The whole Pyramid Puzzle becomes a lot more clear when we embrace Catastrophism over Uniformitarianism. Believing our current culture is the height of human progress and evolution is a nice collective ego stroke, however history clearly shows we have been here before: most likely far more advanced on many occasions, before being brought undone by a combination of the cycles of nature and our own hubris.
A French guy claimed to have translated hieroglyphs revealing that the stones were indeed cast. He claimed to have replicated the formula, and it matched the 'stones' identically. https://news.mit.edu/2008/gathering-concrete-evidence
From the mid 1990s to 2016 I taught a series of Hands-On Science classes to the 1st, 2nd and 3rd graders at the Vestavia elementary schools. One course I developed was Simple Machines. I developed all of my own courses and so I made this all about building the pyramids for the 3rd graders. After a little intro about how hard it might have been to build the pyramids I split the class into 6 groups and each team worked with a concrete block I had painted different colors. At each block I explained how they were to do this. They would use a hammer (1 inch diameter wooden dowel) and drive a wooden wedge under the block to slide the roller under it and then use the hammer to knock the wedge out and after all 4 rollers (3/8 inch diameter rods) were under the block they would put the 5th roller in the front of the block. Then they would take turns moving the rollers and pulling the block and learning to work as a team. After each team member had a chance to move the rollers and pull the block I would stop them and give them some 5/8 inch diameter rollers and some shims so they could "jack up" their blocks high enough to put the mid sized rollers underneath and then remove the smaller ones. Now they would get to take turns sitting on the block and pulling and moving the rollers. After they completed that step I would tell them how to now put the hammers under the block and they would take turns pulling me. The kids LOVED this project.
Then I would go back to the board and teach that the larger rollers reduced the friction and that is what made it easier to move me and a concrete block (over about 210 pounds together) fairly easily. So, is there a limit to how large they can make the diameter? Yes as the roller gets bigger it would get to be more difficult - so I would ask - why not turn the block into a roller itself. Then I would show them some pieces of wood I had cut out that would fit perfectly around the block and make it into a wheel. Then I explained that they could easily roll the block and I would turn the block into a roller and give it a slight push and it would roll quite a distance with little effort. I told them about when I was a kid and a construction company put a lot of round large concrete pipe sections in my yard until they were able to install them a few months later. I quickly learned that while I could not move those giant pipes I could stand on top of them and walk on top of them and make them roll all over the yard:). So, YES, the Egyptians could have easily moved 10 ton stones all over the place much easier than imagined if they turned the blocks into rollers:). It was all about learning how to use simple machines.
Then I would point out that many people marveled at how level the pyramids were but then I remembered a study someone had done showing that there was a grid work of canals it looked like in the rock that is under the pyramid. They finally figured out that the Egyptians made these criss cross canals and filled them with water and then chipped away all the rock that was above the water line. That would make the surface perfectly flat:)
So, yes - I do NOT believe aliens were involved in building the pyramids and the Egyptians were pretty good problem solvers:).
Although I tend to find the documentary's theory of poured concrete and solar power more compelling, you are an exceptional educator. Here in the bowels of Japan Inc, from Jr. High onward, it is mostly old-school, top down, by-the-manual, standardized testing for rote memorization. Could use a few more like you.
Thank you - I always tried to combine several learning aspects in each class. This covered team work, problem solving, listening and following instructions, as well as physics. I really enjoyed working with the kids on this. I did all of this as a volunteer:)
As a masonry contractor I have some practical questions that are not answered in the documentary. It seems clear that none of the people putting forward these ideas have any real experience with the engineering required for this scale and type of construction. The portrayal is very simplistic and does not account for the reality of physics.
Where did all the wood come from? They must have gone through tens of thousands of wooden buckets every year, not to mention all the wood needed to make the possibly hundreds of thousands of wooden forms needed. And just how did they cut all that lumber to such precise angles and dimensions? With no saws(?) And just how did they fasten that lumber together to create the very large forms required? The documentary depicts nails or screws(?) And how did they keep the forms from bulging or blowing out due to the huge amount weight of the poured material? And what were the tools used to mine the limestone? The documentary depicts hoe-like tools with metal edges(?) Given the massive amount of material that had to mined, they must have gone through hundreds of thousands of mining tools. If the stones could not have been cut by copper tools, then why should we believe that copper tools were used to mine all the materials needed?
In my mind, until these practical questions get answered, were back to ground zero.
Personally, I like the answers I found in some ancient petroglyph's in the highlands of Mexico.
