A Huge Part of History is Missing!!

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posted on Jul, 7 2010 @ 04:38 PM
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reply to post by QuantumDeath
 


Please send as much information you have as possible to this site, with links, I would love to see and research it.




posted on Jul, 7 2010 @ 04:39 PM
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reply to post by dreamwalker74
 


Good topic, I have an issue with what the public schools are teaching kids these days.

I myself am young, and have no children [yet] - however I do have a younger brother still in school and it's odd the things they tell him...

Along with what you have mentioned in the OP, I have found that they are teaching wrong information in history books (since the books are so old, and even if they're new they tend to keep in what I would call dis-info). Also the propaganda they spew out at children in school is just ridiculously saddening to me... the things they told my little brother about drugs in school were almost as bad as sitting down a child and making them watch "Reefer Madness" (alright not that bad, but still things that I very much know better about).

I study pharmacology and know a lot about drugs and what they do to the human brain, and considering I've self taught almost all of this to myself I just hope that other children growing up decide to do their own research.

I remember being in 6th grade and we started the D.A.R.E program (for anyone who doesn't know what it is, it's basically classes taught by a cop explaining how bad drugs are etc...). The cop asked what DXM is, and I raised my hand and answered it with probably more knowledge than the cop had at the time. Alarm bells went off in this cops head and he immediately started asking me how I knew this stuff. Well it was because I did my own research and didn't follow the whole thing about drugs putting holes in your brain and stuff (which by the way is DEFINITELY not true, and the specific test on ecstasy [MDMA] that showed 'holes' in the brain was proven to be a hoax later on).

Anyway don't mean to get off topic so I'll stop there. These things just erk me that's all... I do know when I have children I will have to help shape them with knowledge from my own mind rather than just the crap they teach them in school.



posted on Jul, 7 2010 @ 04:40 PM
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reply to post by RMFX1
 

Yes it would be nitpicking. But I didn't say that. His system was unrelated to later technologies.



posted on Jul, 7 2010 @ 04:41 PM
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Funny thing is no invention solely belongs to any one person. Everything is built upon from tinkering with other things others have worked on. It is this way as well in the Extra-terrestrial species


Hard to think that nothing from any of us is original just enhanced and rearranged.



posted on Jul, 7 2010 @ 04:44 PM
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reply to post by RMFX1
 


Don'tknow if you have ever heard this theory. Everybody has two parents, 4 grandparents, 8 greatgrandparents, 16 great great grandparents. The problem being by the time you reach the 35th generation, you are talking about more people than have ever lived or died on this planet. Still trying to figure this one out.



posted on Jul, 7 2010 @ 04:51 PM
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OP . . . It's great that you posted these "test" results that originated from a conversation with these individuals. I'd be interested to see what the results had been between the three of you had the topic been U.S. government. LOL I wish more people gave topics like this as much thought as you have.

I agree that with at the rate technology seems to be advancing these days, there many inventors that go unrecognized. However, I think the OP has a point with respect to these three inventions specifically. Maybe I'm just becoming senile, but I don't really recall these inventions being taught at any level that would warrant me remembering who is to be credited with their existence.

In my opinion, the level of significance given to advancement in technology is almost ridiculous. Much of the techno stuff sold in stores now is nothing but needless junk, like MP3 players, video games, and things of that ilk. They don't do anything but keep us distracted from each other and isolate us in our own little worlds if we let them.

By the time the year 2020 rolls around we'll probably be comatose zombies with drool running down our chin. We'll be sitting there typing in the abbreviated "chat speak" about why it's taking science so long to figure out how to create an invention to feed us and take out our trash so we don't have to do it.



posted on Jul, 7 2010 @ 04:55 PM
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Well,the thread title is a bit of a misnomer.

Actually you mean American history not history of the world.

It is not missing just not taught anymore in school text books.

It is still there a person just has to dig for it to find it.

They are not teaching anything useful in schools anymore it has become political and socialized.

I had a conversation with my 23 year old daughter recently and mentioned there were 3 states that were their own countries before becoming part of the U.S.

She had no clue,to what I was talking about.

Most Americans do not either.

History is being re-written all the time to fit the agenda of the time and moment.



posted on Jul, 7 2010 @ 04:56 PM
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reply to post by dreamwalker74
 


The 35th generation ?


Now that's an interesting thought ?


When discoveries are made, the situation has been quite often, an unforeseen result or even by accident.

