are outside a body.

A portable version of this detection device was carried by each of the members of The Domain Search Party.  Stone carvings in Sumeria show winged beings using pine cone-shaped instruments to scan the bodies of human beings.  They are also shown carrying the power unit for the scanner which are depicted as stylized baskets or water buckets, being carried by eagle-headed, winged beings.”

— Excerpted from the transcripts published in the book, “Alien Interview”

treeof_life

[i] “… tree of life….”

“Trees of life appear in folklore, culture and fiction, often relating to immortality. These often hold cultural and religious significance to the peoples for whom they appear.

The Sumerian (or Persian) Tree of Life was represented by a series of nodes and criss-crossing lines. It was an important religious symbol among these peoples, often attended to by Eagle Headed Gods & Priests, or the King himself.

  • In Chinese mythology a carving of a Tree of Life depicts a phoenix and a dragon – in Chinese mythology the dragon often represents immortality. There is also the Taoist story of a tree that produces a peach every three thousand years. The one who eats the fruit receives immortality.
  • An archaeological discovery in the 1990s was of a sacrificial pit at Sanxingdui in Sechuan, China. Dating from about 1200 BCE, it contained 3 bronze trees, one of them 4 meters high. At the base was a dragon, and fruit hanging from the lower branches. At the top is a strange bird-like (phoenix) creature with claws. Also from Sechuan, from the late Han dynasty (c 25 – 220 CE) is another tree of life. The ceramic base is guarded by a horned beast with wings. The leaves of the tree are coins and people.
  • In Egyptian mythology, in the Ennead system of Heliopolis, the first couple, apart from Shu & Tefnut (moisture & dryness) and Geb & Nuit (earth & sky), are Isis & Osiris. They were said to have emerged from the acacia tree of Saosis, which the Egyptians considered the tree of life, referring to it as the “tree in which life and death are enclosed”.
  • The Egyptian’s Holy Sycamore also stood on the threshold of life and death, connecting the two worlds.
  • In Germanic paganism, trees played a prominent role, appearing in various aspects of surviving texts and possibly in the name of gods.
  • The tree of life appears in Norse religion as Yggdrasil, the world tree, a massive tree with extensive lore surrounding it. Perhaps related to the Yggdrasil, accounts have survived of Germanic Tribes honouring sacred trees within their societies.
  • In Norse Mythology it is the golden apples from Iðunn’s tree that provides immortality for the gods.
  • The Tree of Life is mentioned in the Books of Genesis, in which it has the potential to grant immortality to Adam and Eve. (However, it is not immediately obvious, nor is it universally accepted, that the Book of Genesis account and the Book of Revelation account speak of the same Tree of Life.)
  • A Tree of Life, in the form of ten interconnected nodes, is an important part of the Kabbalah. As such, it resembles the ten Sephirot.
  • The Tree of Life appears in the Book of Mormon in a revelation to Lehi (see 1 Nephi 8:10-12). It is symbolic of the love of God (see 1 Nephi 11:21-23), and sometimes understood as salvation and post-mortal existence.
  • Etz Chaim, Hebrew for “Tree of Life”, is a common term used in Judaism. The expression, found in the Book of Proverbs, is figuratively applied to the Torah itself.
  • Among pre-Columbian Mesoamerican cultures, the concept of “world trees” is a prevalent motif in Mesoamerican mythical cosmologies and iconography. World trees embodied the four cardinal directions, which represented also the fourfold nature of a central world tree, a symbolic axis mundi connecting the planes of the Underworld and the sky with that of the terrestrial world.
  • Depictions of world trees, both in their directional and central aspects, are found in the art and mythological traditions of cultures such as the Maya, Aztec, Izapan, Mixtec, Olmec, and others, dating to at least the Mid/Late Formative periods of Mesoamerican chronology.
  • Directional world trees are also associated with the four Year bearers in Mesoamerican calendars, and the directional colors and deities.
  • World trees are frequently depicted with birds in their branches, and their roots extending into earth or water (sometimes atop a “water-monster”, symbolic of the underworld).
  • The central world tree has also been interpreted as a representation of the band of the Milky Way. Fragment of a bronze helmet from Urartu, with the “Tree of Life” depicted.
  • In ancient Armrenia around 13th to 6th century BC, the Tree of Life was a religious symbol, drawn onto the exterior walls of fortresses and carved on the armour of warriors. The branches of the tree were equally divided on the right and left sides of the stem, with each branch having one leaf, and one leaf on the apex of the tree. Servants (some winged) stood on each side of the tree with one of their hands up as if they are taking care of it. This tree can be found on numerous Urartu artifacts, such as paintings on the walls of the Erebuni fortress in Yerevan, Armenia.
  • The symbolism of the tree is mentioned in the 135th hymn of the 10th book of Rig-Veda, and in the 15th chapter of Bhagavad-gita (1-4).
  • In the Japanese religion of Shinto, trees were marked with sacred paper symbolizing lightning bolts, as trees were thought to be sacred. This was propagated by the fact that after they passed (died), ancestors and animals were often portrayed as branches on the tree.
  • The Book of One Thousand and One Nights has a story, ‘The Tale of Buluqiya’, in which the hero searches for immortality and finds a paradise with jewel-encrusted trees. Nearby is a Fountain of Youth guarded by Al-Khidr. Unable to defeat the guard, Buluqiya has to return empty-handed.
  • The Epic of Gilgamesh is a similar quest for immortality. In Mesopotamian mythology, Etana searches for a ‘plant of birth’ to provide him with a son. This has a solid provenance of antiquity, being found in cylinder seals from Akkad (2390 – 2249 BCE).
  • One of the earliest forms of ancient Greek religion has its origins associated with tree cults.

