Antarctica and Flat Earth part 3

“If we now consider the fact that when we travel by land or sea, and from any part of the known world, in a direction towards the North polar star, we shall arrive at one and the same point, we are forced to the conclusion that what has hitherto been called the North Polar region, is really the center of the Earth. That from this northern center the land diverges and stretches out, of necessity, towards a circumference, which must now be called the Southern region: which is a vast circle, and not a pole or center … In this and other ways all the great navigators have been frustrated in their efforts, and have been more or less confounded in their attempts to sail round the Earth upon or beyond the Antarctic circle. But if the southern region is a pole or center, like the north, there would be little difficulty in circumnavigating it, for the distance round would be comparatively small. When it is seen that the Earth is not a sphere, but a plane, having only one center, the north; and that the south is the vast icy boundary of the world, the difficulties experienced by circumnavigators can be easily understood.” –Dr. Samuel Rowbotham, “Earth Not a Globe, 2nd Edition” (21-23)

If the Earth were truly a globe, then every line of latitude South of the equator would have to measure a gradually smaller and smaller circumference the farther South traveled. In other words, the circumference at 10 degrees South latitude would comprise a smaller circle than at the equator, 20 degrees South latitude would comprise a circle smaller than 10, and so on. If, however, the Earth is an extended plane, then every line of latitude South of the equator should measure a gradually larger and larger circumference the farther South traveled. 10 degrees South latitude will comprise a larger circle than the equator, 20 degrees South latitude will comprise a circle larger than 10, and so on. Likewise, if the Earth were a globe, lines of longitude would bubble out at the equator while converging at both poles. Whereas if the Earth is an extended plane, lines of longitude should simply expand straight outwards from the North Pole. So which is actually the case?

“Upon the principle, as taught by Scripture and common observation, that the world is not a Planet, but consists of vast masses of land stretched out upon level seas, the North being the centre of the system, it is evident that the degrees of longitude will gradually increase in width the whole way from the North centre to the icy boundary of the great Southern Circumference. In consequence of the difference between the actual extent of longitudes and that allowed for them by the Nautical Authorities, which difference, at the latitude of the Cape of Good Hope, has been estimated to amount to a great number of miles, many Ship-masters have lost their reckoning, and many vessels have been wrecked. Ship-captains, who have been educated in the globular theory, know not how to account for their getting so much out of their course in Southern latitudes, and generally put it down to currents; but this reason is futile, for although currents may exist, they do not usually run in opposite directions, and vessels are frequently wrecked, whether sailing East or West.” –David Wardlaw Scott, “Terra Firma” (102)

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Purpose of Education

Purpose of Education

“Without vision, the people perish.”
Hosea 4:6

 

At the foundation of every school
is a philosophy of education. You cannot
have a school without one, whether
it is articulated or not, for in operating
a school many decisions have to
be made: what to teach, how to teach
it, what books to use, how should
children be dressed, what form of
discipline to apply, etc.

The philosophy that presently
governs American public education is
the “progressive” one formulated early
in this century by John Dewey and his
colleagues. They viewed education primarily
as a socialization process, an
instrument for social change, a means
of changing America from a capitalist,
individualistic, believing society into
a socialist, collectivist, humanist or
atheist society. This process entailed
destroying the old order so that a new
one could rise in its place.

Radical Transformation

During the first four decades of
this century all of public education
was transformed to permit the schools
to carry out the mandates of the progressive
philosophy. The curriculum was
radically changed and teaching methods
were altered. Intensive phonics was
replaced by look-say, cursive was
replaced by print script, arithmetic
disappeared into mathematics, and
geography and history were ground up
into something called social studies.
Even classroom furniture and decoration
were changed. Immovable desks gave way
to moveable desks, chairs, tables,
floor mats and bean bags, and pictures
of George Washington were replaced by
pictures of animals, Mickey Mouse, and
other cartoon characters. As socialization
was encouraged, classroom discipline
went out the window. What was
once called cheating was now known as
“cooperative learning. ” And, of
course, dress codes were abandoned.

Thus, what we have today in our
public schools is the result of
numerous decisions made in conformity
with a well-articulated, painstakingly
conceived, and deliberately implemented
philosophy of education.

