A TEACHING PRIEST
Friday, December 10, 2010
By Rev. Dr. Larry Delano Coleman
Updated: Saturday, July 21, 2012
...
Friday, December 10, 2010
By Rev. Dr. Larry Delano Coleman
Updated: Saturday, July 21, 2012
...
Greetings! I, Larry Delano Coleman, am a “teaching priest” with an “open vision.” As such, I am laved in love with “Truth” and with “God,” however “nomenclated,” however manifested in matter, motion, space, and man.
“For a long time Israel was without the true God, and without a teaching priest and without law.”
2 Chronicles 15:3
Definitions
“Teaching” is almost a pejorative epithet, a bad word, these days. “Learning,” teaching’s objective correlate, is hardly better. Some claim America has been “dumbed down” deliberately. http://www.deliberatedumbingdown.com/pages/author.htm
Although hundreds of billions of dollars are expended for education, annually, our students continually underperform on standardized tests relative to students in other industrialized nations. Educators, politicians, psychologists, sociologists search vainly for solutions, they claim. “Woe is me,” is the mea culpa, the universal lament.
Education encompasses teaching and learning specific skills, and also something less tangible but more profound: the imparting of knowledge, good judgment and wisdom. Education has as one of its fundamental goals the imparting of culture from generation to generation (see socialization).
http://www.wordiq.com/definition/Education
Banal television programming, with and without “laugh tracks,” and “reality” shows preoccupy the bulk of Americans’ waking hours, along with video games which simulate mayhem, murder and virtual life. Bookstores die and newspapers wither on the vine.
While the current, apparent disinterest in “learning” and “teaching” is regrettable, it is hardly unexpected. In previous decades, deliberate lies, willful brainwashing and purposeful mis-education were the forebears of the current desuetude, and it may have caused it, directly or indirectly. We derive these conclusions from Lies My Teacher Told Me by James W. Loewen, http://sundown.afro.illinois.edu/liesmyteachertoldme.php ; The Deliberate Dumbing Down of America by Charlotte Iserbyt, http://www.deliberatedumbingdown.com/pages/book.htm ; and The Mis-Education of the Negro by Dr. Carter G. Woodson http://www.historyisaweapon.com/defcon1/misedne.html .
Although the resources for, and modes of access to, information are greater than ever, the sheer weltering rate of such availability, itself, appears to have devalued the virtue of acquisition, itself. It’s akin to the tragic irony of starvation in a land of plenty.
Education as “political”
Education has always been political. It is the sacred fire. Persons demanding access to its inner sanctums were required to satisfy conditions. See, e.g.Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain (Bloom et al., 1956)
The “dumbing down” of America is not new, it would appear. The provision of knowledge, rightly, is designed to assure the continued empowerment of its purveyors. That is both fair and logical, and consonant with historical witness. No nation knowingly “educates,” nourishes, nor promotes future disputants to its power. So it was in the days of King Herod, Matthew 2, and Herod the tetrarch, Matthew 14, as the biblical accounts of baby Jesus, and John the Baptist, readily attest. Indeed, so is it today, as the seminal work by Michelle Alexander amply attests respecting the mass incarceration of blacks, under the guise of a “war on drugs.” http://abagond.wordpress.com/2010/05/14/
The key to it all is the efficacy of context. Whether theological, ideological, historical or political, “context” affords a framework of analysis and reference which facilitates one’s processing and storage of information, and which, in turn, leads to its profitable utilization in accordance with that one’s best interests.
A fish out of water, whether salt or fresh, is out of context. A polar bear outside the Arctic Circle is out of context, so also is a rabbit outside of its briar patch outside of context.
Otherwise stated, unless you know who you, what you are, and where you are, you have got a serious contextual problem. Nature normally supplies context, automatically. So, in the ordinary course, we don’t have to deal with “knowing” or “belonging.” Somehow, one tends to be born where one belongs. This geophysical fact generally applies to plant life as well as to animal life, and to minerals, exceptions to the contrary, notwithstanding.
Longitude and latitude relate to more than geophysical space, however. They also apply in historical, political, theological and ideological space, as well. Knowing “who, what, and where” you are, at any given time, affords true knowledge of context, and that “who, what, where” regime includes much more than a name, nationality, and street address. Moreover, because everything living is always in motion, whether that motion is perceptible or not, one must continually assess and reassess one’s approximate context, in order to determine if one is rightfully “where” one “belongs” at any given time. This assessment is done by studying nature and books.
