- 5/30/2025
In May of 1989, Bob Lazar came forward with an incredible story. He had been recruited by the US government to work at the top secret Groom Lake/Area 51 research base better known as “Dreamland” (actually at the "S4" site, Papoose Lake which is a few miles to the south of Groom Lake) to reverse engineer highly advanced aircraft of non-earth origin. In this video, originally released in September of 1991, Bob gives his account of events and secrecy surrounding the government's most highly sensitive operations. He also describes and portrays the components and capabilities of an "extraterrestrial vehicle" or gravity propelled disc/flying saucer.
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00:00The End
00:30Oh, my God.
01:00Hi, I'm Bob Lazar. During late 1988 and early 1989, I worked on the propulsion systems of extraterrestrial vehicles for the United States government. The hardware and technology I was exposed to should be placed in the proper hands of the scientific community, and it is the right of every person on Earth to know that there is physical evidence which proves that there is life elsewhere, and that at least one form of that life has been here.
01:26For those of you whose information about me is limited to this video, I'll give you a brief background.
01:31I'm a physicist. I have degrees in physics and electronics technology. I've worked in a number of scientific programs, some of which require top-secret and above-top-secret security clearances, of which the most easily verifiable is my early 1980s job here at the Los Alamos Maison Physics Facility in Los Alamos, New Mexico.
01:55Between December of 88 and April of 89, I worked as a senior staff physicist in what has to be the most secret project in history.
02:04My place of work was a facility at an area known as S-4 on the Nellis Air Force Range in central Nevada.
02:10Area S-4 is located approximately 15 miles south of the infamous Area 51 installation at Groom Lake, where the U-2 and SR-71 spy planes were developed.
02:21For the duration of my employment at S-4, I was paid by the United States Navy.
02:27For the purpose of this video, I'm going to segregate the information contained here into two separate parts.
02:31The first part will deal with information with which I've had hands-on experience and personal instruction.
02:38In other words, not only did I read briefings and not only was I taught the theories of these technologies, but they are demonstrated for me and I know they are true and accurate.
02:47Some of the points covered in this first section will be
02:49how vast distances of space are traveled by virtue of an intense gravitational field,
02:58how this gravitational field is generated,
03:01what the power source is and how it functions,
03:08and general information about disks and the project at S-4.
03:14The second part of this will deal with subjects on which I've read supporting information,
03:18yet for the most part, I had no other way to corroborate the information or ascertain its accuracy.
03:24When we get to part two, it will be obvious why proof of some of this information could not be conclusive.
03:29Some of the points covered in this second section will be
03:32information about the beings that brought us this technology
03:36and how these beings have historically interacted with man.
03:42I've been prudent in selecting what to expose here,
03:46and I think that some of this information should not be made available to the general public.
03:50This information is being conveyed to you as it was to me,
03:53with the exception that in most cases I've simplified things for those of you with non-scientific and non-technological backgrounds.
03:59So let's begin.
04:00At the beginning of this first section, I'm going to give you three short science lessons,
04:06and once you've learned them, you'll not only know more about interstellar travel than almost anyone else in the world,
04:12but you'll know the actual method another civilization is used to travel from another star system to the planet Earth.
04:18Now during the course of this, I'm going to have to relate information that I've learned at S4
04:22to information that we're already aware of.
04:25And when I say we, I mean the general mainstream scientific community.
04:29So as not to waste too much time explaining established scientific facts and theories,
04:34when I say we know this or we know that,
04:37please feel free to consult any qualified scientist, professor, or science teacher
04:41to have them explain my statements to you.
04:44One of the most predominantly asked questions is,
04:47how is it possible to cross vast expanses of space without exceeding the speed of light?
04:53Or how can you travel in reasonable time and economy between points that are light years apart?
04:58Now keep in mind that the speed of light is 186,000 miles a second,
05:03which translates into roughly 669,000,000 miles an hour.
05:10And a light year is a distance traveled in one year at the speed of light.
05:15Proxima Centuri, which is the star system nearest ours,
05:18would take four years to reach traveling at the speed of light.
05:22So up until now, when we've examined the requirements to travel these distances,
05:27we've always had to consider the problems of traveling at a speed near the speed of light.