Does this count for inventions as well ? Or are inventions always the result of a discovery.
I would not invent something if I did not see the need and/or use of it.



posted on Jul, 7 2010 @ 04:57 PM
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reply to post by butcherguy
 


Stars and flags for a great post, first off! Now comes the critique, which you had to be expecting after "first off"! I teach US History at the university level, and I agree that textbooks and teachers have obscured as much as they illuminate in trying bring knowledge to our students. I am a fairly outspoken critic of peers here and often to their faces, so I don't feel like I'm engaging in any kind of criticism I wouldn't tell to them directly. We do a crappy job often and that's almost an impossible thing to fix in the large time spans we are supposed to cover in sixteen short weeks. All I can do, or feel I can do is to tell me students that in every class they take they are going to get an individual teacher's take on what's important and why, so you have to go beyond the classroom or to other academics to piece together anything you remotely wish was "objective truth." We begin to construct our "bias" at the point we put together the reading for a class and what lectures you'll get. That's unavoidable, just to get maybe 30 lectures on 150 years of history into a "second half" of US History class.

Second, it's not always important who actually invented what unless there is some kind of attempt (and don't get me wrong, I think there's been many) of textbooks to obscure the identity of the inventor. Then you have to ask "why?" In the case of Edison, for instance, he got the contracts for electricity, but he got his ideas from Tesla and screwed him in the process.

But my main point is that what's even more important most of the time, is what was the impact of the invention. The cotton gin, for instance, made it possible to use less slaves to pick the seeds our of cotton at harvest time, and thus freed more to be sold west to new cotton growers in Texas and Arkansas, etc. and resulted in a whole scale break up of black families who had up until the invention of the Cotton Gin, been largely allowed to function as families on single plantations for generation, even though their marriages were not recognized any more after the 1700s. It was a period where the mother became the matriarch of the African American family and black patriarchy has never reasserted itself since, thus absentee fathers.

Now, don't get too involved in that issue; I'm not saying the patriarchy is natural or preferable or anything else, just that the Cotton Gin was important for economic reasons, but destroyed the two-parent tradition in the African American family and that it hasn't recovered from that five generations down the road from slavery.

So yes, we should cover more on inventors and I do more than most, since my American History classes include more than most on the history of science, but it's always a tough issue to decide what to cover or not cover and a lot of this gets left out simply because you have to pick and choose what to emphasize and why.



posted on Jul, 7 2010 @ 04:58 PM
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reply to post by NightGypsy
 


Dear NightGypsy, Great reply, and I promise you if in 20 years I am one of those "drooling zombies", I will be doing my darndest to figure out the chemical composition of the drool, so I can tell you all the results.



posted on Jul, 7 2010 @ 05:01 PM
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I haven't read through all of these pages, but I think that unlike some of the more "taught" inventions...the origins of many of today's conveniences are more debatable and fed off of multiple efforts, so hard to point to one and say, "That's the guy who invented this!"....

But I do agree, we need to add the information about how these devices came about, into the history books. Excellent observation.



posted on Jul, 7 2010 @ 05:01 PM
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reply to post by Oneolddude
 


Hi

Will you please tell which states ?

I never heard that before



posted on Jul, 7 2010 @ 05:03 PM
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reply to post by ghostpigeon
 


Only three question: As a modern day educator, how much freedom do you actually have to teach? Secondly, how much do you stretch those boundries for the sake of the children you do educate? Third, what would you change?



posted on Jul, 7 2010 @ 05:04 PM
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If you take a class in media you learn about the invention of the tv. Anything they dont teach you can find online. People learn about the cotton gin in relation to slavery in the south, you also don't learn about who invented the dishwasher in school, or the electric lint remover. I dont know why people have to hype up their thread titles. A missing part of history holy crap! Where what time haven't we covered? Just cuz you werent taught it, doesnt mean its a missing part of history.



posted on Jul, 7 2010 @ 05:09 PM
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The inventions the OP mentioned (except maybe the microchip, but even then in a way it is) are credited in part to Nikola Tesla, which may be why modern public schooling doesn't teach it. The big energy companies don't want Tesla, his patents, and his humanitarian energy ideas to be well known.

Tesla should be incredibly popular in science books but isn't... instead, Edison is ... and Marconi ...

Nikola Tesla. If you don't know, do a few searches on the internet (google, wiki, youtube) or get a book from the library. If it wasn't for Tesla, I would have never even stumbled upon these forums. I wouldn't even have a clue about the NWO.

