May 31, 2008
May 27, 2008
May 25, 2008
May 20, 2008
May 19, 2008
African History pt.14
Those who have no record of what their forebears have accomplished lose the inspiration which comes from the teaching of biography and history.These are the words of Dr. Carter Godwin Woodson, distinguished Black author, editor, publisher, and historian (December 1875 - April 1950). Carter G. Woodson believed that Blacks should know their past in order to participate intelligently in the affairs in our country. He strongly believed that Black history - which others have tried so diligently to erase - is a firm foundation for young African Americans to build on in order to become productive citizens of our society.
Known as the "Father of Black History," Carter G. Woodson holds an outstanding position in early 20th century American history. Woodson authored numerous scholarly books on the positive contributions of Blacks to the development of America. He also published many magazine articles analyzing the contributions and role of African Americans. He reached out to schools and the general public through the establishment of several key organizations and founded Negro History Week (precursor to Black History Month). His message was that Africans should be proud of their heritage and that other Americans should also understand it.
Carter G. Woodson was born in New Canton, Buckingham County, Virginia, to former slaves Anne Eliza (Riddle) and James Henry Woodson. Although his parents could neither read nor write, Carter G. Woodson credits his father for influencing the course of his life. His father, he later wrote, insisted that "learning to accept insult, to compromise on principle, to mislead your fellow man, or to betray your people, is to lose your soul."
His father supported the family on his earnings as a carpenter. As one of a large and poor family, young Carter G. Woodson was brought up without the "ordinary comforts of life." He was not able to attend school during much of its five-month term because helping on the farm took priority over a formal education. Determined not to be defeated by this setback, Carter was able "largely by self-instruction to master the fundamentals of common school subjects by the time he was seventeen." Ambitious for more education, Carter and his brother Robert Henry moved to Huntington, West Virginia, where they hoped to attend the Douglass High School. However, Carter was forced to earn his living as a miner in Fayette County coal fields and was able to devote only a few months each year to his schooling. In 1895, a twenty-year-old Carter entered Douglass High School, where he received his diploma in less than two years.
From 1897 to 1900, Carter G. Woodson began teaching in Winona, Fayette County. In 1900, he returned to Huntington to become the principal of Douglass H.S.; he finally received his Bachelor of Literature degree from Berea College, Kentucky. From 1903 to 1907, he was a school supervisor in the Philippines. Later he traveled throughout Europe and Asia and studied at the Sorbonne University in Paris. In 1908, he received his M.A. from the University of Chicago, and in 1912, he received his Ph.D. in history from Harvard University.
May 18, 2008
THE BREAKING PROCESS OF THE AFRICAN WOMAN
Take the female and run a series of tests on her to see if she will submit to your desires willingly. Test her in every way, because she is the most important factor for good economics. If she shows any sign of resistance in submitting completely to your will, do not hesitate to use the bullwhip on her to extract that last bit of [b----] out of her. Take care not to kill her, for in doing so, you spoil good economics. When in complete submission, she will train her offsprings in the early years to submit to labor when they become of age. Understanding is the best thing. Therefore, we shall go deeper into this area of the subject matter concerning what we have produced here in this breaking process of the female nigger. We have reversed the relationship; in her natural uncivilized state, she would have a strong dependency on the uncivilized nigger male, and she would have a limited protective tendency toward her independent male offspring and would raise male offsprings to be dependent like her. Nature had provided for this type of balance. We reversed nature by burning and pulling a civilized nigger apart and bullwhipping the other to the point of death, all in her presence. By her being left alone, unprotected, with the MALE IMAGE DESTROYED, the ordeal caused her to move from her psychologically dependent state to a frozen, independent state. In this frozen, psychological state of independence, she will raise her MALE and female offspring in reversed roles. For FEAR of the young male’s life, she will psychologically train him to be MENTALLY WEAK and DEPENDENT, but PHYSICALLY STRONG. Because she has become psychologically independent, she will train her FEMALE offsprings to be psychologically independent. What have you got? You’ve got the nigger WOMAN OUT FRONT AND THE nigger MAN BEHIND AND SCARED. This is a perfect situation of sound sleep and economics. Before the breaking process, we had to be alertly on guard at all times. Now, we can sleep soundly, for out of frozen fear his woman stands guard for us. He cannot get past her early slave-molding process. He is a good tool, now ready to be tied to the horse at a tender age. By the time a nigger boy reaches the age of sixteen, he is soundly broken in and ready for a long life of sound and efficient work and the reproduction of a unit of good labor force. Continually through the breaking of uncivilized savage niggers, by throwing the nigger female savage into a frozen psychological state of independence, by killing the protective male image, and by creating a submissive dependent mind of the nigger male slave, we have created an orbiting cycle that turns on its own axis forever, unless a phenomenon occurs and re-shifts the position of the male and female slaves. We show what we mean by example. Take the case of the two economic slave units and examine them close.