05:31This poses problems with propulsion, navigation, fuel capacities,
05:35and even when you consider the effects of acceleration on space-time,
05:39which include time dilation, mass increase, length contraction, and a whole host of other things,
05:45it quickly becomes evident that this type of travel would require a level of technology that man has not yet achieved.
05:52The truth of the matter is that traveling these distances does require a level of technology that man has not yet achieved.
05:59But it has nothing to do with flying in a linear mode near the speed of light.
06:04We know that the shortest distance between two points is a straight line.
06:08So in our universe, we've always assumed that the fastest way from point A to B was to travel in a straight line at the speed of light.
06:14Well, the fact is that when you're dealing with space-time and you enjoy the capability of generating an intense gravitational field,
06:21the fastest way from point A to B is to distort or warp or bend the space-time between point A and B,
06:27bringing point A and B closer together.
06:29The more intense the gravitational field, the greater the distortion of space-time and the shorter the distance between points A and B.
06:35Most of us think of space-time as the void or as nothing.
06:39And remember, it wasn't that long ago that man considered the air and our atmosphere to be nothing.
06:44Yet with time, we've become aware of the elements and properties of the air and our atmosphere.
06:49Well, indeed, space-time is an entity, and one of its properties is that it can be distorted or bent by a gravitational field.
06:57We know that gravity bends or distorts space-time and light by virtue of the fact that we're able to see stars,
07:03which we know should be blocked from our view by the sun.
07:06Referring to the graphic here, the solid line denotes the position of a star that's located behind the sun,
07:13and the dotted line shows its position as viewed from Earth.
07:17This is made possible because the sun's gravitational field distorts the space-time and light around the sun,
07:23allowing us to view stars which should be hidden from view.
07:26We know that gravity distorts time by virtue of the fact that if we take two identical atomic clocks,
07:32and keep one at sea level and take the other one up to a high altitude,
07:36when we bring them both back together, they reflect different times.
07:40The difference in this passage of time is caused by the fact that a gravitational field weakens the further you get from the source.
07:47So the atomic clock which was taken to the high altitude was exposed to a less powerful gravitational field than the clock which we kept at sea level.
07:55The effect of a gravitational field on space-time is something that we've been able to observe,
08:01but not to experiment with.
08:03This is due to our inability to generate a gravitational field.
08:06And up until this point in time, great mass, such as a star, planet or moon,
08:10was the only source of a discernible gravitational field that we're aware of.
08:14So just as the gravitational field around great mass, such as a planet, distorts space and time,
08:20any gravitational field, whether naturally occurring or generated,
08:24distorts space and time in a similar manner.
08:27Now the great benefit of generating an intense gravitational field
08:31is not only can you turn it on, but you can turn it off.
08:34If we refer back to our original illustration of space-time distortion,
08:39we can see that when we generate an intense gravitational field,
08:42we can distort the space-time and in turn the distance between the point where we are
08:47and the point where we want to be.
08:48We can then position ourselves at the point where we want to be
08:51and then stop generating the gravitational field,
08:54allowing space-time to return to its natural form.
08:58In this manner, we can travel great distances with little linear movement,
09:03and this is how space-time distortion translates into reduced distance.
09:08Now back to our original question,
09:10how is it possible to cross the vast expanses of space required for interstellar travel
09:15without exceeding the speed of light?
09:17This is accomplished by generating an intense gravitational field,
09:21distorting space-time and allowing you to cross many light-years of space in little or no time,
09:27and without traveling in a linear mode near the speed of light.
09:31The next question is, how do you generate a gravitational field?
09:34Up until this point in time, I've used the term generate to describe the capability of producing a gravitational field,
09:41but since I'm not aware of any way of creating a gravitational field from nothing,
09:45a more accurate term might be to access and amplify a gravitational field,
09:49and this is what I mean when I use the term generate.
09:52To understand how gravity is generated or accessed and amplified,
09:56you must first know what gravity is.
09:58There are two main theories, the wave theory which states that gravity is a wave,
10:02and the currently accepted theory of gravitons,
10:05which are alleged subatomic particles that perform as gravity, which is total nonsense.
10:11Well, gravity is a wave, and there are two specific different types of gravity,
10:16gravity A and gravity B.
