How White Scholars Deliberately Exclude Blacks Ancient Civilizations And Have Reduced Black History To Only Slavery!
Have You Ever Wondered Why Is It That White Scholars/Educators deliberately reduces Black history to Only Slavery While Totally Excluding Black Ancient Civilizations?
Although Egypt is located in Africa and the Nile flows thousands of miles starting in the heart of Africa, White scholars, in support of the ideology of White supremacy, make the accomplishments of Nile Valley civilizations appear outside of the capabilities of Black-skinned Africans.
From their positions of prestige and power White educators have White-washed history, thereby propagating the notion that civilization — history, religion, science, social order and an organized society — started with Europeans who lived in Africa’s Egypt and that these Europeans then civilized the entire world.
They also assert that the native Black people of Africa were in the jungles running around nude and unproductive and never contributed anything to the advancement of civilization.
The White version of African history is carefully arranged such it becomes the history of Arabs and Europeans in Africa and not that of true African history. The starting point of their first period eliminates 4000 years of recorded Black civilization, the greatest period of African achievements.
Their second period is devoted to the Arabs and Berbers in Africa, their third period of focus is on European civilization, and it is all done under the headline of African History. Within their version of history, Black Africans have no past and have contributed nothing to the world.
Many of us are fully aware that the true African history is being withheld from the educational development of Black students. But most of us don’t understand the intentional purpose of this.
It is more than just blatant racism these white washing of history serves a real purpose.
These inaccurate negative portrayal of Africa that implies ( among many other feats) that the building of the Pyramids as being outside of the capabilities of Black Africa is in fact a psychological warfare program. Its perpetuated fallacy that Egypt was a white society and that the rest of Africa was Black and have no significant ancient history is intentionally designed to instill the myth of white superiority into the minds of black students.
Here is a scenario that provides clarity of how this psychosocial program works and why it was implemented:
Imagine that an invader broke into a home, robbing and leaving it in ruins. Then the invader kidnapped the children from the home to work as servants within his home. This invader, fearing an eventual retribution from these kidnapped children, may find it necessary to implement systems to ensure these children remain loyal to him.
While the invader, through his militaries could rob and the destroy the home, they cannot win the loyalty, or sustain peace with the children for long unless systems are used to suppress dissent, or unless they can be convinced to grant their consent to be governed.
To protect themselves from retribution the invader would have to maintain strict control of all information given to these children. This would include their religious and educational development as well.
The invader may also find it necessary to retell the events of the invasion. They may do so by routinely showing to the children demoralizing pictures of their ruined former home– while falsely retelling the details of the event. The invaders may revamp the facts of the crime telling these children that they where merely rescued them from a dilapidated home where they were unwanted by their parents. This would cause the children to develop an undeserving sense of loyalty and appreciation towards their kidnapper/invader.
The invader may also find it necessary to implement a scheme to divide the children, to prevent them from ever unifying against their invader, by teaching them not to trust each other while simultaneously teaching them to trust only him.
A massive psychological conditioning program consistent with this noted scenario is precisely what is being done to Black people by the controlling white elites.
Black students are being deliberately mis-education about their history and about themselves.
Chancellor Williams, in The Destruction of Black Civilization, 1974, stated that the scheme was rigorously applied in written European history of Egypt where the Black population was never referred to as Egyptians, and Black pharaohs became White. Blotting Black people out of history included replacing African names of persons, places, and things with Arabic and European names. One wave of the White master’s wand, and Black Hamites and even Cushites, like their early Egyptian brothers, are no longer Africans.
When Black Egypt was conquered, its libraries were looted and burned. Their great treatises on philosophy and sciences were plagiarized by authors of the West according to George G.M. James in his classic Stolen Legacy, 1954. Many of the oldest surviving statues and figurines were found in Africa and made by Africans in their image reflecting their distinguishable thick lips and noses. Most of them have been defaced in an apparent attempt to perpetuate the myth of “European supremacy.” The things they could not hide, such as the Sphinx, they defaced.
The version of History taught in school to African Americans where heavily revised to favor the agenda of the ruling white elites while hiding the true brutality of their crimes committed against Black people throughout history and in doing so fostered an unrealistic sense of false patriotism used to manufacture your allegiance to a still racist government.
