Society for History Education

Chariots of the Gods? And All That: Pseudo-History in the Classroom

Author(s): H. E. Legrand and Wayne E. Boese
Source: The History Teacher, Vol. 8, No. 3 (May, 1975), pp. 359-370
Published by: Society for History Education
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Chariots of the Gods? and All That:
Pseudo-History in the Classroom
H. E. LEGRAND
WAYNE E. BOESE
Virginia Polytechnic Institute and State University

ARE WE descendants of ancient astronauts? Was the flaming

chariot of Ezekiel really a flying saucer? Were the pyramids of Egypt
landing markers for visitors from another planet? Was the manna given
to Moses and his people part of a comet which later became the planet
Venus? Did the ancient Babylonians have electric lights? Such
provocative and bizarre questions have captured the imagination of
millions and evoked the hostility of scholars. Many students, from art
to zoology, from English to electrical engineering, are quite receptive to
the interpretations and methods of pseudo-scholars who espouse such
ideas. This is, moreover, a phenomenon which extends to all levels of
higher education, as is made clear by the fact that week after week one
or another book endorsing such strange views is near the top of the
"What Students Are Reading" popularity chart published by the

The authors are both Assistant Professors at Virginia Polytechnic Institute and State
University, Mr. LeGrand specializing in the history of science and Mr. Boese in ancient
history. Mr. LeGrand received his Ph.D. in the history of science from the University of
Wisconsin and has published articles in Isis, Annals of Science, Ambix, and Organon. He
is currently on leave to serve as Visiting Lecturer at the University of Melbourne,
Australia. Mr. Boese, who formerly taught history and German at Washington Senior
High School in Sioux Falls, South Dakota, received his Ph.D. from the University of
Washington in 1973. He has published articles on ancient slavery and the teaching of
ancient history in Context and the South Dakota Social Science Association Journal.

359

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360 PSEUDO-HISTORY

Chronicle of Higher Education. Popularity of the subject matter alone,

however, is not a sufficient justification for a course; otherwise, courses
on football, beer-drinking, and sex would be offered at most
universities.

The popularity of strange views of the past is directly tied to

certain academic concerns. Both students and the general public are for
the most part unfamiliar with the methodology used by the historian
and the archaeologist in sweeping away the dust and cobwebs from the
picture of man's slow ascent from barbarism. It is easy to ridicule, as
pseudo-scholars often do, the efforts of an archaeologist who may spend
his life establishing a chronology of Babylonian pottery or those of an
historian announcing the fifteen-thousandth different interpretation of
the fall of the Roman Empire. Their efforts and achievements are not
glamorous and their conclusions, couched in the dry and cautious
language of scholars, rarely are noticed by the layman. It is not so
surprising, then, that students do not seek exposure to these disciplines.
This is most unfortunate, for these men have collected the pieces of the
mosaic of our past and have established rules for fitting the pieces
together. The first rule is to base one's interpretation of past events on
as broad a base of facts as possible. The scholar must above all be sure
of his facts and avoid selecting only those that somehow fit his own
preconceptions and pet theories. To ignore evidence against one's view,
to change the facts rather than the interpretation, to gloss over
difficulties or inconsistencies is to forfeit one's reputation. Because this
painstaking method is followed, historians and archaeologists have a
well-founded aversion to filling in gaps in their evidence through sheer
guesswork, since they recognize that complex questions and events
often require complex answers and analyses. As a result, there remain
many apparent "puzzles" or "mysteries" about the past. In some
instances there is no evidence; in others, the evidence as to why certain
events transpired is ambiguous. In these cases, scholars rely on
"might," "possibly," "perhaps," and "could have" instead of "must,"
"had to," "did," and "because."

Just as historical novels are more popular and thus more

instrumental in the shaping of the general public's conception of the
past than the scholarly tomes on which they are based, so are the
presentations of Erich von Daniken and others of the same persuasion.
These "strange views" offer fancy in the guise of fact decked out in all
the gaudy finery of pseudo-scholarship. They ignore counter-evidence
and casually dismiss the work of professionals in order to provide one
solution to every difficulty, one culprit for every "mystery," one answer,
whether spaceman or comet, to every question. Pseudo-scholars cite

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THE HISTORY TEACHER 361

obscure (and often out-dated) sources, compiling hundreds of "facts" of

dubious accuracy or relevance which are then trimmed and planed and
forced into a preconceived pattern.