The Tenets of Humanism

At the foundation of this philosophy
are several important doctrines:

(1) There is no God. no supernatural
power that created the universe. therefore
there is no sin. (2) Man is a
product of evolution, an animal, descendant
from other anima1s. (3) The
purpose of life is self-fulfillment or
self-actualization. (4) There are no
absolutes in morality; ethics are
situational. (5) Evil is caused by
poverty, ignorance and social injustice;
thus if you want to get rid of
evil you must get rid of its societal
causes. (6) Man is not innately depraved
or sinful; his moral behavior is
the result of environmental influences
and education.

Probably the best summaries of the
philosophy that undergirds American
education today can be found in John
Dewey’ s “My Pedagogic Creed” and in the
two Humanist Manifestos. They spell out
what has become the entire program of
public education, and virtually everything
that goes on in a public school
today is derived from these doctrines
and tenets.

The Altar of Socialization

The reason why public education
cannot be truly reformed is because no
one in the education establishment, the
federal or state governments, or the
business community is willing to admit
that such a philosophy exists and is
the chief reason why excellence is
unattainable. And so, as long as the
progressives and humanists control what
is taught in American schools, there
will be no real academic improvement,
and excellence will continue to be sacrificed
on the altar of socialization.
But need it continue to be that
way? Is there any reason why the
progressives and humanists should have
an exclusive monopoly on curriculum
development in America? Who gave them
that privileged position? Who gave them
the power to dictate what is taught in
every public school? Who gave them the
mandate to destroy reading instruction,
arithmetic, history, traditional values
and morality? Who gave them the right
to do it?

Our Abdication

We did. How? By default. By
abandoning the field, giving them our
children, acquiescing to “progress. ”
Yes, there were voices in the wind
warning of calamity and tragedy to
come. But the progressives and humanists
were clever enough to take full
control of the institutions of power,
and that permitted them to carry out
their plans and finance them abundantly
with the taxpayers’ money.

True, their experiments began in
private institutions financed by private
foundations. But once they gained
control of the public financing mechanism,
they were assured of ultimate
success. The result has been the
totalitarianization of public education.
Indeed, attempts by conservatives
to introduce intensive phonics, arithmetic
drill, or books that promote
traditional morality have been met with
hostility and ridicule. Such attempts
are dubbed the work of reactionaries,
right-wing extremists, censors, book
burners, John Birchers, religious
fanatics, etc.

Can It Be Changed?

But need it continue that way? Need
the vast majority of parents and taxpayers
accept for eternity the intolerant
dictates of a progressive elite,
self-chosen, self-anointed, and self-elected
to decide what all American
children are to be taught?
Of course not. It is still within
our power to change all of that. But to
do so requires formulating a new philosophy
of education on which to build
a new American education system for the
21s t century.

What kind of philosophy is needed
to raise American education to the
level of excellence most Americans
want? To find out, one must ask some
very basic, simple questions: What is
the purpose of education? What do
parents want when they send their
children to school?

A New Philosophy

We believe that the purpose of
education is to pass on to the younger
generation the knowledge, wisdom and
values of the older generation.
In other words, education is a
function of child rearing and is conducted
by parents and teachers to
enable their children to become moral,
productive, independent members of a
free society able to pursue rewarding,
satisfying careers and to raise! families
of their own.

True education creates a bridge
between generations, not a chasm, not a
gap. What better way is there to show
love for one’s children than by giving
them a heritage of knowledge, wisdom
and values?

The New Curriculum

So what do we teach? What is the
new curriculum?
We begin with knowledge. The first
step in the process of formal instruction
is to provide the child with the
tools of learning, the academic skills
needed to pursue knowledge. We! call
these tools the three R’s: reading,
‘riting, and ‘rithmetic. For reading
we teach intensive, systematic phonics
so that the child will master the
mechanics of alphabetic reading and
become a fluent, proficient, phonetic
reader. For writing we teach cursive in
the first grade so that the child
acquires a facile writing skill for
lifetime use. For arithmetic we use all
of the techniques that help children
develop automatic counting skills, for
arithmetic is a memory system dependent
on rote memorization for optimum use
and efficiency.