Nature is man’s primal teacher, and the source of all of man’s original understanding. Its lessons are literally inexhaustible. Books contain man’s coded observations of and interactions with nature, observational, experimental and accidental. These books record, cull, and collate the collective corpus of man’s cumulative knowledge, i.e., interactions and observations, over time. Teachers teach from derivatives of these books and from nature.
Pupils are taught “context” by teachers, both secular and non-secular. Secular teachers, “priests” belong to a given sect, and are paid to promulgate that sect’s cosmogony, e.g. world view and values, i.e., religion, in whole or in part. They teach you who you are, what you are, and to where you are in a given place and time. Non-secular teachers do the same thing, as secular teachers, relative to their governmental employer’s interests.
Value of “teaching priests”
“Teaching priests” dispense such vital knowledge as mathematics, science, reading, writing, history, literature. This knowledge is more ancient than any given sect’s creed, and is infinitely more valuable than the sect, itself. That is, its value transcends any given sect’s, and may be utilized in another sect’s labor, or in no sect at all.
Non-secular teachers, non-priests, may also belong to a “sect,” but they are paid to advance a government’s cosmogony, , e.g. world view and values, in whole or in part, even as they dispense more vital knowledge as mathematics, science, reading, writing, history, literature. This knowledge is more ancient than the government, and is infinitely more valuable than the government, itself.
“Education” is as old as man; their origins are coextensive. Man has always taught, and learned, and communicated. Wherever, whenever, and however man began, education necessarily began.
“Education” as we know it contemplates the transmission of information or knowledge from one to another. It also contemplates self-learning, whereby persons have taught themselves reading, writing, arithmetic, astronomy, navigation, plumbing, music, art, carpentry; any subset of a whole panoply of skills and disciplines.
Formal “education,” as distinguished from informal “education,” originated with the “teaching priests” who were part of the religious apparatus of the state, and, who indistinguishable from the state, so intrinsically interwoven were they. “Education” originated in Africa, i.e., Ethiopia, as did the rest of humanity and civilization, itself. From inner Africa, it flowed up the Nile River into Egypt, and across the Red Sea into, Mesopotamia and Asia, then finally Europe. This process of acculturation and dissemination took thousands upon thousands of years.
The Bible and Historiography
The Bible gives an historical account of the dispersion of mankind, “after the flood” utilizing the sons of Noah: Japheth, Ham, and Shem, as progenitors. “Ham,” the prototypical black man, and his progeny, and their lands, are set forth in verses, Genesis 10:6-20:
6 The sons of Ham: Cush, Egypt, Put, and Canaan. 7 The sons of Cush: Seba, Havilah, Sabtah, Raamah, and Sabteca. The sons of Raamah: Sheba and Dedan. 8 Cush fathered Nimrod; he was the first on earth to be a mighty man. [1] 9 He was a mighty hunter before the LORD. Therefore it is said, “Like Nimrod a mighty hunter before the LORD.” 10 The beginning of his kingdom was Babel, Erech, Accad, and Calneh, in the land of Shinar. 11 From that land he went into Assyria and built Nineveh, Rehoboth-Ir, Calah, and 12 Resen between Nineveh and Calah; that is the great city. 13 Egypt fathered Ludim, Anamim, Lehabim, Naphtuhim, 14 Pathrusim, Casluhim (from whom [2] the Philistines came), and Caphtorim.
15 Canaan fathered Sidon his firstborn and Heth, 16 and the Jebusites, the Amorites, the Girgashites, 17 the Hivites, the Arkites, the Sinites, 18 the Arvadites, the Zemarites, and the Hamathites. Afterward the clans of the Canaanites dispersed. 19 And the territory of the Canaanites extended from Sidon in the direction of Gerar as far as Gaza, and in the direction of Sodom, Gomorrah, Admah, and Zeboiim, as far as Lasha. 20 These are the sons of Ham, by their clans, their languages, their lands, and their nations.