The best known radical interpretations are those of Immanuel

Velikovsky and Erich von Daniken. Velikovsky in the 1950's ignited a
controversy with geologists and astrophysicists which still burns today.
Indeed, one of the more popular sessions of the 1974 American
Association for the Advancement of Science meeting in San Francisco
was a formal debate between Velikovsky and his scientist-critics.
Velikovsky, a student of biology, medicine, rabbinical literature, and
numerous other subjects, argues that the planet Venus was actually a
"comet" expelled from Saturn. This comet passed close to the earth
about 1500 B.C. and for a period of about fifty years greatly perturbed
the earth. These events coincide, he claims, with the Exodus of the
Hebrews from Egypt. Velikovsky then attributes the plagues, the
parting of the Red Sea, the manna from heaven, the pillar of cloud by
day and fire by night, the destruction of Jericho, and a host of other
miraculous happenings described in the Old Testament and in the
folklore of other peoples to the comet and its presumed electrical,
gravitational, and other influences upon the earth. Although an
overwhelming majority of scientists and Biblical scholars rejected
Velikovsky's ideas when they were first presented-and continue to do
so today-his "strange view of the past" has attracted a vocal group of
followers.

Erich von Daniken is the most successful and publicized ad-

vocate of radical interpretations of the past. He has achieved the
best-seller list with worldwide sales of some 25,000,000 copies of his
books, has appeared on the "Johnny Carson Show," has inspired a
movie and two television shows, and has achieved the ultimate
distinction of an interview in Playboy. Although his views are in many
ways less consistent and scholarly than Velikovsky's, they are by far the
more spectacular. He asserts that the earth was visited numerous times
in the distant past by extraterrestrials, that the pyramids and many
impressive megalithic ruins (megalith="huge stone") such as
Stonehenge and those on Easter Island were either constructed or
inspired by them, and that man himself may be the result of
inbreeding with or genetic experiments on the ancestors of homo
sapiens. In other words, from the perspective of von Daniken, all
"mysteries" of the past are solved, the origin of all religions is clarified,
and the inspiration for much of ancient art, architecture, and
mythology is revealed by referring to visitors from outer space.

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362 PSEUDO-HISTORY

As teachers of the history of science and ancient history, we

frequently found ourselves engaged in discussions with students
concerning the validity of these strange views of the past. Too often
these students took the position that virtually any interpretation which
appears in print or on television is essentially correct. Because of this
attitude, we decided to design a course dealing with a broad range of
interpretations of ancient history. We classified these interpretations
under three major headings: orthodox, neo-orthodox, and radical. We
subdivided the "radical" category into "supercivilizationist" and
"interventionist." Our primary objectives for the course were the
following: first, to familiarize students with accepted historical and
archaeological interpretations and methodology; second, to have the
students examine a broad variety of radical interpretations in greater
depth; and, third, to teach students to evaluate conflicting
interpretations of the same body of evidence and to approach
explanations of man's past with less subjectivity and naivete.
To determine the effectiveness of this course in modifying student
attitudes toward such types of "pop" history we utilized the following
procedure. On the first day of class we made explicit our own biases
toward this body of material: we were highly skeptical of the more
radical views; yet, at the same time we acknowledged the occasional
gaps in the evidence and conflicting interpretations offered by the
orthodox school. We then obtained from each student a statement of his
opinion of the better known radical views, intending to compare it with
his opinion at the end of the quarter.
In the next few classes we introduced the students to the orthodox
interpretations, with particular emphasis on ancient science and
technology. As part of the presentation, we included an analysis of the
methodology central to the development of the conventional picture of
the historical and archaeological past. For the remainder of the quarter,
the class compared the traditional with the various heterodox accounts.
We began with the "neo-orthodox" ideas of Gerald Hawkins on
Stonehenge. He determined with a computer that the stones of this
ancient structure were so aligned that they could serve as a calendar for
the prediction of lunar eclipses and other solar and lunar phenomena.
Hawkins does not assume that extraterrestrial visitors or a
supercivilization such as Atlantis were necessary for the construction of
such an edifice. Rather, he makes the startling yet conservative
assumption that the prehistoric Britons who built it were as
intelligent-though not as educated nor as technologically
sophisticated-as modern man.
We then considered interpretations which could be categorized as
either supercivilizationist or interventionist. The supercivilization

