WHO WERE THE ANCIENT INDIGENOUS AFRICANS OF KIMIT (EGYPT OR SAIS)?
THE ROMITI

Dr. Yosef ben-Jochannan

Africa; The Mother of Western Civilization, 1971

Herodotus, in the year c450 BCE, reminded his fellow Greek citizens. that he was taught by Egyptian and other African priests of the Mysteries System. They had already plotted and calculated the course of the Triangle and its seven (7) Pole Star; and besides this they had also recorded the moment of the sun's activity to the point where they noticed that it had..

"SET WHERE IT NOW RISES, AND RISEN TWICE WHERE IT NOW SETS," etc.

Due to this disclosure by Herodotus, and as other Greek citizens before and after him received similar information in their studies under African priests (professors) in Africa and elsewhere, it became possible for men such as Drayson to figure out the Egyptian Priests' calculations revealing that ...

" ...the sun revolves around a center just as the earth revolves around the sun, at the rate of travel equivalent to 40 miles per second, traveling through space 33,000,000,000,000,000 miles in performing its one year cycle."

This Stellar PHOTOGRAPHY, which the Africans of the Nile Valleys and Great Lakes had already developed before the dawn of the birth of the first Haribu -Abraham, much less before the birth of Jesus Christ of the Christians, provided further fundamentals for European (first the Greeks and then the Romans) and European-

It should be note that Herodotus was a native son of Ionia, which was at the time of his birth a colony of Kimit(Sais or Egypt). Ionia was located in the area where sections of the present states of Jordan, Israel, and Syria now occupy.

American ASTRONOMY to the point where "modern" man can today project himself in "HEAVENLY-BOUND BODIES" which the Africans of the world of antiquity calculated would take place and noted in their works, as shown in the BOOK OF THE DEAD and other major English translations of papyri and temple structures inscriptions.

All of these have added to the knowledge of so-called "MODERN MAN" in his reach for the OUTER WORLD (Nether World), which he could not have accomplish were it not for said Africans whose descendants are today still serving as slaves for Europeans and European-Americans (recipients of the SECRETS OF THE MYSTERIES of the Nile Valleys and Great Lakes indigenous peoples.

The mere fact that European and European-American educators have separated learning into "SECULAR" and "RELIGIOUS," as if one is independent of the other, is no reason to believe such was the case with respect to the Africans' High-Cultures of antiquity (ancient) or contemporary times. For it is this very same attempt at departmentalizing and sectionalizing Nile Valley and Great Lakes African High-Cultures (civilizations) by European and European-American educators that caused Africans of the north and east to be labeled "CAUCASIANS, CAUCASOIDS, HAMITES" and "SEMITES," etc.; whereas those to the south of an imaginary geo-political boundary at the southern reaches of the Sahara (Great Desert) are called "NEGROES, BANTUS, HOTTENTOTS, BUSHMEN," and a host of other names which these Africans have never authorized to be used in regards ~o themselves. Equally, it is because of the sectionalizing and departmentalizing that the Greeks were able to remove certain disciplines, especially the so-called "Greek Philosophy," and claim them as their own creative genius and development; but professor George G.M. James designated "GREEK PHILOSOPHY" as nothing more than a "STOLEN LEGACY" in his book bearing the same name.

A greater in-depth study of other major "religious" and "secular" signs and symbols of the ancient Africans of the Niles and Great Lakes High-Cultures could have been entered into at this juncture. However, this was accomplished in another volume entitled THE ORIGIN OF RELIGION AS A WAY OF LIFE. Never-the-less the student should closely examine AFRICAN ORIGINS OF THE MAJOR "WESTERN RELIGIONS," by your own professor, and other works referred to therein, along with those cited in this volume, in order to grasp the full meaning of the theft of African origins and their eventual plagierization and relabeling by European and European-American educators and others who call themselves "MEMBERS OF THE CLERGY" and/ or "THEOLOGIANS. "

One need not worry about the so-called "SECRETS OF FREE-MASONRY" revealed herein, all of which are in fact detailed in the Hebrew HOLY TORAH and Christian Bible (New Testament) for anyone to read and observe. Yet, without works such as the BOOK OF THE DEAD, by Sir Ernest A. Wallis Budge; STOLEN LEGACY, by G. G.M. James; SIGNS AND SYMBOLS OF PRIMORDIAL MAN, by Dr. Albert C. Churchward; ANACALYPSIS (2 vols.), by Sir Godfrey Higgins; THE GOLDEN BOUGH, by Sir James Frazier; RUINS OF EMPIRES, by C. F. Volney, and a host of others to periodically consult and translate into 20^th century C.E. understanding with respect to the teachings herein there would be more than enough reasons for the masses of people to remain ignorant of them.