10:18Gravity A works on a smaller micro scale, while gravity B works on a larger macro scale.
10:24We are familiar with gravity B.
10:27It is the big gravity wave that holds the earth as well as the rest of the planets in orbit around the sun,
10:32and holds the moon as well as man-made satellites in orbit around the earth.
10:36We are not familiar with gravity A.
10:39It is a small gravity wave which is the major contributory force that holds together the mass
10:44that makes up all protons and neutrons.
10:46Gravity A is what is currently being labeled as the strong nuclear force in mainstream physics,
10:51and gravity A is the wave that you need to access and amplify to enable you to cause space-time distortion
10:58for interstellar travel.
11:00To keep them straight, just remember that gravity A works on an atomic scale,
11:05and gravity B is the big gravity wave that works on a stellar or planetary level.
11:10However, don't mistake the size of these waves for their strength,
11:13because gravity A is a much stronger force than gravity B.
11:17You can momentarily break the gravity B field of the earth simply by jumping in the air.
11:22So this is not an intense gravitational field.
11:26Locating gravity A is no problem because it is found in the nucleus of every atom of all matter here on earth,
11:32and all matter anywhere else in our universe.
11:36However, accessing gravity A with the naturally occurring elements found on earth is a big problem.
11:41Actually, I'm not aware of any way of accessing the gravity A wave using any earth elements,
11:46whether naturally occurring or synthesized, and here's why.
11:50We've already learned that gravity A is the major force that holds together the mass that makes up protons and neutrons.
11:57This means the gravity A wave we are trying to access is virtually inaccessible as it is located within matter,
12:04or at least within the matter that we have here on earth.
12:07However, the earth is not representative of all matter within our universe.
12:11The residual matter which remains after the creation of a solar system
12:14is totally dependent on the contributing factors which were present during the creation of the solar system.
12:19This is true whether you believe that the origin of the universe was an evolutionary event,
12:24or that a supreme being caused this event to happen.
12:27The two main factors which determine what residual matter remains after the creation of a solar system
12:33are the amount of electromagnetic energy and the amount of mass present during the solar system's creation.
12:40Our solar system has one star, which is our sun,
12:44but the majority of solar systems in our Milky Way galaxy are binary and multiple star systems.
12:49In fact, many single star systems have stars that are so large that our sun would appear to be a dwarf by comparison.
12:55Keeping all this in mind, it should be obvious that a large single star system, binary star system, or multiple star system
13:04would have had more of the prerequisite mass and electromagnetic energy present during their creations.
13:10This makes it possible for these systems to possess elements which are not native to the earth.
13:15Scientists have long theorized that there are potential combinations of protons and neutrons
13:20which should provide stable elements with atomic numbers higher than any which appear in our periodic chart,
13:26though none of these heavy elements occur naturally on earth.
13:2988 of the first 92 elements on the periodic chart occur naturally on earth.
13:34Some heavy elements do occur in trace amounts, but for the most part we synthesize these heavier elements in laboratories.
13:40Generally speaking, the stability of these synthesized heavy elements decreases as their atomic number increases,
13:45but experiments at the lab for heavy ion research in Germany have shown that this may only be true up to a certain point,
13:51as the half-life for element 109 is longer than that of element 108.
13:58The point is that our observations and theories are accurate.
14:01The fact is that heavier stable elements with higher atomic numbers which have more protons, neutrons, and electrons than any earth elements do exist.
14:09However, up until this point in history, there has been no physical evidence to prove this.
14:14But now, that proof is here.
14:17The most important attribute of these heavier stable elements is that the gravity A wave is so abundant
14:22that it actually extends past the perimeter of the atom.
14:25These heavier stable elements literally have their own gravity A field around them,
14:29in addition to the gravity B field that is native to all elements.
14:33No naturally occurring atoms on earth have enough protons and neutrons for the cumulative gravity A wave
14:41to extend past the perimeter of the atom so you can access it.
14:45Even though the distance that the gravity A wave extends is infinitesimal, it is accessible,
14:51and it has amplitude, wavelength, and frequency just like any other wave in the electromagnetic spectrum.
14:57Once you can access the gravity A wave, you can amplify it just like we amplify any other electromagnetic wave.
15:04To demonstrate how a wave is amplified, we can use this oscilloscope.