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THE HISTORY TEACHER 363

school of thought holds that the myths of the past obscure all but a few
traces of highly advanced cultures which were responsible for apparent
similarities in the mythology and monuments of peoples scattered
throughout the world. The story of Atlantis, recounted by Plato, was
used by Ignatius Donnelly as a means of explaining similarities between
Old and New World civilizations. The success of his writings in the late
nineteenth century continues to spawn numerous imitations, markedly
inferior to Donnelly but nonetheless very popular, such as Mu and
Lemuria, two "lost worlds" in the Pacific.
Interventionists, on the other hand, claim that much of the same
evidence cited by supercivilizationists points to extraterrestrial
visitations. Such works as those of von Daniken, Jessup's UFO's and
the Bible, Tomas' We Are Not the First, and Dione's God Drives a
Flying Saucer all share a common outlook. According to them, ancient
man's achievements in technology, much of his mythology and his
artistic and architectural inspirations, and even his religious views are a
product of his contact with beings from other worlds. The
interventionists do, however, offer varying answers to the questions
why, how often, when, and from where these visitors came. Moreover,
they differ in the evidence cited and the specific interpretations of that
evidence.
The final radical view studied in class was that of Immanuel
Velikovsky. He selects his evidence to fit his preconception that the Old
Testament is a true account of geological events rather than of God's
direct action. Essentially, he also advocates an interventionist
interpretation, but the intervening force for him is a comet. At first
glance, his claims appear to be based on a solid foundation of research
and documentation. He cites a wealth of sources including early
twentieth-century German works on Babylonian astronomy, C. E.
Brasseur de Bourbourg's nineteenth-century translations of Mayan
documents, numerous scientific articles and monographs, Egyptian
papyri, rabbinical literature, and the Old Testament. Indeed, it is
understandable why the average reader would be overawed by the
prodigious "scholarship" of Velikovsky.
This enormous range of interpretations, from the outrageous to the
orthodox, was presented using a variety of techniques. The standard
and the more significant radical explanations of ancient history were
imparted by lectures, class discussions, video-tapes, films, and
extensive assigned reading. Less familiar views, such as Robert Dione's
whimsical theory that God and his angels are really rocket pilots
superintending a laboratory experiment, i.e., man, were the subjects of
multimedia presentations by students. Among the highlights of the
course were two debates by student panels, one on the "Velikovsky
Affair" and the other on assessment of the value of radical views of the

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364 PSEUDO-HISTORY

past. Both of these debates generated considerable interest and, in

both, the student participants exhibited an increased appreciation of
the problems and pitfalls of interpreting the evidence bearing on man's
ancient past.
Throughout the course, we emphasized the relationship between
the evidence and the diverse interpretations. This evidence includes
artifacts, ruins, inscriptions, coins, petroglyphs (drawings on rocks),
legends, myths, ancient writings, and an assortment of man-made and
natural curiosities. The scholar, when confronted with this mountain of
evidence, thinks: "There are numerous possible explanations. Which
one best agrees with all the evidence?" The typical pseudo-scholar
thinks: "I have an explanation. It may be bizarre, but it is possible,
therefore as good as or better than any other. What bits of evidence can
I select to justify it?" This difference in the usage of evidence by the
scholar and the pseudo-scholar was clearly illustrated in class by
specific examples. A comparison of the traditional and radical
explanations of the building of the Great Pyramid is a case in point.
The Great Pyramid, constructed during the first half of the twenty-
sixth century B.C. beside the Nile near Giza, is a stunning engineering
achievement. It was originally 481.4 feet high, the almost perfectly
square base covers over 13 acres, and it is the focal point of an elaborate
complex of buildings. Because of its dimensions, it has been an
enduring cause of speculation as to how and why it was constructed.
Almost every "strange view" includes some discussion of its function: a
space travel center for ancient astronauts, a shelter from cosmic rays, a
focusing device for an as yet undiscovered form of energy, a repository
for mathematical, astronomical, and geographical truths, or some
combination of these.
Von Daniken cavalierly dismisses the view held by the scholars
that the pyramid was merely a grandiose tomb for the pharaoh Cheops
(Khufu) and claims it as evidence for ancient man's contact with
extraterrestrials. What is the nature of his argument? He claims in
Chariots of the Gods? that the Egyptian civilization linked with the
Great Pyramid appeared suddenly and without transition. The
structure is a "genuine miracle in a country that is suddenly capable of
such achievements without recognizable prehistory." Why is it built on
the rocky terrain near Giza? It is a mystery; he says there is no
"common-sense" explanation. How was it built? He provides no
detailed account of his own but rejects the traditional theory that it was
built by thousands of laborers working with crude instruments over a
period of some twenty years. According to von Daniken, the Egyptians
had no technique to quarry and dress the 2,600,000 stone blocks; no
ropes and no wooden rollers to haul these 12-ton blocks to the site and