With the tools of learning honed
and perfected, the child is ready to
take on the subject matter deemed
important by his parents and teachers:
geography, history, the physical
sciences, economics, government, mathematics,
etc. And having learned the
mechanics of reading, the child must
now develop his use of language, for
language is the tool of thought. He
must expand his vocabulary and develop
his writing skills so that he can
express himself clearly. A sense of
accuracy and precision must be inculcated.

Also, a second language and
Latin are important ingredients in the
development of high literacy.

 

 

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Antarctica and Flat Earth part 2

Before reaching the Antarctic ice-wall, navigating the increasingly tumultuous Southern oceans, explorers encounter the longest, darkest, coldest nights and the most dangerous seas and storms anywhere on Earth. Vasco de Gama, an early 16th century Portuguese explorer of the South Seas wrote how, “The waves rise like mountains in height; ships are heaved up to the clouds, and apparently precipitated by circling whirlpools to the bed of the ocean. The winds are piercing cold, and so boisterous that the pilot’s voice can seldom be heard, whilst a dismal and almost continual darkness adds greatly to the danger.”

In 1773 Captain Cook became the first modern explorer known to have breached the Antarctic Circle and reached the ice barrier. During three voyages, lasting three years and eight days, Captain Cook and crew sailed a total of 60,000 miles along the Antarctic coastline never once finding an inlet or path through or beyond the massive glacial wall! Captain Cook wrote: “The ice extended east and west far beyond the reach of our sight, while the southern half of the horizon was illuminated by rays of light which were reflected from the ice to a considerable height. It was indeed my opinion that this ice extends quite to the pole, or perhaps joins some land to which it has been fixed since creation.”

On October 5th, 1839 another explorer, James Clark Ross began a series of Antarctic voyages lasting a total of 4 years and 5 months. Ross and his crew sailed two heavily armored warships thousands of miles, losing many men from hurricanes and icebergs, looking for an entry point beyond the southern glacial wall. Upon first confronting the massive barrier Captain Ross wrote of the wall, “extending from its eastern extreme point as far as the eye could discern to the eastward. It presented an extraordinary appearance, gradually increasing in height, as we got nearer to it, and proving at length to be a perpendicular cliff of ice, between one hundred and fifty feet and two hundred feet above the level of the sea, perfectly flat and level at the top, and without any fissures or promontories on its even seaward face. We might with equal chance of success try to sail through the cliffs of Dover, as to penetrate such a mass.”

“Yes, but we can circumnavigate the South easily enough,’ is often said by those who don’t know, The British Ship Challenger recently completed the circuit of the Southern region – indirectly, to be sure – but she was three years about it, and traversed nearly 69,000 miles – a stretch long enough to have taken her six times round on the globular hypothesis.” -William Carpenter, “100 Proofs the Earth is Not a Globe” (78)

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Antarctica and the Flat Earth, part 1

bases-on-antarctic

Bases on Antarctic

Knowledge about the Antarctica and the ice wall is an important study for those who want to know more about the flat earth. Here are a series of Post from what writers and explores of more than 100 years ago said. Back then, what the Antarctica explores said about their discoveries were not censored. Here is the first post from old flat earth booklets.

“The ice-barrier, so frequently referred to in accounts of the Antarctic regions, is the fore-front of the enormous glacier-covering, or ice-cap, which, accumulating in vast, undulating fields from the heavy snowfall, and ultimately attaining hundreds, if not thousands, of feet in thickness, creeps from the continent of Antarctica into the polar sea. The ice-barrier, yet a part of the parent ice-cap, presents itself to the navigator who has boldness enough to approach its fearful front, as a solid, perpendicular wall of marble-like ice, ranging from one thousand to two thousand feet in thickness, of which from one hundred to two hundred feet rises above, and from eight hundred to eighteen hundred feet sinks below, the level of the sea.” -Greely, General A. W. “Antarctica, or the Hypothetical Southern Continent.” Cosmopolitan 17 (1894): p. 296