We breed two nigger males with two nigger females. Then, we take the nigger male away from them and keep them moving and working. Say one nigger female bears a nigger female and the other bears a nigger male; both nigger females—being without influence of the nigger male image, frozen with a independent psychology—will raise their offspring into reverse positions. The one with the female offspring will teach her to be like herself, independent and negotiable (we negotiate with her, through her, by her, negotiates her at will). The one with the nigger male offspring, she being frozen subconscious fear for his life, will raise him to be mentally dependent and weak, but physically strong; in other words, body over mind. Now, in a few years when these two offsprings become fertile for early reproduction, we will mate and breed them and continue the cycle. That is good, sound and long range comprehensive planning.
http://www.finalcall.com/artman/publish/article_2167.shtml
May 10, 2008
WHEN WE RULED PT.1
1. The human race is of African origin. The oldest known skeletal remains of anatomically modern humans (or homo sapiens) were excavated at sites in East Africa. Human remains were discovered at Omo in Ethiopia that were dated at 195,000 years old, the oldest known in the world.
2. Skeletons of pre-humans have been found in Africa that date back between 4 and 5 million years. The oldest known ancestral type of humanity is thought to have been the australopithecus ramidus, who lived at least 4.4 million years ago.
3. Africans were the first to organise fishing expeditions 90,000 years ago. At Katanda, a region in northeastern Zaïre (now Congo), was recovered a finely wrought series of harpoon points, all elaborately polished and barbed. Also uncovered was a tool, equally well crafted, believed to be a dagger. The discoveries suggested the existence of an early aquatic or fishing based culture.
4. Africans were the first to engage in mining 43,000 years ago. In 1964 a hematite mine was found in Swaziland at Bomvu Ridge in the Ngwenya mountain range. Ultimately 300,000 artefacts were recovered including thousands of stone-made mining tools. Adrian Boshier, one of the archaeologists on the site, dated the mine to a staggering 43,200 years old.
5. Africans pioneered basic arithmetic 25,000 years ago. The Ishango bone is a tool handle with notches carved into it found in the Ishango region of Zaïre (now called Congo) near Lake Edward. The bone tool was originally thought to have been over 8,000 years old, but a more sensitive recent dating has given dates of 25,000 years old. On the tool are 3 rows of notches. Row 1 shows three notches carved next to six, four carved next to eight, ten carved next to two fives and finally a seven. The 3 and 6, 4 and 8, and 10 and 5, represent the process of doubling. Row 2 shows eleven notches carved next to twenty-one notches, and nineteen notches carved next to nine notches. This represents 10 + 1, 20 + 1, 20 - 1 and 10 - 1. Finally, Row 3 shows eleven notches, thirteen notches, seventeen notches and nineteen notches. 11, 13, 17 and 19 are the prime numbers between 10 and 20.
6. Africans cultivated crops 12,000 years ago, the first known advances in agriculture. Professor Fred Wendorf discovered that people in Egypt’s Western Desert cultivated crops of barley, capers, chick-peas, dates, legumes, lentils and wheat. Their ancient tools were also recovered. There were grindstones, milling stones, cutting blades, hide scrapers, engraving burins, and mortars and pestles.
7. Africans mummified their dead 9,000 years ago. A mummified infant was found under the Uan Muhuggiag rock shelter in south western Libya. The infant was buried in the foetal position and was mummified using a very sophisticated technique that must have taken hundreds of years to evolve. The technique predates the earliest mummies known in Ancient Egypt by at least 1,000 years. Carbon dating is controversial but the mummy may date from 7438 (±220) BC.
8. Africans carved the world’s first colossal sculpture 7,000 or more years ago. The Great Sphinx of Giza was fashioned with the head of a man combined with the body of a lion. A key and important question raised by this monument was: How old is it? In October 1991 Professor Robert Schoch, a geologist from Boston University, demonstrated that the Sphinx was sculpted between 5000 BC and 7000 BC, dates that he considered conservative.