Ham’s descendants—those comprising Ethiopian, Egyptians, Canaanites (including the Phoenicians and Carthaginians and Syro-Phoenicians), Mesopotamians (including the Sumerians, Babylonians, and Assyrians)and Put or Punt (North Africans, lands west of Egypt)--are set out specially, because for centuries both secular and non-secular teachers, priests, and preachers have ignorantly, and/or, willfully, lied about Ham’s descendants’ contributions (or lack thereof) to world history and civilization. Now, that lie has exploded in the face of its celebrants, without mercy. The Bible exposes the lie readily even to the most casual reader. http://www.biblebelievers.org.au/nation02.htm
The Egyptians were black. This short sentence sears the consciences of centuries of lying Islamic, western European and American scholars and theologians who are alleged to have done everything from deface the noses of thousands of Egyptian artifacts to disguise their Negroid features, to defacing the nose of the Sphinx, akin to the Taliban of Afghanistan dynamiting the thousand year old Buddhas which were carved into mountainsides in the early 2000’s.
In the late 1798 the nose of the Sphinx, was allegedly cannonaded by Napoleon. Purportedly, this was done in order to falsely portray the black purveyors of civilization as scions of “The Great White Race.” This canard now appears dubious, given that Napoleon carried “savants” with him, during his expedition into Egypt to measure, draw, preserve its treasures. A French soldier happened upon the Rosetta Stone, which was then being used as building material. Eventually this priceless treasure, now in the British Museum, came into the possession of the French scholar Jean-Francoise Champollion, who deciphered the Rosetta stone, in 1822, cracking the hieroglyphic code, by comparing and contrasting it with ancient Greek and ancient Egyptian demotic script. http://en.wikipedia.org/wiki/Rosetta_Stone ; http://sacredsites.com/africa/egypt/sphinx.html
A Muslim writer claims the Sphinx’s nose was actually removed by a Muslim ruler in the 1300s to preclude the natives’ worship, adoration and invocation of its powers http://www.catchpenny.org/nose.html . http://answers.yahoo.com/question/index?qid=20101012190558AA1Sj5s https://groups.google.com/group/sci.archaeology.moderated/browse_thread/
Many, but not all, Muslims and western Europeans taught the so-called “curse of Ham,” even as many brainwashed and lazy black teachers and preachers, glibly repeated this lie, never having bothered to investigate its premises’ truthfulness, to their shame.
Enter the Greeks
The Iliad, and the Odyssey, were the first books attributed to a European, the ancient Greek author, Homer. At the earliest, these books were written a mere 800 years before the birth of Christ. That places them almost 2500 years after the Great Pyramid at Giza was built, and more than 3500 years after the world’s first calendar was invented. The Greeks’ gods came from the Ethiopians, along with much of their knowledge, they admit. http://en.wikipedia.org/wiki/Ethiopia http://getbeles.com/blog/?p=3 http://www.whenweruled.com/articles.php?lng=en&pg=2
Yet, today’s governmental, educational and religious establishment, despite knowing better, continues to impute education and knowledge to the Greeks, and three men in particular, Socrates, Plato and Aristotle, all of whom lived and died a mere 400 years within the birth of Christ. These misrepresentations were acculturated in order to sustain the lie and myth of so-called “white,” western European supremacy, and to justify the enslavement and centuries’ old expropriation of Africans to the Americas by western European “Christian” nations.
One authority states directly there are no original Greek manuscripts in mathematics:
“In actual fact, our direct knowledge of Greek mathematics is less reliable than that of the older Egyptian and Babylonian mathematics, because none of the original manuscripts are extant.” http://www.math.tamu.edu/~dallen/history/greekorg/greekorg.html
Another scholar , Dr. Kwame Namtambu, writes:
“Furthermore, Aristotle (384-322 B.C.) himself, writing in Metaphysics, not only refutes Dr. Lefkowitz's ahistorical and false assertions but also confesses in Greek Hellenic language that: "Thus the mathematical sciences first (proton) originated in Egypt." Egypt is "the cradle of mathematics-that is, the country of origin for Greek mathematics". So, according to Aristotle, "the mathematical arts had never before been formed, constituted or elaborated anywhere else originating in Egypt only" (Obenga, p. 47-48). Aristotle acknowledges the originality of the ancient Egyptians in his own words.
In addition, in Prologue to Prodlus's Commentaries on Euclid's Elements, a disciple of Aristotle named Eudemus, who lived in the forth century B.C., confirms: "we shall say, following the general tradition, that the Egyptians were the first to have invented Geometry, (that) Thales, the first Greek to have been in Egypt, brought this theory thereof to Greece" (Obenga, p. 48).