But are Egyptian men building the stones by pouring concrete and the presence of aliens in ancient times mutually exclusive? Admittedly, I still need to watch the video but this is a broader question. We don’t have to offload ancient human achievement to aliens all the time. But I can’t rule out entirely that there have been civilisations with advanced knowledge perhaps gifted by otherworldly presence. A lot of the art work around the world at that time echo similar aspects and beings that are depicted as gods across different cultures. There is a lot to uncover in the ancient civilisation space. Some of it easily debunked, some not so easily.
Of course, we’ve got more immediate problems and all of the above is only useful as to understanding how our reality is being steered now. Lots of MFM gorillas are leaning into the political sphere too. Which, entangled with the occultaverse, has strong manipulation power. To me, the question isn’t so much if woo woo and paranormal actually exist. Some could be valid, some manufactured. It’s how they’re being used to enslave humanity that we need to awaken to.
All the work you do to point the connection of intelligence mixed in with occult network mixed in child trafficking mixed in the banking cartel is the most important conversation as Moloch has layered the veil pretty thick. What you do create large shards in the fabric. And the pfuckers sure do sew up fast. Grateful for your unique ability to let the sunshine in.
Dense enough so that I will have to watch it again a few more times.
But worth the time.
After my first couple of times, I was able to pick only a very few places I could have added to the conversation, for example when Liv and Daniel struggled to find the opposite of Molochian zero-sum games. I had been using non-zero sum game strategy in the foreign language classroom here in Japan for decades. A conversational way to describe it would be 'collaborative task-based' games and activities.
I remember reading a study where ethnic tribal children (I think bushmen from South Africa) were plucked from their traditional upbringing and dropped into a public school setting typical of industrialized nations. The kids were dumbfounded, maybe traumatized, by the competitive nature of public schooling.
Ha. That’s a nice observation. One of my twins decided to go try out public schools last year in sixth grade for the first time. He is now a total people pleaser. The arbitrary reward of a grade has become more important than the actual learning. His twin who decided to continue his autonomous learning ones things that he often teaches me. Maybe he isn’t the best at spelling or the best at arithmetic, but his critical thinking and problem solving skills are en pointe. Not to mention his lack of people pleasing. One day I’ll have to write a book on this unintended social experiment.
I’m a country boy at heart too. Lol. Girl, I mean.
Would love to hear more about your experience with that.
I'm helping a young married couple start up an alternative/supplemental school for kids from about 5 to 15, and on noticing that half of the students are their own kids, I remembered another study that might be relevant for home schooling in Japan or the U.S.
Again, from close-to-nature ethnic communities, the kids are often schooled by aunts and uncles living in another household. They psychology makes sense. Kids tend to be less likely to strictly attend to their own all-too-familiar parents. But a slightly distant relative has different levers of impact.
Thinking how this might apply to a back to home-schooling movement, I am wondering about the social dynamics of entrusting one's own kids to a trustworthy neighbor and vice-versa.
I guess if the community is tight, like the Amish, it would work. On the other hand, I remember reading that most childhood sexual molestation comes from people 'well known' by the family, if not the family itself. Bit of a sticky wicket there. Maybe collaborative group teaching / learning?
In urban environment, there are a lot more opportunities for groups who have opted out of institutional learning. There are often 2-3 adults in the room so less of a chance of abuse. Usually the parents rotate depending on their skill set. My twins are old enough enough now to follow their own interests in curriculum. I’m more of a guide and a resource than a teacher. I also watch for opportunities where I can take them on on adventures that can introduce them to new things or expand on an interest they already have. Now, these adventures are usually just with my eldest twin and the 4yo (who has entirely different needs, alas) and the other twin often misses out since he is stuck in school during the day and then has to do hours of homework which is a total soul suck. We’ll see if he sticks with it. He says he likes having friends and I get the feeling he’s the clown clown. He likes making people laugh. Good skill to have in life, imo. So, I’m a way be is learning social skills and how to win over a crowd. 🤷♀️
Thank you, can't wait to look into this. Did you know the Theosophical Society was originally going to be called the Egyptology Society? (Or something very close to that)
This is straight off the Wikipedia page on Theosophy: "At a meeting of the Miracle Club in New York City on 7 September 1875, Blavatsky, Olcott, and Judge agreed to establish an organisation, with Charles Sotheran suggesting that they call it the Theosophical Society.[20] Prior to adopting the name "Theosophical", they had debated various potential names, among them the Egyptological Society, the Hermetic Society, and the Rosicrucian Society."