“It has been demonstrated that the earth is a plane, the surface-centre of which is immediately underneath the star called ‘Polaris,’ and the extremities of which are bounded by a vast region of ice and water and irregular masses of land. The whole terminates in fog and darkness, where snow and driving hail, piercing sleet and boisterous winds, howling storms, madly-mounting waves, and clashing icebergs are almost constant.” –Dr. Samuel Rowbotham, “Zetetic Astronomy, Earth Not a Globe!” (117)

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Why Johnny Can’t Read

Why Johnny Can’t Read

You may remember the book, “Why Johnny Can’t Read,” written back in the 1950’s. Well, Johnny still can’t read. So, what does this have to do with the flat earth? Quite simply – you have to read to be on this website. So, one way for the government to control the people is to make them illiterate. Then it’s real easy to control them. If you can’t make the illiterate, you make it so that they will hate to read. When this is accomplish, they will only read what is necessary. Finally, if someone is able to break out of the matrix, the government tries to see to it that they (and corporations) control what people do read.

Alex Newman wrote a book called, “Crime of the Educators,” where he shows the history of the deliberate dumbing down of students as well as what is going on today. Another interesting thing that Newman goes into is how children are dumb down in math and history. In history, for example, children are taught that slavery started in America. When you have people that learn this, it’s no wonder why it’s so hard to teach about the flat earth.

With that in mind, here is a good video to see. Down load it if you can to show others before YouTube says it ‘violates community standards’!

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What Made Christians Believe In A Flat Earth?

FE-map-3

(Note: This is more of a homework assignment rather than an article that tells you everything. Enjoy!)

What made Christians believe in a flat earth – as the one that you see here? What made the ancient Israelites (as opposed to Jews) believe in a flat earth?

 

 

In this picture you see:

  • a flat earth
  • a dome structure
  • waters beneath the earth
  • stars in the firmament
  • foundations of the earth
  • God in heaven above the firmament

A simple answer as to how the ancient Israelites/Christians believe as they did was because they believed what God wrote (inspired men). They searched the scripture for other verses with the key words. Also, there wasn’t the false prophets that you see on TV today that influenced their study. They used logic in their research. Finally, they did care or know of “political correctness’.”

So, how can you confirm this and come to the same conclusion as the above picture? Here are some simple things to keep in mind.

Just do a word search with such words as:

  • Heaven
  • earth
  • firmament
  • sun
  • moon
  • stars

If you have a Bible software program, such as e-sword that you get from e-sword.net you can get this for free. Then it’s very easy to find all the relative verses. Write down all the key characteristics

Doing a search on each word, you’ll have a good idea of how our little universe really looks like.

When you do your research in the bible, your model of heaven and earth should come close to what you see pictured here. Finally, when you read secular articles or watch videos on the flat earth, you’ll see it matches what the Bible says. In short, God did tell us much of how earth really looks like.

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Questions and Answers About The Flat Earth, 2

Questions and Answers About The Flat Earth, 2

I hope to write more articles in the future on Q&A about the flat earth. For new people to the flat earth, they would have their most pressing questions answered. For those who are already flat earthers, it will be a reference when you are asked such questions. Of course, there will be those who will never believe but that is their choice; don’t worry and just move on.

Question:

What if you go up in a balloon, won’t you see the curvature of the Earth?

Answer:

The appearance presented to him, even at the highest elevation he has ever attained, is that of a concave surface – this being exactly what is to be expected of a surface that is truly level, since it is the nature of level surfaces to appear to rise to a level with the eye of the observer. This is ocular demonstration and proof that Earth is not a globe.

If you see the Red Bull video of a high altitude balloon, they use a fisheye lens. But in one shot you see level horizon – that is the true shape. After all, the horizon doess not change shape on its own.

Whenever experiments have been tried on the surface of standing water, this surface has always been found to be level. If the Earth were a globe, the surface of all standing water would be convex. This is an experimental proof that Earth is not a globe.

Question:

Is allowance made curvature of the Earth when railroads are made?

Answer:

Surveyors’ operations in the construction of railroads, tunnels, or canals are conducted without the slightest “allowance” being made for “curvature,” although it is taught that this so-called allowance is absolutely necessary!

