Category Archives: “The Domain”

"Old Empire", "The Domain", amnesia, mining operations, Tiahuanaco

PUMA PUNKU

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“circa 15,000 BCE — The “Old Empire” forces supervised the construction of a hydraulic mining operation in the Andes Mountains in present day Bolivia near Lake Titicaca (Lake of Tin Stones) at Tiahuanaco (Footnote) including construction of the massive stone complex of carved stone buildings known as Kalasasaya and its “Gate of the Sun” at an elevation of nearly 14,000 feet.”

3,200 BCE —

As I mentioned earlier, Earth was under attack between The Domain and the “Old Empire” forces during this period. Of course this does not make any sense to archaeologists or historians on Earth, because the Egyptian period is a space opera era period.  Since Earth historians have amnesia, they assume that this was only a religious period. 

Further, because the technology and civilizations installed on Earth during this period were “pre-packaged”, they did not “evolve” on Earth.  Of course, there is no evidence anywhere on Earth of an evolutionary transition which resulted in sophisticated  mathematics, language, writing, religion, architecture, cultural traditions in Egypt or any of the pyramid civilizations.  These cultures, complete with all of the details of racial body types, hair-styles, facial make-up, rituals, moral codes and so forth, just “appeared” as complete integrated packages. 

The physical evidence suggests that all evidence of the intervention of The Domain or “Old Empire” Forces, or any other extraterrestrial activity, has been carefully “cleaned up”, so as not to create suspicion.  The “Old Empire” force does not want the IS-BEs of Earth to suspect that they have been captured, transplanted to Earth and brainwashed.

So, Earth historians continue to assume that Egyptian priests were not supposed to have “ray guns” or other technology of the “Old Empire”.  And, they suppose that there was nothing going on, on Earth, except some priests walking around saying ‘Amen’, which the Christians still say. 

3,172 BCE –

Layout of the astronomical grid that joins the key mining sites and astronomical buildings of ‘the gods’ in the Andes Mountains such as Tiahuanaco, [i] (Footnote) Cuzco, Quito, the cities of Ollantaytambu, [ii] (Footnote) Machupiccu [iii] (Footnote) and Pachacamac [iv] (Footnote) for the mining of rare metals, including tin for use in making bronze.  Metals were the property of “the gods”, of course. A great variety of entrepreneurial mining was done on Earth at that time due to the war between the “Old Empire” force and The Domain.  These miners did carve a few sculptures of themselves.  They are seen wearing mining helmets.  The Ponce Stela sculpture in the sunken courtyard of the Kalasasaya temple is a crude rendering of a stone worker using an electronic, light-wave emitting stone cutter and carving tools, held in a holster. [v] (Footnote)

The “Old Empire” has also maintained mining operations on planets throughout the galaxy for a very long time.  The mineral resources of Earth are now a property of The Domain.”

________________________

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

FOOTNOTES:

[i] “… Tiahuanaco…”

“Tiwanaku monumental architecture is characterized by large stones of exceptional workmanship. In contrast to the masonry style of the later Inca, Tiwanaku stone architecture usually employs rectangular ashlar blocks laid in regular courses, and monumental structures were frequently fitted with elaborate drainage systems. Bronze or copper “double-T” clamps were often used to anchor large blocks in place. The stone used to build Tiwanaku was quarried and then transported 40 km or more to the city. They were moved without the aid of the wheel, though much of the distance was over water.

The community grew to urban proportions (in antiquity) becoming an important regional power in the southern Andes. Satellite imaging was used recently to map the extent of fossilized suka kollus across the three primary valleys of Tiwanaku, arriving at population-carrying capacity estimates of anywhere between 285,000 and 1,482,000 people.

They worshipped many gods, and one of the most important gods was Viracocha, the god of action, shaper of many worlds, and destroyer of many worlds. He created people, with two servants, on a great piece of rock. Then he drew sections on the rock and sent his servants to name the tribes in those areas. In Tiwanaku he created the people out of rock and brought life to them through the earth. The Tiwanaku believed that Viracocha created giants to move the massive stones that comprise much of their archeology, but then grew unhappy with the giants and created a flood to destroy them.”

– Reference:  Wikipedia.org

[ii] “…Ollantaytambo…”

“Ollantaytambo is a town in southern Peru, located in the district of Ollantaytambo, province of Urubamba, Cusco region. It is approximately 60 km to the northwest of the city of Cusco, situated at an altitude of 2792 meters above sea level.

The city of Ollantaytambo is best known for its ruins, and for the spot where the Inca emperor Manco Inca was able to defeat the Spanish in a set-piece battle. The finely cut rocks and plantation terraces were very large obstacles for the Conquistadors to surpass, and the fortress was also used by Manco to conduct successful attacks on Francisco Pizarro and other Conquistadors who were based in Lima.”