The fact of the matter is that the famous, well known Greeks (Europeans) whom we study and revere in school curricula today all studied at the feet of the ancient Egyptians–Afrikans in the Nile Valley, Kemet. For example, Plato studied at the Temple of Waset for 11 years; Aristotle was there for 11-13 years; Socrates 15 years Euclid stayed for 10-11 years; Pythagoras for 22 yeasrs; Hippocrates studies for 20 years; and the other Greeks who matriculated at Waset included Diodorus, Solon, Thales, Archimides, and Euripides. Indeed, the Greek, St. Clement of Alexandria, once said that if you were to write a book of 1,000 pages, you would not be able to put down the names of all the Greeks who went to Kemet to be educated and even those who did not surreptitiously claim they went because it was prestigious. " Herodotus said it, Plato confirmed it and Aristotle never denied it".
The fact of the matter is that it took 40 years to graduate/matriculate from Waset; this then means that none of the Greeks graduated”. http://www.trinicenter.com/kwame/20010615c.htm
Muslim Complicity
To be fair to western European Christians, the Muslims, as early as the 8th century, had preceded them in the destruction of African civilization, as well as in the enslavement and expropriation of Africans to North Africa, Arabia, and Persia, even as they had formulated, promulgated, and practiced their own Islamic mythos of black inferiority for centuries. So the Muslims, like the Christians also had their besotted teaching priests, called “Imams.” http://www.assatashakur.org/forum/conscious-edutainment-videos-movies-tv/
In Malachi 2:1-9, God rebukes all “teaching priests” who fail to preach “true instruction” to his people. A similar pox is now on the governmental, religious, entertainment, and educational houses of the United States, both secular and non-secular:
Rebukes the Priests
2:1 “And now, O priests, this command is for you. 2 If you will not listen, if you will not take it to heart to give honor to my name, says the LORD of hosts, then I will send the curse upon you and I will curse your blessings. Indeed, I have already cursed them, because you do not lay it to heart. 3 Behold, I will rebuke your offspring, [1] and spread dung on your faces, the dung of your offerings, and you shall be taken away with it. [2] 4 So shall you know that I have sent this command to you, that my covenant with Levi may stand, says the LORD of hosts. 5 My covenant with him was one of life and peace, and I gave them to him. It was a covenant of fear, and he feared me. He stood in awe of my name. 6 True instruction [3] was in his mouth, and no wrong was found on his lips. He walked with me in peace and uprightness, and he turned many from iniquity. 7 For the lips of a priest should guard knowledge, and people [4] should seek instruction from his mouth, for he is the messenger of the LORD of hosts. 8 But you have turned aside from the way. You have caused many to stumble by your instruction. You have corrupted the covenant of Levi, says the LORD of hosts, 9 and so I make you despised and abased before all the people, inasmuch as you do not keep my ways but show partiality in your instruction.”
Partiality versus Impartiality
Why “show impartiality” in one’s instruction? Aside from the fact it’s God’s command, there are other good and cogent reasons to be ‘impartial’, for those who may need stronger medicine. Partiality is, per se, unscientific. Good science depends upon impartial observation, experimentation, recordation, and demonstration. Impartiality honors and blesses its purveyors forever; partiality dishonors and curses its purveyors forever. Impartiality is a boon to further discovery, and a stimulant to further inquiry. Partiality burdens further inquiry, and distorts or discourages further inquiry.
Why “show impartiality” in one’s instruction? That’s like asking “Why sell fresh fruit, vegetables, and meat?” That’s like asking, “Why respect another’s property, progeny, or person?” Obviously, the question, “why show impartiality,” is absurd . Equally absurd is educational partiality in instruction under the guise of being impartial in educational instruction.
But, as Machiavelli teaches, “a prince must appear to be pious, but must never be.” “http://www.wsu.edu/~wldciv/world_civ_reader/world_civ_reader_1/
“Prince” means and applies to both secular and non-secular power, in the governmental, religious, entertainment and educational context.
So, “game on!” Or, more properly, the game resumes, wherein the partial pretend to be impartial, the knave pretends to be the righteous; and the ignorant pretend to be the knowledgeable. “Eternal vigilance is the price of liberty” Wendell Phillips once said in 1852 before the Massachusetts Antislavery Society . He was an abolitionist, orator and columnist for The Liberator. http://freedomkeys.com/vigil.htm Especially is this true in governmental, religious, entertainment and educational context, where “true instruction” can so easily become false instruction, whether by omission or commission, resulting in purposeful “mis-education.” Just like fresh milk, improperly preserved, can so easily spoil and curdle, imperiling the health of its consumer, so also does manipulated knowledge.