The concrete idea deserves more investigation - plausible, but probably easily disprovable if not easily provable. Then it starts rapidly converting into bollocks. They imply that being able to pour concrete that looks enough like natural stone to fool people explains the granite and other stone vases. Nope. Does it explain massive stones in actual quarries in Egypt or other places? Nope. If you knew how to pour concrete, would you bother pouring (!) or carving out massive stones in places which would require you to transport them? Then, some utter bullshit about a drop of water being exactly - not lus or minus a small percentage - 1 cm as a physical constant. Water's surface tension etc change so much you can _hear_ when the water in your tap or shower starts running hot. Just try the drop of water. I got 2cm+ on a plate, and it wasn't even circular to a casual glance. 1.5, cm on glass, 1.3 on steel, not vaguely circular either.
Mathew, I am really disappointed you think this is worth much.
After reading Graham Hancock I watched Ancient Aliens. I intentionally watched with the mindset of looking for lost human ingenuity, and ignored any of the alien theorizing. Despite the ridiculous premise of show, there is a ton of good content. It is almost as if the producers of the show knew the premise was stupid, but needed it as cover to present evidence that goes against mainstream archaeology on TV.
And they had great pumps to move liquids with. The Sekhem-mu Machine and the Disk of Prince Sabu. Interesting idea. Concrete and rock should be discernible with non-destructive tests.
Melting granite (produced over geological periods of time) and cooling it into blocks of granite that are indistinguishable from geological granite is a sticky point in this explanation. I watched but could not find an explanation for that. The other blocks used in the facade are better explained, the internal structures are better explained. But the granite? this is the bulk of the pyramids, I feel we are not there yet.
Ancient, mysterious, arquitecturally impressive remnants with rich historic legacy of dominion and influence, and of course, the very effective and universal symbols are all ready to be embraced by gnostic groups which wish to impress with profound origins and depth. Not surprising at all that Egypt and extraterrestrial respectability are claimed for sociopathic needs to power.
I haven't watched the documentary but the concrete/geopolymer theory has always seemed like the most plausible and parsimonious explanation. With regards to the circumnavigation, if it happened it was likely the Phoenicians, as they had the most advanced shipbuilding in the world and were a trading empire. We know that their ships were capable of it and there is some evidence they at least rounded the tip of Africa.
There are some pictorial and I would suggest writing at a site near Duntroon in the South Island which is currently credited to the Ngai Tahu tribe of Maori which is bogus as they did not get to the South Island until the 18th C or later (originally a Hawkes Bay, North Island tribe). I have looked at the old photographs of it as it has since been degraded and the closest connection that I can see is with the old Icelandic alphabet.
Of course the Phoenicians could have been here earlier but I discount that as I don’t really think that they had the political power to do so. They were though a force in the Meditteranean, in what is now modern day Sicily, Corsica, south of France, Tunisia.
Solomon had the political power. He made an alliance with the Phoenicians who were master shipbuilders and sailors. 1 kings 9-10. It tells that it took “3 years” to sail around the earth and return, gathering, mining, etc., for Solomon. Precisely the time our history books say it took Magellan, millennia later.
Fascinating stuff, Mathew. I've been reading Gavin Menzies' books about Zheng He's fleet and their early 15th Century travels to both coasts of North and South America, Northern Australia, and elsewhere, and of the detailed maps they produced (they were highly advanced astronomers, the Chinese, and had solved both latitude and longitude). All the European explorers carried maps of the New World produced by the Chinese, and delivered to the Italian city states in 1434.
The whole Pyramid Puzzle becomes a lot more clear when we embrace Catastrophism over Uniformitarianism. Believing our current culture is the height of human progress and evolution is a nice collective ego stroke, however history clearly shows we have been here before: most likely far more advanced on many occasions, before being brought undone by a combination of the cycles of nature and our own hubris.
Kinda like how we believe that cutting back on our energy consumption will change the weather or “The Climate”.