15:10And as you can see, it graphically depicts the tone you hear as a wave.
15:14As we amplify the tone, you can see that the size or the amplitude of the wave increases,
15:19giving us a more powerful version of the same identical wave, and thus the tone sounds louder.
15:24In like manner, the gravity A wave is amplified and then focused on the desired destination
15:38to cause the space-time distortion required for space travel.
15:41This amplified gravity A wave is so powerful that the only naturally occurring source of gravity
15:48that could cause space-time to distort this much would be a black hole.
15:51This brings us back to our original question.
15:54How do you generate a gravitational field?
15:56You must have access to an element which is heavy enough for the gravity A wave to extend past the perimeter of the atom.
16:04Then you can access and amplify it for space-time distortion.
16:09To complete our three science lessons, the last question is, what is the power source for this type of travel?
16:16Well, for those of you with limited knowledge about power sources,
16:20I'm sure you can probably imagine the enormous amount of power required to cause a space-time distortion for this type of travel.
16:27After all, we're amplifying a wave that barely extends past the perimeter of an atom
16:32until it's large enough to distort vast amounts of space-time.
16:36For those of you with extensive knowledge about power sources, I'm sure it's probably even more puzzling
16:42as to how it's possible to have a compact, lightweight, onboard power source that can provide this much power.
16:48For everyone to understand that, I need to further explain a couple of things we briefly touched upon in the last question.
16:55If you remember, I said that for the most part, we synthesize or create heavier elements in accelerators,
17:01and their stability decreases as their atomic number increases.
17:04So what does this all mean?
17:07Well, we synthesize these heavier unstable elements by using more stable elements as targets in a particle accelerator.
17:14We then bombard the target element with various atomic and subatomic particles.
17:18At this point, transmutation occurs, making the target element a different, heavier element.
17:23This element now has a higher atomic number, as the atomic number simply indicates the number of protons in the nucleus of the atom.
17:30So this is what I mean when I say their atomic number increases.
17:33What does their stability decreases mean?
17:37The length of time which an element exists before it decays determines its stability.
17:42Atoms of some elements decay faster than atoms of other elements.
17:46So the faster an element decays, the more unstable that element is considered to be.
17:51When an atom decays, it releases or radiates subatomic particles and energy, which is the radiation that a Geiger counter detects.
17:58As you can see, this Geiger counter is detecting the radiation from this uranium,
18:03which literally means that the Geiger counter is sensing the subatomic particles which are being released or radiated as the uranium decays.
18:10Those elements in which nuclear radiation can be consistently detected are radioactive elements.
18:18These heavy elements, which we synthesize in particle accelerators, are of the radioactive variety and they decay very rapidly.
18:26Since we're only able to make a few atoms of these elements, and because they decay so rapidly, we're not able to observe much about them.
18:33This is what I mean when I say their stability decreases.
18:37However, there are elements with higher atomic numbers which are stable, even though they don't occur naturally on Earth,
18:44and we can't synthesize them in particle accelerators.
18:47These are the elements in the 114, 115 range, which don't appear on a periodic chart.
18:53Beyond element 115, the elements become unstable again, and in fact, element 116 decays in fractions of a second.
19:00This finally brings us to the power source.
19:03The power source is a reactor which uses this element 115 as its fuel.
19:09In this reactor, element 115 is used as a target and is bombarded with protons in a small particle accelerator.
19:18When a proton plugs into the nucleus of an atom of 115, it increases its atomic number and becomes an atom of element 116,
19:26which, remember, decays instantly.
19:28What element 116 releases as it decays or what it radiates is antimatter.
19:34What is antimatter?
19:36Antimatter is the exact counterpart of matter which has a charge and a spin that is in the opposite of all matter.
19:42When combined with any matter in our universe, antimatter reacts and completely converts to energy.
19:48And remember, the rapid conversion of matter to energy is what we generally call an explosion.
19:53To demonstrate the explosive power of antimatter, let's pick a random area where an atomic bomb might explode.
19:59Oh, let's say, Iraq.
20:01And for demonstration purposes, let's say an atomic bomb would explode, for instance, in, oh, Baghdad.
20:08Well, if one of our older atomic bombs exploded in Baghdad, the area of total devastation, which is indicated by the red dot on the map,
20:18would be approximately two miles.