Question:

What about long rivers, can’t you measure drop-off of them?

Answer:

There are rivers that flow for hundreds of miles towards the level of the sea without falling more than a few feet – notably, the Nile, which, in a thousand miles, falls but a foot. A level expanse of this extent is quite incompatible with the idea of the Earth’s “convexity.”

Question:

when looking at light houses, when you get far enough away and you can’t see them any more, it’s that proof that the earth is round?

Answer:

The lights which are exhibited in lighthouses are seen by navigators at distances at which, according to the scale of the supposed “curvature” given by astronomers, they ought to be many hundreds of feet, in some cases, down below the line of sight! For instance: the light at Cape Hatteras is seen at such a distance (40 miles) that, according. to theory, it ought to be nine-hundred feet higher above the level of the sea than it absolutely is, in order to be visible! This is a conclusive proof that there is no “curvature,” on the surface of the sea – “the level of the sea,”- ridiculous though it is to be under the necessity of proving it at all.

Question:

I see ships appear on the horizon – isn’t that an indication that it’s coming over the curve of the Earth?

Answer:

If we stand on the sands of the sea-shore and watch a ship approach us, we shall find that she will apparently “rise” – to the extent, of her own height, nothing more. If we stand upon an eminence, the same law operates still; and it is but the law of perspective, which causes objects, as they approach us, to appear to increase in size until we see them, close to us, the size they are in fact. That there is no other “rise” than the one spoken of is plain from the fact that, no matter how high we ascend above the level of the sea, the horizon rises on and still on as we rise, so that it is always on a level with the eye, though it be two-hundred miles away, as seen by Mr. J. Glaisher, of England, from Mr. Coxwell’s balloon. So that a ship five miles away may be imagined to be “coming up” the imaginary downward curve of the Earth’s surface, but if we merely ascend a hill such as Federal Hill, Baltimore, we may see twenty-five miles away, on a level with the eye – that is, twenty miles level distance beyond the ship that we vainly imagined to be ” rounding the curve,” and “coming up!”

Question:

What about the hull of a ship disappearing from view?

Answer:

If we take a trip down the Chesapeake Bay, in the day-time, we may see for ourselves the utter fallacy of the idea that when a vessel appears “hull down,” as it is called, it is because the hull is “behind the water:” for, vessels, have been seen, and may often be seen – again, presenting the appearance spoken of, and away – far away – beyond those vessels, and, at the same moment, the level shore line, with its accompanying complement of tall trees towering up, in perspective, over the heads of the “hull-down” ships! Since, then, the idea will not stand its ground when the facts rise up against it, and it is a piece of the popular theory, the theory is a contemptible piece of business, and we may easily wring from it a proof that Earth is not a globe.

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Questions and Answers About The Flat Earth, 1

Questions and Answers About The Flat Earth, 1

  I hope to write more articles in the future on Q&A about the flat earth. For new people to the flat earth, they would have their most pressing questions answered. For those who are already flat earthers, it will be a reference when you are asked such questions. Of course, there will be those who will never believe but that is their choice; don’t worry and just move on.

Question:

How can the government keep a secret of the flat earth if it was true?

Answer:

There are many ways for the government to do it. Briefly stated, in all police and intelligence agencies they use compartmentalisation. This means, if you work for the FBI, for example, you will be told “on a need to know bases.”

Also, many people, including private industry those who work in the military, have to sign a “oath of secrecy.” If you violate it, you can face a military tribunal and put in prison. If you work for a company you can lose your job.

Question:

How is it possible for thousands of people to keep a secret?

Answer:

Secrets have been kept by thousands of people. Look at the Manhattan Project, there were something like 26,000 people working on it. However, keep in mind, that though there are thousands of people in all the agencies, very, very few are actually told about the flat earth.

Question:

How does NASA keep a secret if the flat earth is true?

Answer:

Again, it’s on “a need to know” bases, so most of the people working there do not even know that they are part of a cover up. Think about it, you have many technicians working on rockets. They are not told that this will never to go Mars. All they do is work on their job at hand. You have sub-contractors that do the same. When you see rows of people sitting at a computer screen, they sit in front of some program that they are “told” its monitoring the temperature of Mars, for example. While all it’s doing is some software running in the background producing numbers for them. They are ignorant of what they are doing.