9. On the 1 March 1979, the New York Times carried an article on its front page also page sixteen that was entitled Nubian Monarchy called Oldest. In this article we were assured that: “Evidence of the oldest recognizable monarchy in human history, preceding the rise of the earliest Egyptian kings by several generations, has been discovered in artifacts from ancient Nubia” (i.e. the territory of the northern Sudan and the southern portion of modern Egypt.)
10. The ancient Egyptians had the same type of tropically adapted skeletal proportions as modern Black Africans. A 2003 paper appeared in American Journal of Physical Anthropology by Dr Sonia Zakrzewski entitled Variation in Ancient Egyptian Stature and Body Proportions where she states that: “The raw values in Table 6 suggest that Egyptians had the ‘super-Negroid’ body plan described by Robins (1983). The values for the brachial and crural indices show that the distal segments of each limb are longer relative to the proximal segments than in many ‘African’ populations.”
11. The ancient Egyptians had Afro combs. One writer tells us that the Egyptians “manufactured a very striking range of combs in ivory: the shape of these is distinctly African and is like the combs used even today by Africans and those of African descent.”
12. The Funerary Complex in the ancient Egyptian city of Saqqara is the oldest building that tourists regularly visit today. An outer wall, now mostly in ruins, surrounded the whole structure. Through the entrance are a series of columns, the first stone-built columns known to historians. The North House also has ornamental columns built into the walls that have papyrus-like capitals. Also inside the complex is the Ceremonial Court, made of limestone blocks that have been quarried and then shaped. In the centre of the complex is the Step Pyramid, the first of 90 Egyptian pyramids.
13. The first Great Pyramid of Giza, the most extraordinary building in history, was a staggering 481 feet tall - the equivalent of a 40-storey building. It was made of 2.3 million blocks of limestone and granite, some weighing 100 tons.
14. The ancient Egyptian city of Kahun was the world’s first planned city. Rectangular and walled, the city was divided into two parts. One part housed the wealthier inhabitants – the scribes, officials and foremen. The other part housed the ordinary people. The streets of the western section in particular, were straight, laid out on a grid, and crossed each other at right angles. A stone gutter, over half a metre wide, ran down the centre of every street.
15. Egyptian mansions were discovered in Kahun - each boasting 70 rooms, divided into four sections or quarters. There was a master’s quarter, quarters for women and servants, quarters for offices and finally, quarters for granaries, each facing a central courtyard. The master’s quarters had an open court with a stone water tank for bathing. Surrounding this was a colonnade.
16 The Labyrinth in the Egyptian city of Hawara with its massive layout, multiple courtyards, chambers and halls, was the very largest building in antiquity. Boasting three thousand rooms, 1,500 of them were above ground and the other 1,500 were underground.
17. Toilets and sewerage systems existed in ancient Egypt. One of the pharaohs built a city now known as Amarna. An American urban planner noted that: “Great importance was attached to cleanliness in Amarna as in other Egyptian cities. Toilets and sewers were in use to dispose waste. Soap was made for washing the body. Perfumes and essences were popular against body odour. A solution of natron was used to keep insects from houses . . . Amarna may have been the first planned ‘garden city’.”
18. Sudan has more pyramids than any other country on earth - even more than Egypt. There are at least 223 pyramids in the Sudanese cities of Al Kurru, Nuri, Gebel Barkal and Meroë. They are generally 20 to 30 metres high and steep sided.
19. The Sudanese city of Meroë is rich in surviving monuments. Becoming the capital of the Kushite Empire between 590 BC until AD 350, there are 84 pyramids in this city alone, many built with their own miniature temple. In addition, there are ruins of a bath house sharing affinities with those of the Romans. Its central feature is a large pool approached by a flight of steps with waterspouts decorated with lion heads.
20. Bling culture has a long and interesting history. Gold was used to decorate ancient Sudanese temples. One writer reported that: “Recent excavations at Meroe and Mussawwarat es-Sufra revealed temples with walls and statues covered with gold leaf”.
21. In around 300 BC, the Sudanese invented a writing script that had twenty-three letters of which four were vowels and there was also a word divider. Hundreds of ancient texts have survived that were in this script. Some are on display in the British Museum.