A French guy claimed to have translated hieroglyphs revealing that the stones were indeed cast. He claimed to have replicated the formula, and it matched the 'stones' identically. https://news.mit.edu/2008/gathering-concrete-evidence
From the mid 1990s to 2016 I taught a series of Hands-On Science classes to the 1st, 2nd and 3rd graders at the Vestavia elementary schools. One course I developed was Simple Machines. I developed all of my own courses and so I made this all about building the pyramids for the 3rd graders. After a little intro about how hard it might have been to build the pyramids I split the class into 6 groups and each team worked with a concrete block I had painted different colors. At each block I explained how they were to do this. They would use a hammer (1 inch diameter wooden dowel) and drive a wooden wedge under the block to slide the roller under it and then use the hammer to knock the wedge out and after all 4 rollers (3/8 inch diameter rods) were under the block they would put the 5th roller in the front of the block. Then they would take turns moving the rollers and pulling the block and learning to work as a team. After each team member had a chance to move the rollers and pull the block I would stop them and give them some 5/8 inch diameter rollers and some shims so they could "jack up" their blocks high enough to put the mid sized rollers underneath and then remove the smaller ones. Now they would get to take turns sitting on the block and pulling and moving the rollers. After they completed that step I would tell them how to now put the hammers under the block and they would take turns pulling me. The kids LOVED this project.
Then I would go back to the board and teach that the larger rollers reduced the friction and that is what made it easier to move me and a concrete block (over about 210 pounds together) fairly easily. So, is there a limit to how large they can make the diameter? Yes as the roller gets bigger it would get to be more difficult - so I would ask - why not turn the block into a roller itself. Then I would show them some pieces of wood I had cut out that would fit perfectly around the block and make it into a wheel. Then I explained that they could easily roll the block and I would turn the block into a roller and give it a slight push and it would roll quite a distance with little effort. I told them about when I was a kid and a construction company put a lot of round large concrete pipe sections in my yard until they were able to install them a few months later. I quickly learned that while I could not move those giant pipes I could stand on top of them and walk on top of them and make them roll all over the yard:). So, YES, the Egyptians could have easily moved 10 ton stones all over the place much easier than imagined if they turned the blocks into rollers:). It was all about learning how to use simple machines.
Then I would point out that many people marveled at how level the pyramids were but then I remembered a study someone had done showing that there was a grid work of canals it looked like in the rock that is under the pyramid. They finally figured out that the Egyptians made these criss cross canals and filled them with water and then chipped away all the rock that was above the water line. That would make the surface perfectly flat:)
So, yes - I do NOT believe aliens were involved in building the pyramids and the Egyptians were pretty good problem solvers:).
Hi George.
Although I tend to find the documentary's theory of poured concrete and solar power more compelling, you are an exceptional educator. Here in the bowels of Japan Inc, from Jr. High onward, it is mostly old-school, top down, by-the-manual, standardized testing for rote memorization. Could use a few more like you.
Cheers.
Thank you - I always tried to combine several learning aspects in each class. This covered team work, problem solving, listening and following instructions, as well as physics. I really enjoyed working with the kids on this. I did all of this as a volunteer:)
Birds of a feather George! Glad to meet you.
I think you'd be interested in a little thread on this same post between Visceral Adventure and me.
Cheers!
As a masonry contractor I have some practical questions that are not answered in the documentary. It seems clear that none of the people putting forward these ideas have any real experience with the engineering required for this scale and type of construction. The portrayal is very simplistic and does not account for the reality of physics.
Where did all the wood come from? They must have gone through tens of thousands of wooden buckets every year, not to mention all the wood needed to make the possibly hundreds of thousands of wooden forms needed. And just how did they cut all that lumber to such precise angles and dimensions? With no saws(?) And just how did they fasten that lumber together to create the very large forms required? The documentary depicts nails or screws(?) And how did they keep the forms from bulging or blowing out due to the huge amount weight of the poured material? And what were the tools used to mine the limestone? The documentary depicts hoe-like tools with metal edges(?) Given the massive amount of material that had to mined, they must have gone through hundreds of thousands of mining tools. If the stones could not have been cut by copper tools, then why should we believe that copper tools were used to mine all the materials needed?
In my mind, until these practical questions get answered, were back to ground zero.
Personally, I like the answers I found in some ancient petroglyph's in the highlands of Mexico.
Yeah, and they had to remove a lot of earth. By hand and buckets, before the even started?
What were those answers?
Coming up in a post.
But are Egyptian men building the stones by pouring concrete and the presence of aliens in ancient times mutually exclusive? Admittedly, I still need to watch the video but this is a broader question. We don’t have to offload ancient human achievement to aliens all the time. But I can’t rule out entirely that there have been civilisations with advanced knowledge perhaps gifted by otherworldly presence. A lot of the art work around the world at that time echo similar aspects and beings that are depicted as gods across different cultures. There is a lot to uncover in the ancient civilisation space. Some of it easily debunked, some not so easily.