The reason for such mis-education is because in order for a ruling class to maintain its social dominance over its suppressed group, it must condition its suppressed group from a very early age, before they have an opportunity to question the propriety of the matter.
This whitewashing of history also revises the past to hide all of the many contributions made by Africans. The negative mis-education of Africa are intentionally designed creates feelings of embarrassment among many African Americans concerning their African heritage.
This miseducation upon the Black psyche is designed to corrupt African Americans’ sense of racial unity and cohesion, mold the character of self-hatred, and engender self-doubt, self-loathing, and distrust among their group.
Many Blacks have actually developed a psyche wherein they have learned to be grateful that their ancestors were the enslaved ones brought to America and believe themselves to be the lucky ones. For had their ancestors not been captured, then they would still be in Africa living in famine, disease, and naked. This psychosocial literally makes many Blacks to become grateful for the enslavement of their ancestors.
This whitewashing psychosocial programing against Black people is effective because “How we view our past often actively determines how we perceive ourselves”.
Dr. John Henrik Clarke, the renowned African American historian, author, and lecturer’s statement “A history to a people is like the relationship between a mother and her child,” supports this hypothesis. He added “History tells a people who they are and what they have accomplished” and that “history is like a clock that tells a people their geographical time of the day.”
Dr. Ronald D. Steel of the U.S. Department of Health and Human Services in 1989 concurs with Dr. Clark analogies stating, “Knowledge of history and heritage enhances one’s self-esteem. It gives one the basis to make accurate, concrete interpretations of current events and it encourages a people to aspire for the highest in society in spite of obstacles.”
These observations are very unsettling when we consider that, within the American educational curriculum and through its controlled media, the historical and present images of Africa are more of a symbol of shame than a source of pride. This is designed to corrupt African Americans’ sense of racial unity and cohesion, mold the character of self-hatred, and engender self-doubt, self-loathing, and distrust among their group. This is also designed to break down African Americans’ sense of Black racial heritage, allegiance and unity by subjecting them to seeing only the fraudulent worst in themselves while implying that they admire, respect, and trust only Whites.
Also within psychosocial program African Americans are deliberately given those images of Africa that our designed to produce shame of their heritage. They are constantly subjected to only those images of a war-torn, famine-ridden, rampantly illiterate, and disease-stricken Africa.
These deplorable depictions of Africa displaying only its poorest communities are in fact designed to make African Americans feel grateful that it was their ancestors enslaved and bought to America. They’re being subconsciously told that they’re the lucky ones to have been taken away from the backwardness of Africa.
Its depictions of Africa is also one that misleads many African Americans to believe that most of their African Ancestors easily gave them away to the white invader. Its depictions deliberately hides the brutal massacre of countless of African Warriors that died in battle trying to rescuing their captured love ones.
The number of Africans that died in battles fought against the white invaders far exceeded, many times over, the number of any African’s that may have assisted in the slave trade. The hiding of these fierce battles and massacres is deliberately done to perpetuate the falsehood that most African Americans where sold away by their ancestors. This engenders feeling of resentment among many African Americans towards Africans thus meets the objective of divide and conquer. This psychological conditioning is designed to break down African Americans’ sense of Black racial heritage, allegiance and unity.
This psychosocial program conditions its Black victims to admire, respect, and trust only Whites. To the detriment of many Black people, this psychological conditioning has been so extremely effective that it has caused many to not only accept White dominance over their lives but to prefer it.
By permitting the white elites to continue their total control of our education we are doing more than merely giving them a decisive influence on our communities; we also are giving them virtual control of the minds—especially the minds of our children, whose attitudes and ideas are shaped more by white controlled television and films than by parents, schools, or any other influence.
When we receive information from white sources it is most often made inaccurate by white societies propensity for racism. Therefore accordingly we must rethink
everything-the education, history, media reports and black statistics given from white sources. Because when whites are controlling the societal score board they will always give to we Blacks those fraudulent misinformation and depictions that implies their white superiority over our group.
This article is an excerpt from the ground breaking book entitled: Franklin Jones
Since his tomb was first discovered in 1922, the life of king tut has continued to mystify and enthrall both historians and amateur sleuths alike.. Tut exhibit – king tutankhamun exhibit, collection: furniture and boxes – tutankhamun’s gold throne.