Master-E: Epic Space and Time Travel Into Parallel Dimensions: An Entanglement of Fantasy, Science Fiction and Physics

Power-hungry male government officials of eleven planets had created eleven black holes by imploding their planets and jettisoning ruling-class members to free zones created on the other sides of the black holes. By isolating themselves in these free zones, the officials believed they would obtain the power of creation. These arrogant men theorized that they could replace the Great Oneness, the life force of the E, and the vortex of energy known to all as the Ancient One, thus creating a New World Order. The officials found out, however, that the black holes were portals that allowed passage back into dimensions that were parallel to those that they destroyed. The officials theorized that they needed to destroy these parallel dimensions to attain ultimate power. A plot was therefore devised to implode planet Clarion and jettison its ruling-class members to a free zone on the other side of a twelfth black hole while simultaneously imploding the parallel dimensions associated with the eleven previously formed free zones. E-Masters, whose duty was to maintain balance in the universe, met to discuss the impending plot. The E-Masters were told that the Ancient One had placed an evolutionary leap of awareness within a boy named MZ, who was born in hiding on planet Clarion. The E-Masters recognized that MZ must develop mastership to avert universal disaster caused by the impending implosions of Clarion and the eleven black holes. E-Master Traveler Z was working to prepare MZ for his E-Master development and his escape from Clarion. It was hoped that instruction received at mystery temples and during his travels, along with guidance from Traveler Z, would allow MZ to pass tests of Master-E and attain mastership before it was too late.

The roof of A. E. Beck's temple is the sky The writer is an avid researcher of spiritual and scientific accomplishments of ancient and contemporary people of earth. Sumerians populated city-states around the Lower Tigris and Euphrates rivers as early as 5000 BCE. Sumerians said the primeval sea was the source of creation. Heaven, earth, and planets were suspended within a gaseous atmosphere. This early society created the first known cuneiform written language. Sumerians introduced mathematics, astronomy, and architecture, inspiring the Babylonians to develop the base numerical system and geometry. Greek mystic and mathematician, Pythagoras, in 500 BCE, influenced society with his Pythagorean theorem and Pythagorean School. Early Greeks identified a tiny "uncuttable" material that formed the heavens. They named this material atoms, and determined that matter was composed of atoms. Modern physics defines atoms as being made of electrons and quarks. A quark is described as tiny loops of vibrating energy strings. The source of scientific principles can be traced back to early philosophers of spiritual societies. Physicists in the 1930's began to view rays of light as forming waves that spread out in all directions. Current theories involve expansion of space-time. This is different from teachings of Tibetan monks, who define space using a diametrically opposed space-time paradigm. The monks see modern physicists' view of an electron as one point in space as flawed. They concur with a 1930's Nobel laureate's statement that characteristics of electrons are wave-like. Physicists define space as having a positive charge. The monks say space is nothingness, which is negative. The monks teach that true reality is outside space-time, where the journey of individual souls to realize god is found.