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THE HISTORY TEACHER 365

lift them into place; no way to fit them together to the nearest .001 of
an inch; neither grain nor housing for the several hundred thousand
workers involved; and no reason for undertaking the project if the
orthodox view be true except for "the whim of an eccentric king."
Therefore, for von Daniken, though he nowhere states precisely what
purpose he believes the Great Pyramid served, it could not have been
built by the ancient Egyptians. The mystery can be solved only through
an appeal to heaven, or, more accurately, to outer space.

Archaeologists, Egyptologists, and historians take a very different

view from that of von Daniken. It is conceivable that the Great Pyramid
was built by or for "saucer-men" but the evidence cited by von Daniken
is but a smattering of the vast fund of knowledge amassed by scholars
and, moreover, much of the "evidence" he cites is simply wrong. The
explanation most in accord with all the evidence is that the Great
Pyramid was both a tomb and the center of a complex of religious
buildings. By way of introduction, artifacts and other remains clearly
establish the gradual development of a farming culture from about 5500
B.C., almost three millenia before the Great Pyramid was built.
Moreover, the Great Pyramid is by no means unique; it is the
culmination of a burial practice dating back to the Stepped Pyramid of
Soser a hundred years earlier, and even back to the mastabas (oblong
tombs with sloping sides) some five hundred years earlier. There is no
mystery about the "sudden" flourishing of Egyptian culture, if by
sudden one means "occurring over a period of 3000 years" (a period of
time equal to that between David, King of Israel, and our own era).
Is the location of the Great Pyramid a mystery? The rocky terrain,
as any engineer would point out, is desirable for the substratum of an
edifice estimated to weigh 6,000,000 tons. Further, the site itself
provided the bulk of the rock for the interior of the pyramid, thus easing
the problem of transport. Additional considerations in selecting the site
might well have been the proximity to both the then capital city of
Memphis (some 17 miles distant) and the Nile. During the season of the
Nile flood, the distance from the bank to the pyramid was only about
1500 feet. Thus, building materials and other supplies shipped to the
site would have to be hauled overland only a short distance. Finally,
there is an outcropping of rock which was incorporated into the
pyramid, saving considerable labor and material. To the scholar, these
practical considerations provide a common-sense explanation for the
choice of site.
Are scholars truly incapable of explaining how the Great Pyramid
was built? There is in fact a sizable body of evidence bearing on this
point, although scholars are not in complete agreement on every detail.
There is ample both literary and archaeological, that the
evidence,

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366 PSEUDO-HISTORY

Egyptians could quarry and dress soft stone, such as the limestone
facing of the pyramid, with the copper saws and other tools then in use
and the harder types of stone with heat and metal wedges followed by
"bashing" and polishing with stone such as dolorite. These
approximately 2,300,000 blocks (not 2,600,000) with an average weight
of 21/2 tons (not 12 tons) could each be moved with ropes and wooden
sledges (as depicted in tomb paintings) by ten men the short distance
from the Nile or the local quarry. These blocks could then be moved up
earthen ramps (described in numerous Egyptian texts and indeed
partially preserved at the Meidum pyramid) and emplaced.
Incidentally, the blocks are fitted together with precision only in the
case of the limestone sheathing and then with an average gap of .02 inch
(not .001 inch). As for the work force, a permanent cadre of 4000 men
(housed in the huts excavated in the last century) assisted by a 100,000-
man levy (not several hundred thousand) of laborers (fed by the grain of
the Nile Valley which later sustained all of Egypt as well as 250,000
Romans) could have completed the construction of the Great Pyramid
in twenty years.
Scholars readily admit that there are unanswered questions about
the pyramids, including the Great Pyramid, such as how the four-sided
pyramidal shape came to be chosen. For them, however, there is no
great mystery about where or how the pyramids were built-provided
all the evidence is considered. As for the purpose or function of the
pyramids, a matter virtually ignored by von Daniken, there is a mass of
evidence, ranging from ancient texts and inscriptions to recent
archaeological excavations, all according with the view that the
pyramids were royal tombs and centers of religious rites. One may
claim that the Great Pyramid was a landing beacon for spacecraft, but
only at the cost of ignoring the enormous body of evidence that points to
the tomb theory and indeed, in some cases, of misrepresenting or
misunderstanding that evidence as seen above.
It is quite true that there are other constructions of ancient man
that are not as fully understood by scholars. The cryptic lines on the
Plain of Nasca in South America are claimed to be a landing field for
spacecraft, a route map for ancient aircraft, fertility symbols, or an aid
to predicting astronomical events. Scholars do not agree on one
explanation of these lines because the evidence is insufficient and too
ambiguous. It might be well to point out, however, that the pyramids
have been studied for centuries, whereas the lines at Nasca only came
to the attention of scholars a few decades ago. Perhaps with further
study, this "mystery," too, will be solved without recourse to some deus
ex machina such as a visitor from another planet.
This manner of misusing, or even fabricating, evidence is relatively