Who am I, to offer such stern historical asseverations, on “education,” someone may ask? I am a scribe, also known as a “teaching priest,” also known as a philosopher-king. To all who receive these greetings in the spirit of love, I present them in name of my Lord and Savior Jesus Christ !
#30
See More“For a long time Israel was without the true God, and without a teaching priest and without law.”
2 Chronicles 15:3
Definitions
“Teaching” is almost a pejorative epithet, a bad word, these days. “Learning,” teaching’s objective correlate, is hardly better. Some claim America has been “dumbed down” deliberately. http://www.deliberatedumbingdown.com/pages/author.htm
Although hundreds of billions of dollars are expended for education, annually, our students continually underperform on standardized tests relative to students in other industrialized nations. Educators, politicians, psychologists, sociologists search vainly for solutions, they claim. “Woe is me,” is the mea culpa, the universal lament.
Education encompasses teaching and learning specific skills, and also something less tangible but more profound: the imparting of knowledge, good judgment and wisdom. Education has as one of its fundamental goals the imparting of culture from generation to generation (see socialization).
http://www.wordiq.com/definition/Education
Banal television programming, with and without “laugh tracks,” and “reality” shows preoccupy the bulk of Americans’ waking hours, along with video games which simulate mayhem, murder and virtual life. Bookstores die and newspapers wither on the vine.
While the current, apparent disinterest in “learning” and “teaching” is regrettable, it is hardly unexpected. In previous decades, deliberate lies, willful brainwashing and purposeful mis-education were the forebears of the current desuetude, and it may have caused it, directly or indirectly. We derive these conclusions from Lies My Teacher Told Me by James W. Loewen, http://sundown.afro.illinois.edu/liesmyteachertoldme.php ; The Deliberate Dumbing Down of America by Charlotte Iserbyt, http://www.deliberatedumbingdown.com/pages/book.htm ; and The Mis-Education of the Negro by Dr. Carter G. Woodson http://www.historyisaweapon.com/defcon1/misedne.html .
Although the resources for, and modes of access to, information are greater than ever, the sheer weltering rate of such availability, itself, appears to have devalued the virtue of acquisition, itself. It’s akin to the tragic irony of starvation in a land of plenty.
Education as “political”
Education has always been political. It is the sacred fire. Persons demanding access to its inner sanctums were required to satisfy conditions. See, e.g.Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain (Bloom et al., 1956)
The “dumbing down” of America is not new, it would appear. The provision of knowledge, rightly, is designed to assure the continued empowerment of its purveyors. That is both fair and logical, and consonant with historical witness. No nation knowingly “educates,” nourishes, nor promotes future disputants to its power. So it was in the days of King Herod, Matthew 2, and Herod the tetrarch, Matthew 14, as the biblical accounts of baby Jesus, and John the Baptist, readily attest. Indeed, so is it today, as the seminal work by Michelle Alexander amply attests respecting the mass incarceration of blacks, under the guise of a “war on drugs.” http://abagond.wordpress.com/2010/05/14/
The key to it all is the efficacy of context. Whether theological, ideological, historical or political, “context” affords a framework of analysis and reference which facilitates one’s processing and storage of information, and which, in turn, leads to its profitable utilization in accordance with that one’s best interests.
A fish out of water, whether salt or fresh, is out of context. A polar bear outside the Arctic Circle is out of context, so also is a rabbit outside of its briar patch outside of context.
Otherwise stated, unless you know who you, what you are, and where you are, you have got a serious contextual problem. Nature normally supplies context, automatically. So, in the ordinary course, we don’t have to deal with “knowing” or “belonging.” Somehow, one tends to be born where one belongs. This geophysical fact generally applies to plant life as well as to animal life, and to minerals, exceptions to the contrary, notwithstanding.
Longitude and latitude relate to more than geophysical space, however. They also apply in historical, political, theological and ideological space, as well. Knowing “who, what, and where” you are, at any given time, affords true knowledge of context, and that “who, what, where” regime includes much more than a name, nationality, and street address. Moreover, because everything living is always in motion, whether that motion is perceptible or not, one must continually assess and reassess one’s approximate context, in order to determine if one is rightfully “where” one “belongs” at any given time. This assessment is done by studying nature and books.
Nature is man’s primal teacher, and the source of all of man’s original understanding. Its lessons are literally inexhaustible. Books contain man’s coded observations of and interactions with nature, observational, experimental and accidental. These books record, cull, and collate the collective corpus of man’s cumulative knowledge, i.e., interactions and observations, over time. Teachers teach from derivatives of these books and from nature.