22. In central Nigeria, West Africa’s oldest civilisation flourished between 1000 BC and 300 BC. Discovered in 1928, the ancient culture was called the Nok Civilisation, named after the village in which the early artefacts were discovered. Two modern scholars, declare that “[a]fter calibration, the period of Nok art spans from 1000 BC until 300 BC”. The site itself is much older going back as early as 4580 or 4290 BC.
The Making of a Slave pt.2
CARDINAL PRINCIPLES FOR MAKING A NEGRO
For fear that our future generations may not understand the principles of breaking both of the beast together, the nigger and the horse. We understand that short range planning economics results in periodic economic chaos; so that to avoid turmoil in the economy, it requires us to have breadth and depth in long range comprehensive planning, articulating both skill sharp perceptions. We lay down the following principles for long range comprehensive economic planning. Both horse and niggers [are] no good to the economy in the wild or natural state. Both must be BROKEN and TIED together for orderly production. For orderly future, special and particular attention must be paid to the FEMALE and the YOUNGEST offspring. Both must be CROSSBRED to produce a variety and division of labor. Both must be taught to respond to a peculiar new LANGUAGE. Psychological and physical instruction of CONTAINMENT must be created for both. We hold the six cardinal principles as truth to be self-evident, based upon following the discourse concerning the economics of breaking and tying the horse and the nigger together, all inclusive of the six principles laid down above. NOTE: Neither principle alone will suffice for good economics. All principles must be employed for orderly good of the nation. Accordingly, both a wild horse and a wild or natur[al] nigger is dangerous even if captured, for they will have the tendency to seek their customary freedom and, in doing so, might kill you in your sleep. You cannot rest. They sleep while you are awake, and are awake while you are asleep. They are DANGEROUS near the family house and it requires too much labor to watch them away from the house. Above all, you cannot get them to work in this natural state. Hence, both the horse and the nigger must be broken; that is breaking them from one form of mental life to another. KEEP THE BODY, TAKE THE MIND! In other words, break the will to resist. Now the breaking process is the same for both the horse and the nigger, only slightly varying in degrees. But, as we said before, there is an art in long range economic planning. YOU MUST KEEP YOUR EYE AND THOUGHTS ON THE FEMALE and the OFFSPRING of the horse and the nigger. A brief discourse in offspring development will shed light on the key to sound economic principles. Pay little attention to the generation of original breaking, but CONCENTRATE ON FUTURE GENERATION. Therefore, if you break the FEMALE mother, she will BREAK the offspring in its early years of development; and when the offspring is old enough to work, she will deliver it up to you, for her normal female protective tendencies will have been lost in the original breaking process. For example, take the case of the wild stud horse, a female horse and an already infant horse and compare the breaking process with two captured nigger males in their natural state, a pregnant nigger woman with her infant offspring. Take the stud horse, break him for limited containment. Completely break the female horse until she becomes very gentle, whereas you or anybody can ride her in her comfort. Breed the mare and the stud until you have the desired offspring. Then, you can turn the stud to freedom until you need him again. Train the female horse whereby she will eat out of your hand, and she will in turn train the infant horse to eat out of your hand, also. When it comes to breaking the uncivilized nigger, use the same process, but vary the degree and step up the pressure, so as to do a complete reversal of the mind. Take the meanest and most restless nigger, strip him of his clothes in front of the remaining male niggers, the female, and the nigger infant, tar and feather him, tie each leg to a different horse faced in opposite directions, set him afire and beat both horses to pull him apart in front of the remaining niggers. The next step is to take a bullwhip and beat the remaining nigger males to the point of death, in front of the female and the infant. Don’t kill him, but PUT THE FEAR OF GOD IN HIM, for he can be useful for future breeding.
*********************SEE HISTORY FOR PT.1*****************
May 9, 2008
May 7, 2008
Albinos
Are whites the albino offspring of Black Africans? White skin is a form of albinism. It appears that whites have “come into being” through a number of ways: In The Isis Papers p123, Dr. Frances Cress Welsing states “whites are undoubtedly a genetic mutant albino population... from the original Black (hue-man) beings.” The story of ‘Snowflake’ dramatically illustrates how it is possible for whites to come into being from blacks: Born of coal black parents, this albino gorilla named “Snowflake” has platinum blond hair, white (pink) skin, and blue eyes! (National Geographic: Mar. 67, Oct. 70). Similarly in Panama, particularly among the San Blas Indians are albino natives that also have blond hair and blue eyes!