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THE HISTORY TEACHER 367

easy to expose in class. A much greater challenge is presented by the

author who relies upon citations of obscure or outdated authorities,
mistranslations of ancient documents, and the representation of
scientific speculation as fact. In the case of Velikovsky, part of the
challenge is the interdisciplinary nature of the evidence he advances.
The average reader is not grounded in both Mayan and Babylonian
studies, to say nothing of astrophysics and geology. A close study of
Velikovsky's citations, however, revealed to the class a number of flaws
in his usage of sources. His major source of information on Mayan
legends supposedly connected with various astronomical and terrestrial
events at the time of the Exodus is, as mentioned earlier, the
translations of Brasseur de Bourbourg. These translations, particularly
the Troano Codex, are regarded today by scholars, as they were in his
own day, as inaccurate to the point of being sheer nonsense, yet
Velikovsky-and many partisans of Atlantis-used them uncritically.
Worse yet, for his information on Babylonian astronomy and
chronology he relies upon the work of a number of German authors
writing in the early twentieth century. These authors were under the
delusion that the Babylonians possessed an incredibly ancient and very
accurate astronomy as part of an imagined advanced civilization. This
school of thought was subsequently demolished by further research; yet
pseudo-scholars continue to cite these outdated and erroneous studies.
Velikovsky cites, for instance, E. F. Weidner, Handbuch der
babylonischen Astronomie (1915), in confirmation of his contention
that Venus was not part of "the four-planet system of the ancient
astronomers of Babylonia." An inspection of Weidner reveals that the
basis of this contention is a star list which includes, according to
Weidner, the planets Mercury, Mars, Jupiter, and Saturn but not
Venus. Modern scholars agree that Venus is not listed in the
Babylonian text, but neither are the other four planets. Weidner
mistranslated the names of four stars as planets. Numerous other
Babylonian sources cited by Velikovsky are vitiated by similar errors.
This approach of presenting a variety of interpretations and critical
evaluations of the evidence cited in those interpretations resulted in a
measurable shift in student attitudes. Many students who at the
beginning of the course credulously accepted various strange views of
the past gradually became confused in the welter of contradictory
interpretations based on the same body of evidence. By the end of the
quarter, most students developed a better understanding of the
strengths and weaknesses of historical and archaeological methodology,
an attitude of skepticism toward the more radical views, as well as an
awareness of some of the problems of the traditional interpretations,
and some insight into the relationship between historical theory and

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368 PSEUDO-HISTORY

historical fact. This change is clearly indicated in the following

sampling of student opinion:

STUDENT NO. 1: As this quarter begins, I am most familiar

with von Daniken's writings and find his work very thought-
provoking and believable. I am not familiar enough with the
other theories to comment on them. I am taking the course
because of an interest in von Daniken and similar
"controversial" ideas about the past. . . . [End of the Quarter]
My confidence in the orthodox view has been shaken, but my
acceptance of the strange views, particularly the interventionist
theory as presented by von Daniken, has also been challenged. I
find these theories interesting but their popular and serious
image is definitely damaged by the poor methodology of the
researchers and writers involved.

STUDENT NO. 2: I came into this course fairly open-minded

concerning "strange views." However, after studying them, I
have become highly skeptical. The evidence presented is
interesting and "mysterious," but the conclusions drawn from
the evidence are often too far-fetched. Proponents of such views
are not scientific, rational, or objective. The evidence is
sufficient to question man's orthodox views but not sufficient to
conclude that we are the product of visits from outer space.