Pupils are taught “context” by teachers, both secular and non-secular. Secular teachers, “priests” belong to a given sect, and are paid to promulgate that sect’s cosmogony, e.g. world view and values, i.e., religion, in whole or in part. They teach you who you are, what you are, and to where you are in a given place and time. Non-secular teachers do the same thing, as secular teachers, relative to their governmental employer’s interests.
Value of “teaching priests”
“Teaching priests” dispense such vital knowledge as mathematics, science, reading, writing, history, literature. This knowledge is more ancient than any given sect’s creed, and is infinitely more valuable than the sect, itself. That is, its value transcends any given sect’s, and may be utilized in another sect’s labor, or in no sect at all.
Non-secular teachers, non-priests, may also belong to a “sect,” but they are paid to advance a government’s cosmogony, , e.g. world view and values, in whole or in part, even as they dispense more vital knowledge as mathematics, science, reading, writing, history, literature. This knowledge is more ancient than the government, and is infinitely more valuable than the government, itself.
“Education” is as old as man; their origins are coextensive. Man has always taught, and learned, and communicated. Wherever, whenever, and however man began, education necessarily began.
“Education” as we know it contemplates the transmission of information or knowledge from one to another. It also contemplates self-learning, whereby persons have taught themselves reading, writing, arithmetic, astronomy, navigation, plumbing, music, art, carpentry; any subset of a whole panoply of skills and disciplines.
Formal “education,” as distinguished from informal “education,” originated with the “teaching priests” who were part of the religious apparatus of the state, and, who indistinguishable from the state, so intrinsically interwoven were they. “Education” originated in Africa, i.e., Ethiopia, as did the rest of humanity and civilization, itself. From inner Africa, it flowed up the Nile River into Egypt, and across the Red Sea into, Mesopotamia and Asia, then finally Europe. This process of acculturation and dissemination took thousands upon thousands of years.
The Bible and Historiography
The Bible gives an historical account of the dispersion of mankind, “after the flood” utilizing the sons of Noah: Japheth, Ham, and Shem, as progenitors. “Ham,” the prototypical black man, and his progeny, and their lands, are set forth in verses, Genesis 10:6-20:
6 The sons of Ham: Cush, Egypt, Put, and Canaan. 7 The sons of Cush: Seba, Havilah, Sabtah, Raamah, and Sabteca. The sons of Raamah: Sheba and Dedan. 8 Cush fathered Nimrod; he was the first on earth to be a mighty man. [1] 9 He was a mighty hunter before the LORD. Therefore it is said, “Like Nimrod a mighty hunter before the LORD.” 10 The beginning of his kingdom was Babel, Erech, Accad, and Calneh, in the land of Shinar. 11 From that land he went into Assyria and built Nineveh, Rehoboth-Ir, Calah, and 12 Resen between Nineveh and Calah; that is the great city. 13 Egypt fathered Ludim, Anamim, Lehabim, Naphtuhim, 14 Pathrusim, Casluhim (from whom [2] the Philistines came), and Caphtorim.
15 Canaan fathered Sidon his firstborn and Heth, 16 and the Jebusites, the Amorites, the Girgashites, 17 the Hivites, the Arkites, the Sinites, 18 the Arvadites, the Zemarites, and the Hamathites. Afterward the clans of the Canaanites dispersed. 19 And the territory of the Canaanites extended from Sidon in the direction of Gerar as far as Gaza, and in the direction of Sodom, Gomorrah, Admah, and Zeboiim, as far as Lasha. 20 These are the sons of Ham, by their clans, their languages, their lands, and their nations.
Ham’s descendants—those comprising Ethiopian, Egyptians, Canaanites (including the Phoenicians and Carthaginians and Syro-Phoenicians), Mesopotamians (including the Sumerians, Babylonians, and Assyrians)and Put or Punt (North Africans, lands west of Egypt)--are set out specially, because for centuries both secular and non-secular teachers, priests, and preachers have ignorantly, and/or, willfully, lied about Ham’s descendants’ contributions (or lack thereof) to world history and civilization. Now, that lie has exploded in the face of its celebrants, without mercy. The Bible exposes the lie readily even to the most casual reader. http://www.biblebelievers.org.au/nation02.htm
The Egyptians were black. This short sentence sears the consciences of centuries of lying Islamic, western European and American scholars and theologians who are alleged to have done everything from deface the noses of thousands of Egyptian artifacts to disguise their Negroid features, to defacing the nose of the Sphinx, akin to the Taliban of Afghanistan dynamiting the thousand year old Buddhas which were carved into mountainsides in the early 2000’s.