[edit on 7-7-2010 by againuntodust]



posted on Jul, 7 2010 @ 05:10 PM
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I suspect far more fundamental inventions have an affect on all our lives. It started with the industrial revolution predominantly in Britain, hence:

Steam engine - James Watt
This drove all the machines for over a hundred years and brought us into the 20th century
Railways - Richard Trevithick
This started the mass transport of material and people, prior to this it was horses
Road Vehicle - Richard Trevithick (what a guy)
First demonstrable self power road vehicle..... the car!
Safety Lamp - Sir Humphry Davy
Allowed coal to be mined far more safely and thus fuel the above two!

By the way. The first television (transmission of images) was invented by a scot John Logie Baird in the 1920's. He also transmitted colour images back then and recorded them!!!!!!!! However he used a mechanical wheel to create the "pixels" whereas the first electronic version was invented by a hungarian Kalman Tihanyi.



posted on Jul, 7 2010 @ 05:11 PM
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reply to post by dreamwalker74
 


Sure thing. Here's the documentary on the technology that was recovered from the crash.

www.youtube.com...

I've got the two other links about the Sick Pursuit of AntiMatter and Nano bombs.

articles.sfgate.com...

If you read it, you see where it explains it being a "Clean Bomb". Man, How sick do these people get? We're going green, so we got to find a way to kill mass amounts of people, THE CLEAN WAY!

look at this sentence written.

The real excitement, though, is this: If electrons or protons collide with their antimatter counterparts, they annihilate each other. In so doing, they unleash more energy than any other known energy source, even thermonuclear bombs.

What kind of Twisted Piece of S*** calls this a real excitement? Damn. I've lost all respect for my race.

Here's the one on Nano-Bombs.

www.indiadaily.com...

Yet, they are making a weapon of a technology that is and can be HIGHLY DANGEROUS. Meaning, it can pose a threat to EVERYONE and EVERYTHING.

They even say themselves. "Fourth, the most dangerous Nano-application use for military purposes is the Nano-bomb that contain engineered self multiplying deadly viruses that can continue to wipe out a community, country or even a civilization."

Why do they continue to produce this then? Do we have some sort of death-wish?

We would be better off if we just accept that we are NOT ready for foreign technologies, and just leave it the hell alone so we can self evolve at our own pace.

[edit on 7-7-2010 by QuantumDeath]

[edit on 7-7-2010 by QuantumDeath]



posted on Jul, 7 2010 @ 05:24 PM
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Originally posted by dreamwalker74
I believe in standardized testing nation wide.


Then you have the problem of the kids only being taught how to pass the test, not how to use the information.

I graduated high school in 2008. One of the requirements for me to graduate was to pass several TAKS tests. The tests actually started in the 3rd grade, but if you failed one of them, you would still be allowed to move up a grade. For the tests your Junior year, there was Math (mainly Geometry), Science (mainly Biology), English, and History (mainly American history). If you didn't pass one of the tests, you had to retake it and the class that went with it (like if you failed Science, you had to take a Science) until you passed the test. Only then could you graduate. It was kind of sad, though, because most of the learning kind of stopped for you Senior (12th) year, unless you where in an advanced class.

I had many teachers that tried to teach the class how to use the information, not just how to take the test. At the end of the day, though, they were stuck with teaching us just practice questions (that were questions from past tests) because there wasn't enough time in the year. I had several teachers openly complain to the class how much they hated TAKS, because they could never actually teach us anything. By the time of Junior year, most of the kids didn't give a damn about actually learning, they just wanted to know the answers to the questions so they could barely pass and graduate. We were all so used to learning how to pass those tests that nothing else really mattered.

Then you also have the issue of how some people cannot take a test and pass it to save their life. With the exception of history, I'm one of them. I could know the information front, back, and million miles to Mars and still not even come close to passing the test.

I think that standardized testing might work if used correctly. But with how the educational system in the US is set up right now, that will never happen.



posted on Jul, 7 2010 @ 05:28 PM
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Finally someone is figuring out whats going on.
Back when women didn't have rights, thier husbands (and family) would keep them under-educated, to keep them simple minded and stupid, easy to minipulate.

It's a very easy process if you want quick control of a stupfied nation. Especially if they are raised thinking its normal.

This tactic, although brilliant if you want control, ulitmatily destory nations, you midaswell have a hive mind and a queen controlling all the drones, much like a colony of insects.



posted on Jul, 7 2010 @ 05:28 PM
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reply to post by dreamwalker74
 


I graduated in 2008, and we weren't taught any of that.

I think more teachers might try to teach some of that information if they had the time. I know with just about every history class I've been in (including college), the beginning of whatever era they are talking about (say, the beginning of American history) is always emphasized because they have the time. By the end of the year, though, they run out of time, so anything current is kind of left out.






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