STUDENT NO. 3: At the beginning of the quarter, I did not

know much about ancient history. The theories of von Daniken
appealed to me. Now his theories seem a little far out for me to
believe. The class lectures, discussions, and presentations and
the research for my term paper have changed my ideas. I still
feel that ancient man has not been given the credit he deserves.

In summary, von Daniken, Velikovsky, and others have succeeded

in exploiting some of the "gaps" in our historical knowledge. At the
same time, however, their own interpretations rest upon such scant or
questionable evidence or upon such incredible stretching of well-
established evidence as to be scarcely plausible. Much more needs to be
done in archaeological and historical investigation, such as in the case
of the lines on the Plain of Nasca. More students should be exposed to
the proper methodological approaches and, above all, students and
laymen alike must be encouraged to approach both controversial and
accepted explanations of man's past with a critical spirit. As Pope put
it so well, and as is so well illustrated by the continuing popularity of
strange views of the past, "A little learning is a dangerous thing."

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THE HISTORY TEACHER 369

HISTORY 4700
"Strange Views of the Past"

TEXTS: Jones, Paths to the Ancient Past

von Daniken, Gods from Outer Space
Donnelly, Atlantis the Antediluvian World
Hawkins, Stonehenge Decoded
Charroux, The Gods Unknown
Velikovsky, Worlds in Collision

TENTATIVE SCHEDULE OF TOPICS

1. Introductory Remarks

The Orthodox View

reading: Jones
2. Methodology; Mythopoeic Thought
3. Egyptian Science
4. Babylonian Science; Greek Science

The Neo-orthodox View

reading: Hawkins
5. Stonehenge and computers
6. Evidence of pre-literate science; presentation: Giorgio de
Santillana's Hamlet's Mill; presentation: Michell's View over
Atlantis
7. "Paraphysics" videotape and discussion of same

"Radical" View 1: Atlantis & Mu

reading: Donnelly and Charroux
8. Discussion: Donnelly's and Plato's Atlantis
9. Presentations: Hapgood's Maps of the Ancient Sea-Kings; one or
more of Frank Churchward's Mu books; Charles Berlitz's
Mysteries from Forgotten Worlds; one or more of Charles Fort's
Lo books
10. Discussion of Charroux; Presentation: Charroux's Legacy of the
Gods

"Radical" View 2: Extraterrestrials

reading: von Daniken
11. Film: "In Search of the Ancient Astronauts"
12. Film: "In Search of Ancient Mysteries"
13. Discussion: von Daniken and films

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370 PSEUDO-HISTORY

14. Presentations: von Daniken's Gold of the Gods; Peter Kolosimo's

Not of This World; Andrew Tomas' We Are Not the First;
Blumrich's Spaceships of Ezekiel

"Radical" View 3: Biblical Literalism in

Cosmic Perspective
reading: Velikovsky
15. Discussion of Velikovsky
16. Debate: "The Velikovsky Affair" or audiotapes of 1974 AAAS
meeting
17. Presentations: Jessup's UFO* and the Bible; Dione's God Drives a
Flying Saucer; Raymond Drake's Gods and Spacemen in the
Ancient East

18. Debate: "The Value of Radical Views of the Past"

19. Final thoughts

Additional Books of Possible Interest:

Erich von Daniken, Chariots of the Gods?
Father Xavier Kugler, Im Bannkreis Babels
J. W. Spencer, Limbo of the Lost (Bermuda Triangle)
Jacques Bergier, Extraterrestrial Visitors from Prehistoric Times
to the Present
Louis Pauwels and Bergier, Morning of the Magicians
Immanuel Velikovsky, Ages in Chaos
Immanuel Velikovsky, Earth in Upheaval
Daniel Cohen, Mysterious Places
Daniel Cohen, Myths of the Space Age
Pensee magazine
Raymond Drake, Gods or Spacemen?
Raymond Drake, Mysteries of the Gods
Robert Charroux, One Hundred Thousand Years of Man's
Unrecorded History
Henri Frankfort et al., Before Philosophy
Peter Tompkins, Secrets of the Great Pyramid
L. Sprague de Camp, The Ancient Engineers
L. Sprague de Camp, Lost Continents
Charles Berlitz, Mysteries from Forgotten Worlds
I. E. S. Edwards, The Pyramids of Egypt

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