When confronted by a flat earther, NASA employees say, in their smug way, “You are crazy. I work for NASA and we send satellites to various planets. I should know!” When, in reality they don’t know, they just assume they are told the truth by their superiors.

Question:

What about those photos and videos of the Earth? We see that Earth is round and spinning.

Answer:

The photos that you see are actually computer generated pictures (CGI). The videos are done with special effects, too. Don’t believe me, but look at some “pictures” the next time; look at what NASA and astronomical departments of universities have on their websites, and you’ll notice some strange things that are not possible in real life. For a short response, here are just a couple of examples:

You might find one photo from a NASA website that has North America very large and not enough room for Central and South America.

You might find a “video” where the clouds do not change, though hours have went by. Looking a little closer you may find several other clouds that are the same shape and size in other parts of the Earth (a copy-and-paste job).

All of this is not possible if they were real pictures of reality.

Question:

If you are saying that these pictures are made in Photoshop, wouldn’t that person know something is wrong?

Answer:

Again, anyone that is doing it is just told to make some pictures of a globe Earth. They are NOT told, “We need some pictures of a globe Earth to cover up the fact that the Earth is really flat!” In fact, I would not be surprised that NASA now outsources this work; have an individual place the order and say, “I would like a pictures of the earth.” This way, making it look like it’s a private order from John Smith.

The person making the Photoshop picture probably already believes in a spinning ball Earth so this is not strange to him. In fact, you can go to sites like fiverr.com or upworks.com and get anything you want do like this.

 

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More On Heaven Above and Earth Beneath

More On Heaven Above and Earth Beneath

Commenting more on heaven above and earth beneath.

The southern constellations revolve around a so-called South Pole, so we know that water everywhere is level, and the earth therefore a plane. If the earth were a globe, according to popular belief, the surface of all canals, rivers and seas would be convex.

It is as inconsistent of the global believers to deny that water is level as it would be of me to deny their evidence about the southern stars. Both are evidently facts, and no fat should be contradicted. The fact that water is level is utterly inconsistent with the globular theory, but the motions of the heavenly bodies have, speaking generally, nothing to do with the shape of the surface of the earth. But you and I are both Christians, and we ought alike to respect the Word of God and the Ten Commandments which God spake on Mount Sinai. In the Second Commandment God said that “Heaven is above and the Earth is beneath. And the water under the Earth.”

Can you reconcile this with the whirling globe theory? Where is heaven on such a hypothesis? Shall we as Christians accept the teaching of God’s Word respecting his own Creation, or shall we accept the “hypothesis” of “science” falsely so-called?

If the statements of the Bible respecting the for and order of the universe are not reliable, how shall we credit it on other matters? If you try to shake the faith of flat earthers who are Christians in the inspired descriptions of God’s Universe, will you not as a Christian teacher incur a grave responsibility?

We flat earthers hold to the plane-earth doctrine because it throws so much light on Scripture statements, and strengthens our faith generally in God’s Word; but I have publicly debated the question here on the basis of “science” alone, and I have never yet met a man who could give me one irrefutable proof of the Earth’s global shape, or its supposed awful motions. We know that all infidels stand on the side of the astronomers, because modern theoretical astronomy subverts Bible teaching. Where, then, should all Christians be found? Let us stand together on the side of God’s Word. You in the south could help in the north; and we in the north may be able to help you in the south.

You say, “the Sun moves apparently from east to west.” why not believe the evidence of yoru senses, that is, that the sun does move? The Bible says the Sun moves; and the same good book says that the Earth is established so that “it cannot be moved.” Can you give me proof that the earth moves as astronomers affirm? I would like to see such proof.

One thing is certain, our teaching does not tend to subvert faith in the divine inspiration of the Bible.

 

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UK Sports Radio Interviews a Flat Earther

UK Sports Radio Interviews a Flat Earther

This is a recent interview of a flat earther on a UK radio station. Fast forward to 18 minutes for the start of the flat earth interview.

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