– Reference:  Wikipedia.org

[iii] “… Machupiccu  …”

Machu Picchu (Quechua: Machu Picchu, “Old Peak”) is a pre-Columbian Inca site located 2,400 meters (7,875 ft) above sea level. It is situated on a mountain ridge above the Urubamba Valley in Peru, which is 80 km (50 mi) northwest of Cuzco. Often referred to as “The Lost City of the Incas”, Machu Picchu is probably the most familiar symbol of the Inca Empire.

One theory maintains that Machu Picchu was an Inca “llacta”: a settlement built to control the economy of the conquered regions. It may also have been built as a prison for the selective few who had commited such henous crimes against the Inca society. Research conducted by scholars, such as John Rowe and Richard Burger, has convinced most archaeologists that rather than a defensive retreat, Machu Picchu was an estate of the Inca emperor, Pachacuti. In addition, Johan Reinhard presented evidence that the site was selected based on its position relative to sacred landscape features. One such example is its mountains, which are purported to be in alignment with key astronomical events.

Shamanic legends say that if you’re a sensitive person and you rub your forehead against the world-famousIntihuatana Stone you will see the spirit world. The Intihuatana stone is one of the many ritual stones in South America. They are arranged so they point directly at the sun during the winter solstice. The Spanish did not find Machu Picchu until the 20th century so the Intihuatana Stone was not destroyed like many other ritual stones. It is also called “The Hitching Point of the Sun” because it was supposed to hold the sun in it’s place. It is (as they said before) believed to be an astronomic clock built by the Incas.”

– Reference:  Wikipedia.org

[iv] “… Pachacamac  …”

“The temple of Pachacamac is an archaeological site 40 km southeast of Lima, Peru in the Valley of the Lurín River. It had at least one pyramid.  They used Pachacamac as primarily a religious site for the veneration of the Pacha Kamaq creator god. The Ichma joined the Inca empire and Pachacamac became an important administrative center.

However the Inca maintained it as a religious shrine and allowed the Pachacamac priests to continue functioning independently of the Inca priesthood. This included the oracle, whom the Inca presumably consulted. The Inca built five additional buildings, including a temple to the Sun on the main square.”

– Reference:  Wikipedia.org

[v] “… an electronic, light-wave emitting stone cutter and carving tools…”

“There are various laser cutting tools depending on the type of finished product that you prefer.  Laser cutter routers that are computer-driven can cut each letter precisely, capturing every detail of the selected style. The said manufacturing systems are useful in cutting out symbols and logos in a cost effective manner.

Laser that is in a solid state uses one crystal rod with flat and parallel ends. Both ends have surfaces that have the ability to reflect. A light source that has high density and a flash tube surrounds the crystal.

When power is given by the network of pulse-forming, an intense light pulse called photon is released in one of the rod crystals. The light released is one wavelength and allows for minimum divergence.

A hundred percent of laser light is reflected on the rear mirror while thirty to fifty percent will pass through the mirror then to the shutter assembly to the angled mirror before going down through the lens and then to the work piece.

The laser light beam is not only coherent but also has high energy content. When it is focused on the surface, the laser light creates heat used for welding, drilling, and cutting.

The laser beam and the work piece is manipulated through the use of robotics. It can be adjusted to different sizes and heat intensity. The smaller laser is used for drilling, cutting, and welding while the larger machines are used in off giving heat.”

– Reference:  http://ezinearticles.com/?Laser-Cutting-Tools&id=352889

Originally posted 2012-03-19 00:02:25. Republished by Blog Post Promoter

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"The Domain", alien contact, Alien Observations, aliens, bodies, extraterrestrials, intelligent life, IS-BE, light years, space travel, transcripts, UFOs

I THINK, THEREFORE, I FLY

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alien_picture“The space craft is operated by IS-BEs who use “doll bodies” in much the same way that an actor wears a mask and costume.  It is a like a mechanical tool through which to operate in the physical world.  She, as well as all of the other IS-BEs of the officer class and their superiors, inhabit these “doll bodies” when they are on duty in space.  When they are not on duty, they “leave” the body and operate, think, communicate, travel, and exist without the use of a body.

The bodies are constructed of synthetic materials, including a very sensitive electrical nervous system, to which each IS-BE adjusts themselves or “tune in” to an electronic wavelength that is matched uniquely to the wavelength or frequency emitted by each IS-BE.  Each IS-BE is capable of creating a unique wave frequency which identifies them, much like a radio signal frequency. This serves, in part, as identification like a finger print.  The doll body acts like a radio receiver for the IS-BE.  No two frequencies or doll bodies are exactly the same.

The bodies of each IS-BE crew member are likewise tuned into and connected to the “nervous system” built into the space craft.  The space craft is built in much the same way as the doll body.  It is adjusted specifically to the frequency of each IS-BE crew member.  Therefore, the craft can be operated by the “thoughts” or energy emitted by the IS-BE.  It is really a very simple, direct control system.  So, there are no complicated controls or navigation equipment on board the space craft.  They operate as an extension of the IS-BE.”

— Excerpted from the Top Secret transcripts published in the book, Alien Interview

Originally posted 2009-11-14 23:01:57. 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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