The science of NUMEROLOGY, as practiced by the Africans of Kimit before the arrival of the first European in central Africa to learn its rudiments, was fundamentally a religious development- but only in the sense of the usage of the word "RELIGION" in European-American context. Thus: The major factor which one has to overcome in order to truly comprehend the wealth of knowledge that is the African peoples' (everywhere) heritage is RELIGIOUS BIGOTRY, and more specifically the use of the term "HEATHEN" with regards to anything African which does not constitute what Judaeo-Christian or Muslim (Moslem) theologians (all of them conveniently forgetting that their own religious faith would not exist were it not for the fundamentals they stole from the same "Heathen" Africans) dictate to be GODLY or KOSHER and endorsed with their own SEAL OF GOOD RELIGION AND APPROVED THEOLOGY.

RELIGION that was not the Western-type (European and European-American) of organized capitalistic institutions serving as arms of national political entities, as observed by the student at this juncture, was responsible for all learning before the control of Rome over Christendom around 3l C.E. when Emperor Constantine "the great" became ruler of the Roman Empire of the East and West after having denuded himself of his own "DEVINE" significance. It is before this period that the STOLEN SECRETS were looted from the Grand Lodge of Luxor, other subordinate Lodges (universities) and libraries by Aristotle and company, and before them by Ionians and Persians who entered Greece (Pyrrhus) as teachers from their homelands (Egyptian colonies at the time).

If these basically fundamental factors revealed so far are constantly kept in mind, the students of AFRICAN, AFRICAN-AMERICAN and AFRICAN-CARIBBEAN history, or of any other AFRICAN PEOPLE THE WORLD OVER, cannot fail but find in their further researches that MANDKIND AS A WHOLE ORIGINATED FROM A COMMON AFRICAN ANCESTOR and branched out from someplace around the African Great Lakes region of Central East and West Africa. And the High-Cultures of the White and Blue Nile Valleys, as well as the Atbara River Valley, only reached their zenith in Kush, Puanit, Nubia or Merowe, and Kimit to the north; and Zimbabwe, Swazi to the south; and Ghana, Melle (Mali), and Songhai (Songhay), etc., to the west because of the CREATIVE GENIUS AND RELIGIOUS DEVELOPMENT (both secular-material and spiritual) of people whom the so-called "Western man" or "modern man" (Light and Dark-Skinned Caucasian) of today still insultingly label "PYGMIES" while knowing too well that they are the TWA peoples; or "BUSHMEN" and "HOTTENTOTS," whom they know are KHOISAN peoples; and even "BANTUS" and "NEGROES" which they know are the same as all other African peoples regardless of which group has THIN or THICK LIPS, FRIZZLY or WOOLEN HAIR, POINTED or FLAT NOSE, BLACK or BROWN BURNT SKIN, or a combination of all of these physical traits which so-cailed "modern educators" have labeled "RACES OF MANKIND" in their racism to establish their "LIGHT-SKINNED CAUCASIANS" as the choice selection of God, as a sort of "CHOOSEN PEOPLE OF JEHOVAH" which the Haribus (Palestinians, Israelites, Jews, etc.) perpetuated in one of the earliest presentation of RACISM and RELIGIOUS BIGOTRY recorded in human history. (See Hebrew HOLY TORAH or Christian OLD TESTAMENT).

The culmination of all that have been revealed in the previous chapters obviously relate directly to the research made in this chapter as to. its origin. This is especially TRUE whether one is intellectualizing from an Anglo-Saxon, Anglo-Greek or Judaeo-Christian (European and European-American-style) foundation, as everyone of these nomenclatures had their origin in ALKEBU-LAN (which the Greeks and Romans renamed "Africa" ) by indigenous peoples whom the "FATHER OF EUROPEAN HISTORY -Herodotus described in his HISTORIES, Book II.. in the following manner:

"THE COLCHIANS, EGYPTIANS AND ETHIOPIANS HAVE THICK LIPS, BROAD NOSES, WOOLY HAIR, AND THEY ARE BURNT OF SKIN."...