In the late 1798 the nose of the Sphinx, was allegedly cannonaded by Napoleon. Purportedly, this was done in order to falsely portray the black purveyors of civilization as scions of “The Great White Race.” This canard now appears dubious, given that Napoleon carried “savants” with him, during his expedition into Egypt to measure, draw, preserve its treasures. A French soldier happened upon the Rosetta Stone, which was then being used as building material. Eventually this priceless treasure, now in the British Museum, came into the possession of the French scholar Jean-Francoise Champollion, who deciphered the Rosetta stone, in 1822, cracking the hieroglyphic code, by comparing and contrasting it with ancient Greek and ancient Egyptian demotic script. http://en.wikipedia.org/wiki/Rosetta_Stone ; http://sacredsites.com/africa/egypt/sphinx.html
A Muslim writer claims the Sphinx’s nose was actually removed by a Muslim ruler in the 1300s to preclude the natives’ worship, adoration and invocation of its powers http://www.catchpenny.org/nose.html . http://answers.yahoo.com/question/index?qid=20101012190558AA1Sj5s https://groups.google.com/group/sci.archaeology.moderated/browse_thread/
Many, but not all, Muslims and western Europeans taught the so-called “curse of Ham,” even as many brainwashed and lazy black teachers and preachers, glibly repeated this lie, never having bothered to investigate its premises’ truthfulness, to their shame.
Enter the Greeks
The Iliad, and the Odyssey, were the first books attributed to a European, the ancient Greek author, Homer. At the earliest, these books were written a mere 800 years before the birth of Christ. That places them almost 2500 years after the Great Pyramid at Giza was built, and more than 3500 years after the world’s first calendar was invented. The Greeks’ gods came from the Ethiopians, along with much of their knowledge, they admit. http://en.wikipedia.org/wiki/Ethiopia http://getbeles.com/blog/?p=3 http://www.whenweruled.com/articles.php?lng=en&pg=2
Yet, today’s governmental, educational and religious establishment, despite knowing better, continues to impute education and knowledge to the Greeks, and three men in particular, Socrates, Plato and Aristotle, all of whom lived and died a mere 400 years within the birth of Christ. These misrepresentations were acculturated in order to sustain the lie and myth of so-called “white,” western European supremacy, and to justify the enslavement and centuries’ old expropriation of Africans to the Americas by western European “Christian” nations.
One authority states directly there are no original Greek manuscripts in mathematics:
“In actual fact, our direct knowledge of Greek mathematics is less reliable than that of the older Egyptian and Babylonian mathematics, because none of the original manuscripts are extant.” http://www.math.tamu.edu/~dallen/history/greekorg/greekorg.html
Another scholar , Dr. Kwame Namtambu, writes:
“Furthermore, Aristotle (384-322 B.C.) himself, writing in Metaphysics, not only refutes Dr. Lefkowitz's ahistorical and false assertions but also confesses in Greek Hellenic language that: "Thus the mathematical sciences first (proton) originated in Egypt." Egypt is "the cradle of mathematics-that is, the country of origin for Greek mathematics". So, according to Aristotle, "the mathematical arts had never before been formed, constituted or elaborated anywhere else originating in Egypt only" (Obenga, p. 47-48). Aristotle acknowledges the originality of the ancient Egyptians in his own words.
In addition, in Prologue to Prodlus's Commentaries on Euclid's Elements, a disciple of Aristotle named Eudemus, who lived in the forth century B.C., confirms: "we shall say, following the general tradition, that the Egyptians were the first to have invented Geometry, (that) Thales, the first Greek to have been in Egypt, brought this theory thereof to Greece" (Obenga, p. 48).
The fact of the matter is that the famous, well known Greeks (Europeans) whom we study and revere in school curricula today all studied at the feet of the ancient Egyptians–Afrikans in the Nile Valley, Kemet. For example, Plato studied at the Temple of Waset for 11 years; Aristotle was there for 11-13 years; Socrates 15 years Euclid stayed for 10-11 years; Pythagoras for 22 yeasrs; Hippocrates studies for 20 years; and the other Greeks who matriculated at Waset included Diodorus, Solon, Thales, Archimides, and Euripides. Indeed, the Greek, St. Clement of Alexandria, once said that if you were to write a book of 1,000 pages, you would not be able to put down the names of all the Greeks who went to Kemet to be educated and even those who did not surreptitiously claim they went because it was prestigious. " Herodotus said it, Plato confirmed it and Aristotle never denied it".
