The YAD of the CHILDREN: III

The other item in the book was the YAD and the simple explanation found in the palm was the only clue to its decipherment. Actually, in the YAD, there are four variations of this code, each referring to a different type of information.

The first tells the reader to ignore Genesis by the simply removing January from the list of the months, and repeating the message lower down that one should begin with Nisan (Springtime? the time of the Exodus).

A second message is a bit obtuse: that “. . . you will find the beauty of splendor and also its wonder. . . ” This phrase, as previously explained, is found in modern Chinese sign language as: “ . . . the bud of perplexity becomes the flower of Intelligence. . . . ” Such a modern concept would not made much sense, unless it originated during a period of European oppression. Since it is part of a signing language, there are no records of such manual dexterity in China (even though it is a necessity even today, where there are so many variations of the spoken language, which, when written, is called Mandarin.)

The only other author who confirms the Chinese source of such information is a later artist, Leonardo da Vinci. He took a simple geometry problem and drew on reams of paper, the well known but futile attempt, to make the squaring of a circle understood with Logic, the new mind game of the Middle Ages and of the Renaissance. Since his time, no one has ever been able to solve what he believed was impossible: to square the circle. Or did he know it was possible?

He included with his signature, a rebus of a square within a square. It has been thought that he was telling the world that he would eventually solve the dilemma he created on paper. (after death?). However, a square within a square is both a Chinese and Japanese ideogram that is the character for” Muslim.” And sure enough, the problem that da Vinci created on paper is found in these two countries.

Simple geometry was just another exercise discovered during the Middle Ages. Greek books were brought into Europe with "new" kinds of information, one of which was the discipline of Geometry. The problem of a squared circle is simplistic and childish. In mathematics, it has no practical application. In myth, it has but one purpose and one purpose only: to verify that the world was created. 360 x 360 or (360) 2 = 129,600. It is the only way to square a circle. The resultant is a globe. The Chinese myth is found in the book The Journey to the West (or How Religion Crossed the Sea.) This story is repeated in every Asiatic country in song and in dance. It is to be remembered and never forgotten.

With this sort of a background, even though it is eclectic, the YAD is fairly simple to understand. It was designed as an exercise of anti-logic. The greatest philosophers in the Christian world could NOT decipher it. They used every logical concept they knew but it was not to be read.

Yet the text of the YAD reads ". . . a small child leading them (in) everything that should be known. . . . ”

In learning their letters and words, children tend to write the reverse of what they see. Or they connect lines where there are no connections, or they just plain misspell a word not familiar to them. When this childish process occurs, the poem within the 28 units of the fingers is drastically changed. It tells an amazing story, still connected to the original, yet a flagrant version of it.

The last clue to reading the YAD is the information found above each of the fingers. When it says the “longest day”, the word above says WINTER; the shortest day has the word SUMMER above it. Both are obvious errors since the winter months have short days and the summer months have short nights. Without January, one would only read the second notation (the season), not the first (the finger name). Then, by using the same season designated in the thumb, one would read the numbered passages in the Torah. (i.e. Over the fourth finger (chapter of Exodus, not Genesis), one would read 11,21,31, not 1 and 6, as indicated by the finger notations. The learning process of the children still must be remembered. 21 and 31 can then be changed to 12 and 13.

Since the passage, found in this manner, includes a reference to a "Hand" and God's ability to make the deaf hear, and the dumb speak, it should be the correct section.

The rest of the code reads in the manner that the history of the Jews is taught in schools, across the chapters.(not down each column) and leads the reader to the place of origin: the location of Jerusalem. Not the city that Frederick bargained for with the Saracens (Musselmen), but the city that could never be destroyed.

The code of the children, was created by the teachers of children. It was a cipher that defied the game of logic because of its simplicity. Few philosphers, experts in Logic and other forms of persuassion would deign to play with or even read about the games of children. Children have always been the hope of the future. Go to THE YAD of the CHILDREN: IV