20:20This would be caused by a fission reaction in which less than one percent of the nuclear material is converted to energy.
20:26Most of you are familiar with the bombs that were dropped on Japan in World War II.
20:31This is the same bomb that was dropped on Nagasaki, August 9, 1945.
20:37About this same time, Dr. Edward Teller, who's known as the father of the hydrogen bomb, figured out that a nuclear fusion bomb was possible.
20:44Fusion would release even more energy and cause an even bigger explosion from the same amount of nuclear material.
20:50Much to Dr. Teller's dismay, the Japanese surrendered, we never dropped the hydrogen bomb, and Dr. Teller's been in a bad mood ever since.
20:58But if a hydrogen bomb containing the same amount of nuclear material as the Nagasaki bomb were to explode in Baghdad,
21:05the area of total devastation would be approximately 20 miles.
21:09This would be caused by a nuclear fusion reaction, which again, less than one percent of the nuclear material actually converts to energy or explodes.
21:18The other ninety-nine percent of the nuclear material on this type of bomb is dispersed, but is not involved in the actual nuclear fusion reaction.
21:27Now, if a bomb was made with the same amount of nuclear material as the Nagasaki bomb, and that material was antimatter,
21:35when that bomb exploded in Baghdad, the area of total devastation would include parts of Africa, Europe, and Asia,
21:42with the exact area of total devastation being very difficult to calculate.
21:47This would be caused by a total annihilation reaction, which is the complete conversion of matter to energy.
21:53A hundred percent of the nuclear material on this bomb would explode or convert to energy.
21:58We currently have no practical way to harness antimatter into a bomb, and generally speaking, we can only isolate antimatter in a particle accelerator and store it for a short time.
22:08This demonstrates the enormous amount of power released when you totally convert matter to energy, which is what happens when antimatter and matter are combined.
22:17So, back to our power source. Inside the reactor, element 115 is bombarded with a proton, which plugs into the nucleus of the 115 atom and becomes element 116,
22:27which immediately decays and releases or radiates small amounts of antimatter.
22:32The antimatter is released in a vacuum into a tuned tube, which keeps it from reacting with the matter that surrounds it.
22:38It is then directed towards a gaseous matter target at the end of the tube.
22:42The matter and antimatter collide and annihilate, totally converting to energy.
22:46The heat from this reaction is converted into electrical energy in a near 100% efficient thermoelectric generator.
22:52This is a device that converts heat directly into electrical energy.
22:56Many of our satellites and space probes use thermoelectric generators, but their efficiency is very, very low.
23:03All of these actions and reactions inside of the reactor are orchestrated perfectly like a tiny little ballet.
23:09And in this manner, the reactor provides an enormous amount of power.
23:13So, back to our original question. What is the power source that provides the power required for this type of travel?
23:19The power source is a reactor which uses element 115 as a fuel and uses a total annihilation reaction to provide the heat which it converts to energy,
23:29making it a compact, lightweight, efficient onboard power source.
23:33I've got a couple of quick comments about element 115 for those of you who are interested.
23:37By virtue of the way it's used in the reactor, it depletes very slowly and only 223 grams of 115, which is just under half a pound, can be utilized for a period of 20 to 30 years.
23:49Element 115's melting point is 1740 degrees Celsius.
23:53I need to state here that even though I had hands-on experience with element 115, I didn't melt any of it down,
23:59and I didn't use any of it for 20 to 30 years to see if it depleted.
24:03So, we've learned how space-time is distorted by a gravitational field,
24:07we've learned how that gravitational field is generated,
24:10and we've also learned where you get the power to accomplish all of this.
24:14Now it's time to link all we've learned in our science lessons to the vehicle that utilizes all of this technology.
24:21And a few years ago, I never thought I'd hear myself say this, but that vehicle is a disk,
24:25which is generally referred to as a flying saucer.
24:28I had at least partial views of the nine different disks out at Area S4,
24:32but the one I'm going to describe to you now is the one in which I not only saw two of the three interior levels,
24:37but I also saw it fully functional in flight.
24:40And no, unfortunately, I didn't get to go for a ride in it.