The fact of the matter is that it took 40 years to graduate/matriculate from Waset; this then means that none of the Greeks graduated”. http://www.trinicenter.com/kwame/20010615c.htm
Muslim Complicity
To be fair to western European Christians, the Muslims, as early as the 8th century, had preceded them in the destruction of African civilization, as well as in the enslavement and expropriation of Africans to North Africa, Arabia, and Persia, even as they had formulated, promulgated, and practiced their own Islamic mythos of black inferiority for centuries. So the Muslims, like the Christians also had their besotted teaching priests, called “Imams.” http://www.assatashakur.org/forum/conscious-edutainment-videos-movies-tv/
In Malachi 2:1-9, God rebukes all “teaching priests” who fail to preach “true instruction” to his people. A similar pox is now on the governmental, religious, entertainment, and educational houses of the United States, both secular and non-secular:
Rebukes the Priests
2:1 “And now, O priests, this command is for you. 2 If you will not listen, if you will not take it to heart to give honor to my name, says the LORD of hosts, then I will send the curse upon you and I will curse your blessings. Indeed, I have already cursed them, because you do not lay it to heart. 3 Behold, I will rebuke your offspring, [1] and spread dung on your faces, the dung of your offerings, and you shall be taken away with it. [2] 4 So shall you know that I have sent this command to you, that my covenant with Levi may stand, says the LORD of hosts. 5 My covenant with him was one of life and peace, and I gave them to him. It was a covenant of fear, and he feared me. He stood in awe of my name. 6 True instruction [3] was in his mouth, and no wrong was found on his lips. He walked with me in peace and uprightness, and he turned many from iniquity. 7 For the lips of a priest should guard knowledge, and people [4] should seek instruction from his mouth, for he is the messenger of the LORD of hosts. 8 But you have turned aside from the way. You have caused many to stumble by your instruction. You have corrupted the covenant of Levi, says the LORD of hosts, 9 and so I make you despised and abased before all the people, inasmuch as you do not keep my ways but show partiality in your instruction.”
Partiality versus Impartiality
Why “show impartiality” in one’s instruction? Aside from the fact it’s God’s command, there are other good and cogent reasons to be ‘impartial’, for those who may need stronger medicine. Partiality is, per se, unscientific. Good science depends upon impartial observation, experimentation, recordation, and demonstration. Impartiality honors and blesses its purveyors forever; partiality dishonors and curses its purveyors forever. Impartiality is a boon to further discovery, and a stimulant to further inquiry. Partiality burdens further inquiry, and distorts or discourages further inquiry.
Why “show impartiality” in one’s instruction? That’s like asking “Why sell fresh fruit, vegetables, and meat?” That’s like asking, “Why respect another’s property, progeny, or person?” Obviously, the question, “why show impartiality,” is absurd . Equally absurd is educational partiality in instruction under the guise of being impartial in educational instruction.
But, as Machiavelli teaches, “a prince must appear to be pious, but must never be.” “http://www.wsu.edu/~wldciv/world_civ_reader/world_civ_reader_1/
“Prince” means and applies to both secular and non-secular power, in the governmental, religious, entertainment and educational context.
So, “game on!” Or, more properly, the game resumes, wherein the partial pretend to be impartial, the knave pretends to be the righteous; and the ignorant pretend to be the knowledgeable. “Eternal vigilance is the price of liberty” Wendell Phillips once said in 1852 before the Massachusetts Antislavery Society . He was an abolitionist, orator and columnist for The Liberator. http://freedomkeys.com/vigil.htm Especially is this true in governmental, religious, entertainment and educational context, where “true instruction” can so easily become false instruction, whether by omission or commission, resulting in purposeful “mis-education.” Just like fresh milk, improperly preserved, can so easily spoil and curdle, imperiling the health of its consumer, so also does manipulated knowledge.
Who am I, to offer such stern historical asseverations, on “education,” someone may ask? I am a scribe, also known as a “teaching priest,” also known as a philosopher-king. To all who receive these greetings in the spirit of love, I present them in name of my Lord and Savior Jesus Christ !
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