These ancient indigenous Africans ("Blacks, Negroes, Bantus" or whatever) from the dawn of the art of writing wrote on interior walls of their pyramids and on their papyri the famous words of this chapter's conclusion...

"MAN KNOW THYSELF"

Paraphrased: African people know yourself and your glorious heritage from your "MOTHERLAND -ALKEBU-LAN.

It is utterly impossible to understand why European and European-American "educators" would wonder about the physiognomy of the ancient Ethiopians and Egyptians in view of the abundance of available data within their possession, most of which they illegally inherited from their ancestors who were pirates - called "discoverers" and "explorers, " or slavers- called "entrepreneurs."

This fact is further accentuated when one considers that as early as the fifth (5th)-century before the Christian era (BCE or BC) Herodotus --the Ionian (who became a Greek citizen after receiving his education in Kimit (Egypt)- made the people of Europe aware of the general indigenous population of north and northeast Africans physical characteristics and colour of pigment. If these truths can be properly observed without the general racist obsession that afflicted European and European-American thinking in their Neqrophobia then, and only then, will it be possible to understand why the ancient Europeans (Greeks and Romans) of Herodotus' era called the indigenous Africans they encountered "ETHIOPIANS" --literally "BLACKS."

Professor Gaston Maspero, Albert Churchward M.D., and Sir Ernest A. Wallis Budge 3(called by many --"the most noted anthropologists and -paleontologists of all times" ) in their respective works have, without a shadow of doubt, articulated the above facts I have brought so far to your attention. Specifically Dr. Churchward in his ethnographical map shown on page 72 of this book, which has been supported by paleontologists from all over the world before colour preejudice became the established way-with-all it now is, has graphically demonstrated the unity and oneness of the people the ancient Romans and Greeks (European ancestors of the "modern Caucasians") identified and designated "ETHIOPIANS." It must be noted, however, that the word "ETHIOPIANS" (Blacks) came from the root --"ETHIOPIA" (the nation) or the African "ITHIOP;" and that this  was originally used by the ancients of Europe to identify the entire continent now called "AFRICA," which the indigenous peoples had given the name "ALKEBU-LAN." Because of these facts, it is exceedingly strange that the United States of America's most distinguished Egyptologist of all times, Professor James Henry Breasted, Ph.D., equivocated over the same set of facts about the "Negroness" of certain Africans which his forerunners found no reason to be protective of; this being inexcusable even when one takes into account the racist nature of the University of Chicago, Illinois (as most universities and other institutions of higher-learning) department of Oriental Studies he established and developed.

Why is it necessary to specifically cite the late professor Breasted's works, especially his HISTORY OF EGYPT, and, THE DAWN OF CIVILIZATION" Because he, being "the foremost" of the European-American "Egyptologists," was most responsible for perpetuating the "Semitic" and "Caucasian" myth with respect to the indigenous "Ethiopians, Blacks, Negroes, Coloureds," or even "Niggers", of north Africa being of a different "race" than those of "Africans South of the Sahara." Of course professor Breasted astutely covered himself in the use of the quotation marks in most cases where he had occasion to mention the alleged differences between the "race" of the Egyptians, Nubians, Cushites (Ethiopians), Numidians, Carthagenians, Congolese, Puanits (Punts), Gandese, and other Africans. One can readily see the continued effects of the Breasted Negromania in the latest work by Frank M. Snowdon, Jr., Chairman of the Classics Department at Howard University, Washington, D.C., entitled, BLACKS IN ANTIQUITY, with the sub-title - "Ethiopians in the Greco-Roman Experience," published by the Belknap Press of Harvard University Press, Cambridge, Massachusetts, 1970.

In Mr. Snowden's work, which I wholeheartedly endorse with respect to historical information and exposure of certain truth hithertofore suppressed by European-American educators, there are to many references as to the allegedly different racial composition of the Ethiopians of Egypt and those of the other parts of the continent of Africa (Alkebu-lan). He, too, belatedly hedged and twisted in the very manner and fashion in order to avoid presenting a picture of the Egyptians (Ethiopians) being of the same "race" as all other so-called "Negroes" of today. He also failed to notice that he did not equally try to show that the Greeks and Romans were not uniformly "Caucasian" in their appearance either; yet, he had no problem in calling all of them "Caucasians."