24:46This particular disk appeared to be in excellent condition,
24:49and because of its sleek appearance, I nicknamed it the sport model.
24:53The sport model is about 16 feet tall and 40 feet in diameter.
24:57The exterior skin of the disk is metal, which is the color of unpolished stainless steel.
25:02The sport model sits on its belly when it's not energized.
25:05As you can see, the hatch is located on the upper half of the disk
25:09with just the bottom portion of the door wrapping around the center lip of the disk.
25:14The interior level of the disk is divided into three levels.
25:18The lower level is where the three gravity amplifiers and amplifier guides are located.
25:23These are the things used to amplify and focus the gravity A wave
25:26that we learned about in our science lessons.
25:28The reactor is located directly above the three gravity amplifiers on the center level
25:33and is, in fact, centered between them.
25:36The reactor is similar to this half-scale model.
25:39The element 115 is machined into triangles like this
25:42and is then inserted into the reactor.
25:45This piece of element 115 is the source of the gravity A wave
25:48as well as the target that is bombarded with protons to release the antimatter,
25:52both of which we learned about in our science lessons.
25:56The center level of this disk also houses the control consoles and seats,
26:01both of which were too small and too low to the floor to be functional for adult human beings.
26:06The walls of the center level are all divided into archways.
26:09At one point in time when the disk was energized,
26:12one of the archways became transparent
26:14and you could see the area outside of it just as if the archway was a window.
26:18After the panel had been transparent for a while, a form of writing,
26:21which was unlike any alphabetic, scientific, or mathematical symbols I've ever seen,
26:25began to appear on the transparent archway.
26:27And I was never informed as to how all of this was achieved,
26:30not that any of that would have required alien technology.
26:33I was never given access to the upper level of the disk,
26:38so I can't enlighten you as to what the porthole-like areas are,
26:41other than I can assure you that they're not portholes.
26:44Now, before I go any further about the disk,
26:47I'm going to show you where and under what circumstances I saw it taking.
26:50My job in this program was to be part of a back engineering team.
26:54Back engineering is the act of taking a finished product
26:57and tearing it apart to find out what makes it tick.
26:59The goal in this program was to see if the technology of the disk
27:02could be duplicated with earth materials.
27:05When I went to work, I was flown from McCarran Airport in Las Vegas to Area 51,
27:11which is a highly secure government base on the Nevada test site.
27:14Area 51 is located about 125 miles north of Las Vegas,
27:18near the Groom Mountains and the Groom Dry Lake Bed.
27:22From Area 51, I was bussed to an even more highly secure facility
27:25located about 15 miles south of Area 51 called S-4.
27:29S-4 is situated at the base of the Papoose Mountains by the Papoose Dry Lake Bed.
27:35The airspace around S-4 is restricted and if any unwelcome aircraft strays into the outer sector,
27:41they radio the pilot and instruct him or her to leave.
27:44If that pilot continues and strays into the middle sector,
27:47jets will be scrambled to escort the intruding aircraft out.
27:50If for any reason whatsoever that aircraft penetrates into the inside sector before jets can be airborne,
27:56ground-to-air missiles will neutralize the intruder.
27:58The moral of this story is don't try and fly into S-4.
28:03The S-4 installation is built into the mountain and the nine hanger doors are angled at about 60 degrees.
28:09These doors are covered with a sand textured coating to blend in with the side of the mountain and the desert floor.
28:15As you can see in this representation, my ID badge had a white background with one light blue and one dark blue diagonal stripe in the upper left-hand corner.
28:24At the bottom of the badge, there were letters and numbers designating various areas including S-4.
28:30On my badge, there was a star punch through S-4.
28:33The back of the ID badge was dark blue with a vertical mag stripe running down one side.
28:39The hanger that housed the sport model was like a typical airplane hanger with the exception of the angled doors that I mentioned before.
28:45The hanger was equipped with typical tools and extensive electronic equipment.
28:50It also had a machine with an X-ray emblem on it and an overhead crane rated at 20,000 pounds.
28:55Equipment in this hanger was marked with a black number 41 with a white circle around it.
29:00It was outside of this hanger that I saw the sport model test it.
29:05Now, when a disk travels near another source of gravity such as a planet or moon,
29:09it doesn't use the same mode of travel that we learned about in our science lessons.