Of course, we’ve got more immediate problems and all of the above is only useful as to understanding how our reality is being steered now. Lots of MFM gorillas are leaning into the political sphere too. Which, entangled with the occultaverse, has strong manipulation power. To me, the question isn’t so much if woo woo and paranormal actually exist. Some could be valid, some manufactured. It’s how they’re being used to enslave humanity that we need to awaken to.
All the work you do to point the connection of intelligence mixed in with occult network mixed in child trafficking mixed in the banking cartel is the most important conversation as Moloch has layered the veil pretty thick. What you do create large shards in the fabric. And the pfuckers sure do sew up fast. Grateful for your unique ability to let the sunshine in.
Hi Visceral.
That Moloch as metaphor thing is apt. Three or four times now, I have watched the following discussion ... https://www.youtube.com/watch?v=KCSsKV5F4xc&t=4398s
Liv is sharp, but Daniel puts more into 20 seconds than most can require 20 minutes to understand.
Cheers
Thanks for the link, Steve. I’ll watch it!
My pleasure V.A.
Dense enough so that I will have to watch it again a few more times.
But worth the time.
After my first couple of times, I was able to pick only a very few places I could have added to the conversation, for example when Liv and Daniel struggled to find the opposite of Molochian zero-sum games. I had been using non-zero sum game strategy in the foreign language classroom here in Japan for decades. A conversational way to describe it would be 'collaborative task-based' games and activities.
I remember reading a study where ethnic tribal children (I think bushmen from South Africa) were plucked from their traditional upbringing and dropped into a public school setting typical of industrialized nations. The kids were dumbfounded, maybe traumatized, by the competitive nature of public schooling.
I'm just a country-boy at heart. 😊
Ha. That’s a nice observation. One of my twins decided to go try out public schools last year in sixth grade for the first time. He is now a total people pleaser. The arbitrary reward of a grade has become more important than the actual learning. His twin who decided to continue his autonomous learning ones things that he often teaches me. Maybe he isn’t the best at spelling or the best at arithmetic, but his critical thinking and problem solving skills are en pointe. Not to mention his lack of people pleasing. One day I’ll have to write a book on this unintended social experiment.
I’m a country boy at heart too. Lol. Girl, I mean.
Would love to hear more about your experience with that.
I'm helping a young married couple start up an alternative/supplemental school for kids from about 5 to 15, and on noticing that half of the students are their own kids, I remembered another study that might be relevant for home schooling in Japan or the U.S.
Again, from close-to-nature ethnic communities, the kids are often schooled by aunts and uncles living in another household. They psychology makes sense. Kids tend to be less likely to strictly attend to their own all-too-familiar parents. But a slightly distant relative has different levers of impact.
Thinking how this might apply to a back to home-schooling movement, I am wondering about the social dynamics of entrusting one's own kids to a trustworthy neighbor and vice-versa.
I guess if the community is tight, like the Amish, it would work. On the other hand, I remember reading that most childhood sexual molestation comes from people 'well known' by the family, if not the family itself. Bit of a sticky wicket there. Maybe collaborative group teaching / learning?
In urban environment, there are a lot more opportunities for groups who have opted out of institutional learning. There are often 2-3 adults in the room so less of a chance of abuse. Usually the parents rotate depending on their skill set. My twins are old enough enough now to follow their own interests in curriculum. I’m more of a guide and a resource than a teacher. I also watch for opportunities where I can take them on on adventures that can introduce them to new things or expand on an interest they already have. Now, these adventures are usually just with my eldest twin and the 4yo (who has entirely different needs, alas) and the other twin often misses out since he is stuck in school during the day and then has to do hours of homework which is a total soul suck. We’ll see if he sticks with it. He says he likes having friends and I get the feeling he’s the clown clown. He likes making people laugh. Good skill to have in life, imo. So, I’m a way be is learning social skills and how to win over a crowd. 🤷♀️
This book moulded my life and my views on child rearing. I was not as 'liberal' as the Deakins but I tried my best, and have no regrets.
I have read it a few times and was happy to find a paper copy of my own some years back.
You can read in 1 hour segments at the Internet Archive Lending Library (lots of good books, new and old) after creating a free user account.
"The children on the hill: one family's bold experiment with a new way of learning and growing" - Deakin, Michael, 1972
https://archive.org/details/childrenonhillon00deak
Thank you, can't wait to look into this. Did you know the Theosophical Society was originally going to be called the Egyptology Society? (Or something very close to that)
That is interesting and revealing. If I had seen it, it was too early in my reading to contexualize it well. Let me know if you have a good link.