They are often indistinguishable from blond Northen Europeans! In the Bible, Edomites are whites that descended from an albino named Esau who was born ruddy (red) & hairy. (Gen. 25:25) The Bible refers to white skin as leprosy (Num. 12:10-12, Lev. 13) and reports that a race of people (Gahazites) was born white due to being cursed! (II Kings 5:27) Bible scholars credit Japheth (a son of Noah) as fathering a (Black) people who settled in the north, ultimately becoming the Caucasian Race.
Similarly, other scholars theorize that Africans who migrated to Europe and were caught in the Ice Age, gradually lightened until their genes mutated to adapt to the scant sunlight, thus producing a race of whites.
Interestingly, the ancient Egyptians recorded the Tamahu, which means created white people. Egyptian writings also refer to whites as Typhonians or People of Seth, both meaning “the devils.” After these “white devils” were first released into the Black community of the Near East 6000 years ago, they caused sever strife, thus the Africans rounded them up, stripped them of everything and exiled them to the caves and hills of the Caucasus Mountains. This explains the sudden appearance of white people in this region. To prevent their escaping Africans installed a series of guarded walls blocking all exits along that area from one sea to the other!
Thus “roping” them off (hence the word Europe). These walls have been witnessed and recorded by many European writers, including Pliny. Thus, totally cut off from civilization, the whites degenerated into uncivilized, nomadic savages. They remained this way for 2000 years until ‘Allah mercifully sent an Egyptian priest named Musa or Moses to civilize them.’
This explains the otherwise unknown reason why suddenly about 2000 B.C., vast hordes of these white barbarians left the Caucasus region and stormed all the (Black) centers of civilizations throughout Mesopotamia, the Near East, Africa and India, destroying and usurping them. Thus, the Whiteman’s arrival signaled destruction for all these civilizations and the beginning of the Whiteman’s rise to power.
Whites proclaim their origin is Greek. Whites can avoid confronting the true meaning of skin whiteness as a mutation and genetic deficiency state from the Black norm - the ‘hue-man’ norm’... Deep within the unconscious psyche of the white collective is an awareness; of their origin amongst Blacks, that Blacks were their parents and that they (whites) were the offspring of Blacks who suffered from the skin condition of Albinism.”
May 5, 2008
In Our Image
By John Henrik Clarke (September 1989)
Because what we see about ourselves often influences what we do about ourselves, the role of images and the question of how they control our minds are more important now, in our media-saturated society, than ever before. For the last 500 years, the history of African people throughout the world has been told through the slavery experience—only a short period in our life, considering that we are the oldest of the world's peoples.
There is a need now to look behind the slavery curtain in order to see what African people achieved as an independent people, before slavery. Because this independence existed for thousands of years before Europe itself existed, we should examine the far-reaching power of a European-created media over the minds of the world. Prior to the slave trade and European colonialism, which began in the fifteenth century, most of the peoples of the world had a concept of God shaped by their own culture and their own understanding of spirituality. They generally saw God, or any deity, as a figure resembling themselves. The expanding presence of the European made them consider not only a new God but a new image of God as well.
Because the Europeans did not have enough manpower to control the vast territories and populations they were taking over in Africa and Asia, they began to use the media as a form of mind control, colonizing people around the world, just as they also colonized information about the world. Today the mass media includes every visual object that influences the mind—billboard advertisements, commercials and more, but especially movies and television.
Since we don't usually think of school textbooks as an aspect of the mass media, we don't fully understand that both Black and white children have a misconception about the role their respective peoples have played in the development of civilization. Because of the exaggeration of the lives and achievements of Western heroes, especially Christopher Columbus, school children in general are of the opinion that most of the world's explorations and discoveries were made by Europeans. They also believe that Europeans went on discovery missions to other countries in order to spread Christianity and civilization. The contrary is true in many cases. In their expansion into Africa, Asia, the Caribbean islands and the Americas, the Europeans destroyed many old and well-functioning societies, usually for political or economic gain. The mass media has given us another picture of this phenomenon in history, and we have forgotten a recurring fact of history—that is, powerful people never have to prove anything to anyone. And by extension, powerful people never apologize to powerless people for the actions they take in order to remain in power.