29:13When a disk is near another source of gravity like Earth, the gravity A wave which propagates outward from the disk
29:20is phase shifted into the gravity B wave which propagates outward from the Earth and this creates lift.
29:26The gravity amplifiers of the disk can be focused independently and they are pulsed and do not stay on continuously.
29:32When all three of these amplifiers are being used for travel, they are in the delta configuration.
29:37And when only one is being used for travel, it is in the omicron configuration.
29:41As the intensity of the gravitational field around the disk increases, the distortion of space-time around the disk also increases.
29:48And if you could see the space-time distortion, this is how it would look.
29:52As you can see, as the output of the gravitational field from the amplifiers becomes more intense,
29:58the form of space-time around the disk not only bends upward,
30:02but at maximum distortion actually folds over into almost a heart shape around the top of the disk.
30:08Now, remember, this space-time distortion is taking place 360 degrees around the disk.
30:15So, if you were looking at the disk from the top, the space-time distortion would be in the shape of a doughnut.
30:21When the gravitational field around the disk is so intense that the space-time distortion around the disk achieves maximum distortion
30:30and is folded up into this heart-shaped form, the disk can't be seen from any vantage point,
30:35and for all practical purposes is invisible.
30:38All you could see would be the sky surrounding it.
30:41The program out at Area S4 consisted of three projects, Project Galileo, Project Sidekick, and Project Looking Glass.
30:50Project Galileo dealt with gravity propulsion and was the source of all the information you've learned in this first section.
30:57Project Sidekick dealt with a beam weapon that had a neutron source and was focused by a gravity lens.
31:02Project Looking Glass dealt with the physics of seeing back in time.
31:06Now, I was not personally involved with the hardware of Project Sidekick or Looking Glass,
31:11and those projects are beyond the scope of this video.
31:14So, this brings us to the end of this first part in which I'm presenting to you as fact.
31:19At this point, we begin our second part, which is the section that contains what I call excerpts from the Government Bible.
31:25I call it that because, as you can tell from part one, there's a small segment of the United States Government
31:30that makes scientific and technological judgments from a knowledge base that is not available to the general public.
31:35If the following information is true, the United States Government also makes judgments on a historical, philosophical,
31:41and even theological level from a knowledge base that is not available to the general public.
31:46These are excerpts from some of that information.
31:49As part of my indoctrination into the program at S4, I would randomly be taken into a small room
31:54which contained a table, a chair, and 120 or so briefings in blue folders.
31:59I'd be left there to read for varying amounts of time, usually about half an hour.
32:04These briefings contained a wide spectrum of information, mostly relating to aliens and alien technology.
32:10These reports appeared to be an overview of alien information which can be used to brief scientists from any field
32:16about the scope of the whole project and not just their specific field of endeavor.
32:21The overview of Project Alaleo was accurate.
32:23I read the overview and later witnessed evidence which proved it to be accurate.
32:27So it is possible that scientists involved with other projects could have seen evidence
32:32that these other overviews were also accurate, but I can't make that assertion.
32:36To me, these reports were simply words on paper.
32:39So to keep from saying allegedly and supposedly in every sentence,
32:43I'll relay this information to you as I read it since I've already put this disclaimer on it.
32:49This technology that you've learned about thus far was brought here by some alien beings
32:53from the Zeta Reticuli 1 and 2 star system.
32:56These stars are located in the constellation of Reticulum,
32:59which can only be seen from the southern hemisphere.
33:02Zeta Reticuli is a binary star system, which means it is two stars,
33:06and is located approximately 30 light years from Earth.
33:09These beings are from Reticulum 4, which is the fourth planet out from Zeta Reticuli 2.
33:14This is the way star systems were referred to in these reports.
33:17They simply designate the name of the star and the number of planets
33:21from the nearest to the furthest from the star.
33:23For instance, our sun was designated as Sol and the Earth was referred to as Sol 3
33:28because we're the third planet out from the sun.
33:31A day on Reticulum 4 is 90 Earth hours long.
33:34The beings are 3 to 4 feet tall and weigh 25 to 50 pounds.
33:39They have grayish skin and large heads with almond-shaped wraparound eyes.
33:43They have very slight nose, mouth, and ear positions and are hairless.