In mystical traditions of world religions, sacred texts are read for metaphorical content concerning the relationship between states of mind and the external experience of reality. As such, the tree is a manifestation/causal symbol – the Tree of Life representing the coveted state of eternal aliveness or fulfillment, not immortality of the body or soul. In such a state, physical death (which cannot be overcome) is nevertheless a choice, and direct experience of the perfect goodness/divine reality/god is not only possible, but ever present.

Once the ego (surface consciousness) experiences shame, having been tempted to absorb or believe in duality (such as eating of the Tree of Knowledge of Good and Evil), we are protected from living eternally in that limiting, fallen, experience by the cherubim guarding the gate of return to paradise. The cherubim are symbolic of the perfect knowledge of self or true nature, with the power of purification and return to being.“

— Reference:  Wikipedia.org

Originally posted 2009-08-10 19:59:55. 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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"The Domain", asteroid belt, asteroids, Domain Communication Office, Domain Expeditionary Force, Domain Officers, Earth

DOMAIN BASE IN ASTEROID BELT (IMAGE ANALYSIS)

This video, created by Joe White at ArtAlienTV provides a detailed analysis of the illuminated features on the surface of CERES, the largest object in the asteroid belt, using the most recent images provided by NASA.  As Joe points out the images from NASA have been deliberately “smudged” and converted to low-resolution images.  What is NASA trying to cover up and why?  The answers may be found the book Alien Interview.

The following quotes about The Domain station or base on the asteroid belt are excerpted from the book Alien Interview:

“Airl is currently stationed at a base in the asteroid belt which she refers to as a “space station” in the solar system of Earth. ”

“The asteroid belt near Earth is a very small, but important location for The Domain in this part of space. Actually, some of the objects in our solar system are very valuable for use as low-gravity “space stations”. They are interested primarily in the low gravity satellites in this solar system which consists mainly of the side of the moon facing away from Earth and the asteroid belt, which was a planet that was destroyed billions of years ago, and to a lesser degree, Mars and Venus. Doom structures synthesized from gypsum or underground bases covered by electromagnetic force screens are easily constructed to house the Domain forces.”

“The asteroid belt is composed of thousands of broken up pieces of a planet that once existed between Mars and Jupiter. It serves as a good low-gravity jumping off point for incoming space craft traveling toward the center of our galaxy.”

“The Domain also established secret installations or space stations in the Earth solar system. This solar system has a planet that is broken up — the asteroid belt. ”

“The moon of Earth and the asteroid belt have become a permanent base of operations for The Domain Forces. “

Originally posted 2015-09-25 19:43:36. Republished by Blog Post Promoter

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