Because of the prevailing one-dimensional view of history that generally favors white people, who control the textbook industry, African American students throughout the country began in the 1960's to call for Black-studies programs to correct come misconceptions about African people in world history. Twenty-one years ago (i.e. 1968, editor), I and others with similar concerns established the African Heritage Studies Association. Its purpose was to bring together scholars of African descent who would dedicate themselves to the preservation, interpretation and academic presentation of the historical and cultural heritage of African peoples, both on the ancestral soil of Africa and in the diaspora in the Americas and throughout the world.
I have no illusions about the role of the mass media in mind control, and I know that we will have to be more aggressive in calling for change and that we must develop the personnel and the funds that will give us some control over at least part of the mass media. We can start by developing programs, textbooks and newspapers that cater to the African people of the world and will also be of interest to others. We need to seriously question and challenge the educational system that gives direction to our children. We also need to establish an independent educational system, starting in our homes.
We will have taken one giant step forward when we face this reality: Powerful people never teach powerless people how to take their power away from them. Education is one of the most sensitive arenas in the life of a people. Its role is to be honest and true: to tell a people where they have been and what they have been, where they are and what they are. Most important, though, the role of education is to tell a people where they still must go and what they still must be.
LOYALTY!
If there is one thing that can be said about Black people that has caused a lot of pain, and yet is historically true, is that politically we are one of the most naive of people. We have been taken in by practically everything and everybody that has come to us. I think this taking in and this betrayal has something to do with both our weaknesses and our strengths. If you find the strengths of a people, you will find their weaknesses because the two are closely related.
We have been hospitable to strangers—nearly always to the wrong strangers! Nearly all of our relationships with non-African people began with a dinner invitation. More than anyone else in the world we repeatedly invited our future conquerors to dinner. I'm going to be dealing with Black-White alliances, going back 2,500 years.
I think that the nature of our betrayal by people who come among us, and who solicit our help and get it, tells us a lot. It tells us something that is quite frightening, i.e., we are totally an un-obligated people. We don't owe Christianity anything because we created the religion. The Jews bought it and sold it back to us and used it a basis for the slave trade. We created Islam; then, the Arabs after years of fruitful partnership with us, turned on us and used Islam to justify the Arab slave trade. We created the concept called socialism. This is established in the fact that an African king 1300 years before the Birth of Christ was preaching the same thing from the throne that Karl Marx thought he invented. When the newly found socialism used us, it turned on us.
In looking at alliances, we're looking at the Black man and his humanity and the manifestations of his humanity, in relationship to people in other parts of the world.
About 1600 years ago a group of people living in Asia, partly African, who had risen from their former status and were considered shepherd kings, put together an army and invaded Egypt. They stayed in Egypt for many years until the Egyptians could break the backs of these shepherd kings and drive then out. But many Egyptians (and I'm talking about a Black Egypt, at the time), feeling some disagreement with the prevailing status quo, took sides with the invader and permitted the invader to stay in Egypt much longer.
When the brilliant Queen Hatshepsut, one of the great women of history came to power, she drove the Hyksos out. Her mission was to remove the stamp of the invader from her country. This she managed to do. Subsequently, there were no more alliances, because the Africans went over and conquered the land of their former invaders, which caused a disruption within Africa itself. The Cushites invaded Egypt. The people of the Middle East (again, this tells you something about how we might miss certain points) were buying iron from the city of Meroe in Cush. These people made iron-tipped weapons while the magnificent army of Cush was using bronze-tipped weapons; bronze is softer than iron. With the iron bought from the Africans, they could drive the Africans out of the Middle East and begin the decline of Egypt. Once again, Africans had naively trusted an ally.
How is it that year after year over a period of 3000 years, people come into our house and manifest no loyalty to us. We are the only people who permit people to stay in our house without pledging their allegiance to us. One must be either loyal to the African house or leave it. The Greeks stayed in Africa, eating African food, sleeping in Africa's bed, eating Africa's bread for over 200 years, manifesting no loyalty to Africa. They went home and told Alexander, the so-called Great, how to come in there and conquer Africa—NO LOYALTY! All the Africans had to do was check those people out as to who they were.
African History pt.13
Genius Of The Great Pyramid
One of the fiercest, most brutal battles in academia is whether Afrikans were the original inhabitants of Kemet (Egypt). Kemet of today is not like Kemet of old. Arabs invaded it during the 7th century A.D., and continue their occupation. The reason the debut of the original inhabitants is so vital, the Nile Valley, which reached its zenith in Kemet, is the birthplace of civilization, whereby world civilizations evolved. It is the place where philosophy, science, mathematics, technology, engineering, religion, education, architecture, astronomy, parenting and a host of other human creations began. For Black people to garner the credit for these innovations goes against everything ever taught in Western civilization.