33:47Any dates in the information regarding these beings were written in a six-digit number,
33:52which began with 1623.
33:54Since I had no idea what the six-digit number was for the present year,
33:57I had no way of calculating when these beings arrived, or at least arrived this time.
34:01These beings said that they had been visiting Earth for a long time
34:04and presented photographic evidence which they contended was over 10,000 years old.
34:09There was an exchange of hardware and information in central Nevada until 1979,
34:13at which time there was a conflict which brought the program to an abrupt halt.
34:17The beings left, but were to return at a 1623 date, and I don't know what that date is.
34:22With the remaining hardware and information, the U.S. government started the back engineering program.
34:28In May of 1987, some scientists took an antimatter reactor to an underground blast facility
34:34on the Nevada test site to perform an experiment.
34:37Unfortunately for them, their experiment required them to cut the reactor open,
34:41which resulted in their deaths.
34:43This explosion was explained to others at the test site as a previously unannounced low-yield underground nuke test.
34:49I was hired in December of 1988 to replace one of these men.
34:53These beings conveyed information about the capability of affecting the human brain
34:58to anesthetize the human body.
35:00This is done without any physical contact from a remote source.
35:04For this anesthesia to be accomplished, the brain has to be in a relaxed state
35:08similar to that required for hypnosis.
35:10If the brain is subject to any external stimulation like stimulant drugs or loud music,
35:15this manipulation of the nervous system is ineffective.
35:20These beings said that man was the product of externally corrected evolution.
35:24They said that man, as a species, had been genetically altered 65 times.
35:28They refer to humans as containers, yet I don't know what we're containers of.
35:33As I'm sure you now know, it was impossible for me to corroborate the information in the second section.
35:38And, obviously, if this information is true, the ramifications are far-reaching,
35:42and you don't have to be a nuclear physicist to figure that out.
35:45So, before I bring this to an end, there are a couple of questions I should address for you.
35:49The first one is, how did I get into this program?
35:52While working at Los Alamos National Lab in 1982,
35:56the local newspaper did a front-page story on a jet car I had built.
36:00Coincidentally, Dr. Teller was giving a speech in Los Alamos that same day.
36:05We met and had a short chat about the jet car, and I later listened to his speech.
36:09I never met Dr. Teller again, but in 1988, when I decided to re-enter the scientific community,
36:14I sent him a resume and inquired about a job.
36:17Dr. Teller responded by telephone and told me that he was no longer active,
36:21but just functioned in a consultant capacity.
36:23He gave me the name of a contact to call in Las Vegas.
36:26I made that call, and things progressed from there until I got into the program.
36:31I never got a chance to ask Dr. Teller if he remembered me from Los Alamos,
36:35so I don't know if that was a factor or not.
36:37If you use nuclear fuel, and not that possible,
36:42nuclear fuel is feasible.
36:46But whether these very great velocities are feasible,
36:51which are interesting, if you ever want to get the other star,
36:55that is an important question.
36:57And that's about all I can say.
36:59All I have time to say.
37:02And what specifically the fuel will be,
37:05I think it might be fission, more probably fusion.
37:10And it won't come soon.
37:12Is there any other nuclear reaction besides fission and fusion that you know of?
37:17No.
37:19Is there anything such a...
37:20Look, please, you try to explore the things,
37:25about which I only will have to tell you,
37:28it is not interesting, it's a waste of time.
37:31Above plutonium or your brain?
37:33Look, it is, in my opinion, not interesting.
37:38I don't intend to answer it.
37:40If you ask me that question on camera, I will shut up.
37:43I will sit silently.
37:45You're not going to get an answer out of me on that.
37:49Okay.
37:51And if I ask you on camera if you know Bob Lazar, can you just say no?
37:55I will sit silently.
37:58The second question is,
38:08that if all I have just presented to you is true,
38:10and the government is keeping this a secret,
38:12how can I make a video telling you about it?
38:14Well, the bottom line is,
38:16if there are any repercussions from making this video,
38:19it would simply confirm that what I told you is true.
38:21So what you do with this information is up to you.
38:30Remember, not everyone who sees a disc in the sky is crazy.
38:33So keep your eye on the sky, especially here in central Nevada.
38:36And thanks for listening.
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