Mr. Snowden, even though trying to be impartial (whatever this is) in his great contribution to African, African-American and African-Caribbean Studies. so-called "Black Studies," nevertheless could not escape the taboos that permeated the national racist educational institutions and their teaching.. with respect to Caucasianism and Negroism in these United States of America. from which we, everyone of us, developed our point of reference with regards to the emotional semantics of the verb -- "RACE." He, in my opinion, found it extraordinarily necessary to portray the measurements of nose, lips, and whatever else, to designate types of Ethiopians; when, in fact, the ancients made no such distinctions. The distinction the ancients made, he very adequately cited when he quoted their reference that precisely dealt with the "Ethiopians' color" in terms of they being that "much ;darker than Asians." Thus, he stated on page 109:

Further, if Diodorus' account of Ethiopians who lived near the Nile  is derived from Agatharchides, he may be recording a Ptolemaic description of the "pure" Negro". The majority of Nile-dwelling Ethiopians, according to Diodorus, were black, flat-nosed, and ulotrichous.

But, what is a "pure Negro" or "pure Caucasian"? At what point did either begin? And, where did they originate?

It is impossible to expect that the same professor, who have for generations assisted in the suppression of African peoples' history and culture, especially with regards to the education of the earliest Europeans by Africans, would have changed their color like chameleons do.

Now that many of the Africans (Ethiopians or Black people) have uncovered much of the data in the timely work of Mr. Snowden. The United States of America's institutions of higher-learning, regardless if Black or White controlled, Anglo-Saxon Judaeo-Christian and Greek-centric as they are, equally make it appear impossible for any approved works containing the endorsement of such institutions' trustees not to maintain the status quo of the "superiority" of the European or "Caucasian (White) race" over the African or "Negro (Black) race," and all other "races." It is because of the presentation of the Ethiopians' (Blacks) history in the manner, such as we find in professor Breasted's and Gerald Massey's works, which compel many Africans and African-Americans to maintain that European-Americans cannot teach "Black Studies Courses" to the satisfaction of people of African origin. Certainly anyone can remember dates and events, and then prattle them off before students who may be less aware of their occurrence. But, it is the interpretation of said data which makes the major difference between the African-American and the European-American instructors with respect to "Black Studies" or "White Studies", the latter of which we (Black people) must all submit ourself_from the very first day of our educational experience, whether public or private, religious or secular.

When will it be that the Africans' contributions to the Europeans, and the world in general, would not have to be prefixed by the racist terms --"SEMITIC" and "HAMITIC," or even "CAUCASIAN;" words that were created specifically to minimize, and in most cases deny, the Africans (Ethiopians) role in world history: Is it so damaging to European-Americans ego or psyche that they cannot accept their African cultural heritage ever being directed by people described by Herodous, but can accept an "ape-like ancestor" instead: At least, they should be able to note that the Egyptian-type they are willing to accept as their ancestors only differs to the so-called "Negroes" and "Bantus" in variations of darkness and lightness; all of which are only shades of black. The other extremes are only with respect to language construction and religion; never-the-less generally having the same Nile Valleys and Great Lakes cultural root-base.

It is unfortunate for the European-Americans that they were not satisfied with NEANDERTHAL MAN. If they were, and would have stopped at that point, then no problem of claiming BOSKOP MAN, ZIMBABWE (Rhodesia) MAN, BROKEN HILL MAN, ZINJANTHROPUS boisie, and other African fossil-man, in the center and southern parts of Alkebu-lan (Africa). But, in trying to establish their superiority, without leaving any trace or doubt of same, they have continuously unearthed truths that show themselves to be relatively recent in time of culture; the end result being their having to claim many of their so-called "Negro, Bantu, Pygmy, Bushman", and "Hottentot" brothers and sisters, and of course many of the "inferiors" of Asia also; especially the so-called "Indo-European Aryans." Even Adolph Hitter of Nazis Germany found it impossible to have his "pure Aryan race" without adopting some of the Asian "inferiors."

These non-Caucasians, both of Africa and Asia, of yellow, brown and black skin, have the historic background into antiquity that surpassed the Homeric and Greco-Roman experience of which Mr. Snowden wrote in his book, BLACKS IN ANTIQUITY...etc. It is incumbent upon African-American scholars of Black Studies programs to do much more research; to write beyond the scope of the so-called "New Left Revolution;" and interpret their own history and experience in terms ot: their own values of "right" and "wrong;" and, of course, criticize all of the works relating to the African peoples and their descendants the world over. This would, definitely, require that such scholars place before their thrust for academic tenure in the various colleges, the quality of the data they desire to disseminate to their younger Black brothers and sisters, also those less fortunate in educational skills; and above all, publish their own works.