This is straight off the Wikipedia page on Theosophy: "At a meeting of the Miracle Club in New York City on 7 September 1875, Blavatsky, Olcott, and Judge agreed to establish an organisation, with Charles Sotheran suggesting that they call it the Theosophical Society.[20] Prior to adopting the name "Theosophical", they had debated various potential names, among them the Egyptological Society, the Hermetic Society, and the Rosicrucian Society."
https://en.m.wikipedia.org/wiki/Theosophy
The concrete idea deserves more investigation - plausible, but probably easily disprovable if not easily provable. Then it starts rapidly converting into bollocks. They imply that being able to pour concrete that looks enough like natural stone to fool people explains the granite and other stone vases. Nope. Does it explain massive stones in actual quarries in Egypt or other places? Nope. If you knew how to pour concrete, would you bother pouring (!) or carving out massive stones in places which would require you to transport them? Then, some utter bullshit about a drop of water being exactly - not lus or minus a small percentage - 1 cm as a physical constant. Water's surface tension etc change so much you can _hear_ when the water in your tap or shower starts running hot. Just try the drop of water. I got 2cm+ on a plate, and it wasn't even circular to a casual glance. 1.5, cm on glass, 1.3 on steel, not vaguely circular either.
Mathew, I am really disappointed you think this is worth much.
After reading Graham Hancock I watched Ancient Aliens. I intentionally watched with the mindset of looking for lost human ingenuity, and ignored any of the alien theorizing. Despite the ridiculous premise of show, there is a ton of good content. It is almost as if the producers of the show knew the premise was stupid, but needed it as cover to present evidence that goes against mainstream archaeology on TV.
And they had great pumps to move liquids with. The Sekhem-mu Machine and the Disk of Prince Sabu. Interesting idea. Concrete and rock should be discernible with non-destructive tests.
https://theethicalskeptic.com/2023/12/18/hidden-in-plain-sight/
Humans were and are smart enough to build their own monumental structures!
I’m liking the "sO AliEnS!”.
I've definitely seen pictures of South American stonework that looks poured and spread like plaster.
Melting granite (produced over geological periods of time) and cooling it into blocks of granite that are indistinguishable from geological granite is a sticky point in this explanation. I watched but could not find an explanation for that. The other blocks used in the facade are better explained, the internal structures are better explained. But the granite? this is the bulk of the pyramids, I feel we are not there yet.
Ancient, mysterious, arquitecturally impressive remnants with rich historic legacy of dominion and influence, and of course, the very effective and universal symbols are all ready to be embraced by gnostic groups which wish to impress with profound origins and depth. Not surprising at all that Egypt and extraterrestrial respectability are claimed for sociopathic needs to power.
Bingo!
Kulangeta.
They are pretty evenly distributed here in Japan too.
I haven't watched the documentary but the concrete/geopolymer theory has always seemed like the most plausible and parsimonious explanation. With regards to the circumnavigation, if it happened it was likely the Phoenicians, as they had the most advanced shipbuilding in the world and were a trading empire. We know that their ships were capable of it and there is some evidence they at least rounded the tip of Africa.
There are some pictorial and I would suggest writing at a site near Duntroon in the South Island which is currently credited to the Ngai Tahu tribe of Maori which is bogus as they did not get to the South Island until the 18th C or later (originally a Hawkes Bay, North Island tribe). I have looked at the old photographs of it as it has since been degraded and the closest connection that I can see is with the old Icelandic alphabet.
Of course the Phoenicians could have been here earlier but I discount that as I don’t really think that they had the political power to do so. They were though a force in the Meditteranean, in what is now modern day Sicily, Corsica, south of France, Tunisia.
Solomon had the political power. He made an alliance with the Phoenicians who were master shipbuilders and sailors. 1 kings 9-10. It tells that it took “3 years” to sail around the earth and return, gathering, mining, etc., for Solomon. Precisely the time our history books say it took Magellan, millennia later.
Solomon is an invention of the Greeks. I’d suggest that he’s based on Solon (Sol[om]on). Not a king.
I’d suggest not using the Bible (old, new, Pentetuch, Torah, Tanakh etc etc) whatsoever as a source for history!.
Fascinating stuff, Mathew. I've been reading Gavin Menzies' books about Zheng He's fleet and their early 15th Century travels to both coasts of North and South America, Northern Australia, and elsewhere, and of the detailed maps they produced (they were highly advanced astronomers, the Chinese, and had solved both latitude and longitude). All the European explorers carried maps of the New World produced by the Chinese, and delivered to the Italian city states in 1434.