Careers have been ruined for defending such a position. Dr. Yosef ben-Jochannan, known as Dr. Ben, one of the world's leading Afrikan Kemetologists (Egyptologists), has been dismissed from several universities for teaching this perspective. Dr. Chiekh Anta Diop, the world's greatest scientist in this area of study, and the scientific father for Afrikan World Studies, had his first doctoral dissertation rejected at the University of Paris for addressing this subject. However, his book, Civilization Or Barbarism: An Authentic Anthropology, though a very scientific and scholarly work, is perhaps the best literature available outlining unequivocal proof that Afrikans were indeed the original inhabitants of Kemet, and created all of the above.
Part of the physical proof stands in Kemet today, the great pyramid of Gizeh, built for the Pharaoh Khufu (2589-2566 B.C.E.), called Cheops by the Greeks. It was the tallest building on planet earth for 4000 years (481 feet). What makes this structure so magnificent is the philosophy, thought and planning that went into creating it. For instance, astronomically, it is a replica of the northern hemisphere. It would take a very complicated mathematical explanation to show this, but the book Secrets Of The Great Pyramid by Peter Tompkins, one of the best researched books on this topic and very difficult to find, reveals a simple mathematical explanation. He states, "Each flat face of the Pyramid was designed to represent one curved quarter of the northern hemisphere, or spherical quadrant of 90?."
In order to make such an exact measurement, the designers would have had to be knowledgeable of advanced mathematics, engineering and astronomy. Tompkins further shows us the pyramid's relationship to the earth, "The apex of the Pyramid corresponds to the (North) pole, the perimeter to the equator, both in proper scale."
One of the great misnomers in history was giving Archimedes, the noted ancient Greek mathematician, credit for the value Pi (p = 3.14159+), the ratio of a circle's circumference to its diameter. He lived around 287 – 212 B.C.E. The problem with the way this is taught, the great pyramid was built around 2,665 B.C.E., give or take a few decades either way. Most honest mathematicians familiar with the construction of the pyramid will empirically state that Pi was incorporated with its construction.
In fact, the doorways of many of the massive temples in Kemet are shaped in the symbol of Pi. According to mathematician Deborah Maat Moore, "Problems number 48 and 50 in the Ahmose Mathematical Papyrus (called "The Directions For Knowing All Dark Things," one of the oldest mathematical documents in existence) shows how the Egyptians derived the formula Pi." (The African Roots Of Mathematics) Today it is called the Rhind Mathematical Papyrus.
The same myth is taught about the Greek philosopher/mathematician Pythagoras, trained in Kemet for 22 years, which the Pythagorean Theorem was named after, though it was originally known as the "Kemetic Theorem Of The Right Triangle," it was used 1800 years before the birth of Pythagoras in the construction of the great pyramid.
One of the fascinating facts of the pyramid's design, it took 2,500,000 huge blocks of stones, each weighing 2.5 tons, yet the four corners of the base were near perfect right angles. When calculated accurately, the base measures a near perfect number of degrees of a complete circle: 359. 45?. The stones were mathematically placed at accurate angles, with no use of mortar, or the use of modern day cranes. No building today is built with such skill.
To further illustrate the genius of the Afrikan builders, "The Egyptians had measured the base of the Pyramid in units to fit a solar year of 365.2322 days (a complete year). They intended for the base of the Pyramid to indicate the value of a degree at the equator (where they apparently considered the earth to be a true circle [hundreds of years before Europeans discovered this] and a degree of latitude to be equal to a degree of longitude). The ancient Egyptians knew that a degree of latitude is shortest at the equator and lengthens as it approaches the (North) pole." (T hompkins)
Although it is evident that Afrikans of the ancient Nile Valley possessed an inherent genius and precision for their developments, it is also apparent they were planning for future generations, in life and in death. What should be plain and obvious to the conscious mind, the duty of all adults, parents and teachers, is their fundamental responsibility to pass the knowledge of this genius to the younger generations, alerting them that this an cient brill iance was established for them, and that they are accountable for continuing the legacy of their ancestors. To do less would be a failure for themselves and humanity.
May 3, 2008
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