So far I have been unable to observe in the so-called "Black Studies Courses" around at most campuses --white or black --material information beyond the rhetoric of instant revolution; no priority being given the historical achievements of the Africans and their descendants. Yet, those who have distracted young African-Americans from this latter course of their heritage have been busy doing extra-time work writing and teaching about the history of the so-called "Negro." However, would there have been any need for "cultural" or "political revolution" today if historical records of the Africans' experience over the world were not kept; records of events passed, but relevant to the African peoples who were brought to the "Western World" by force, and those who came as explorers before the arrival of the European to the shores of either North or South America?

Returning to professor Gaston Maspero's work, THE DAWN OF CIVILIZATION: EGYPY AND CHALDEA, published by the Society For Promoting Christian Knowledge, London, England, 1901 (as translated by M. L. McClure, member of the Committee of the Egypt Exploration Fund), Fourth Edition, page 398; he stated:

"...the House of the Books" was doubtless, in the first place, a depository of official documents..., etc.

In the same paragraph he also stated that:

...it contained also, however, literary works, many of which even at this early date were already old, prayers drawn up during the first dynasties, devout poetry belonging to times prior to the misty personage called mini-hymns to the gods of light, formulae of black magic, collections of mystical works, such as the Book of the Dead and the "Ritual of the Tomb;"- scientific treaties on medicine, geometry, mathematics, and astronomy; manual of practical morals; and lastly, romance, or those marvelous stories which preceded the romanceamong Oriental Peoples.

To the average student today in BLACK STUDIES, equally to those in WHITE STUDIES, the above "facts" are confusing in many of the following respects:

a) The Egyptians were not known to have had "short stories" or" novels; ..

b) "romance stories.. were "only written by Orientals in ancient times; ..

c) "magic is a heathen development" of the Africans south of the Sahara.

Both Black and White students were, and still are, taught these lies from elementary grades through their encounter with institutions of higher-learning. Never-the-less, even African-American (Black) professors of history, on the whole, do not challenge these age-old "WHITE LIES;" they, being too busy in their involvement with revolutionary rhetoric of the THIRD WORLD before they concentrate on revolutionizing their own mind and culture.

These inconsistencies by "educators" forces one to query if the so-called "THIRD REVOLUTION" introduced to African-American students on campuses is not an attempt by the so-called "NEW LEFT, and their "OLD LEFT" financiers, to deter Blacks from their African heritage and independent political answer to meet their own particularized problems within the United States of America. I find it, also, a willful attempt to distract the Africans from a possible, natural and most desirable political affiliation with their brothers and sisters in the Caribbean and Africa towards an inter-continental brotherhood of African peoples. Strange as it is, equally, that most of the latest of the so-called Black converts to the "New Left" found "cultural nationalism" offensive when young African-Americans show admiration for their own brother and hero --Marcus Moziah Garvey, but ask them to revere Karl Marx Mao Tu Tsung and Che Guevera. However, it must be understood, I am not saying that it is inconsistent for an African-American to be a "New Left" supporter and at the same time giving some devotion towards his African heritage.

What I am saying, is; everyone of their European-American and Asian-American co-leftist revolutionist, whether they were formerly attached to Judaism, Christianity, Islam, Buddhism, or any other religious persuasion, have received their won indoctrination in their own cultural heritage and religion while they were still children in their home or 'religious institutions; and, of course the European-Americans and Asian-Americans were forced to study European and European-American history and culture --"White Studies" or "White Power" --the first day they entered public or private school, parochial or secular, in everyone of the States of the United States of America.

In examining the map presented to you; what kind of superficial or material barrier can you discover which the ancient peoples of Alkebu-lan (Africa) did not know existed before the arrival of the European and European-American "educators" that discovered them thousands of years later? Does it indicate that there was any kind of racial, religious, or cultural barrier between the various Africans to prevent their amalgamation with each other; or that there were "Semites of Egypt, Negroes of Nubia," or "Hamites of Puanit" (Punt)? See page 133 of BLACK MAN OF THE NILE for map.