The great Afro-Puerto Rican historian and bibliophile,
Arthur A. Schomburg, was absolutely right when he wrote, “History
must restore what slavery took away, for it is the social damage
of slavery that the present generation must repair and offset.” One
thing that history can restore and that not even the savagery of
slavery totally took away is the extensive relationship that Afrikan
(Black) people have had with education. An unbiased look at the
annals of history certainly demonstrates that since time’s beginning
such a relationship, and an extremely strong one at that, has existed.
Historically, Afrikan people have had a longer relationship
with education than have any other people on the face of the globe. This
is true for at least two reasons.
First, Afrikan people were the world’s first people,
they are its oldest people, and all other people came from them. Second,
because Afrikan people were the first people to give birth to civilization
thousands of years ago, they were also the first to give birth to
education, which technically means “rearing”, “upbringing”, or “leading
out”.
In brief, Afrikans took the world’s first steps in
leading humanity out of mind-choking ignorance. Consequently,
their efforts resulted in Afrikans being the first people to create
the pencil, pen, and paper; astronomy and astrology, math (geometry
and algebra, if not calculus) and medicine. In fact, the very
numbers and alphabets that are used today are Afrikan, and the world’s
first and oldest medical book is Afrikan, too.
Due to their undying love and thirst for education,
thousands of years ago Afrikans (Blacks) in Egypt, which is and
always has been in Afrika and Afrikan (Black at least in ancient
times), established the Grand Lodge of Luxor, the world’s first
university. It had virtually all-Afrikan professor-priests,
who taught up to 80, 000 students, says one Black scholar, at all
grade levels. So advanced was its curriculum, that the Grand
Lodge sounds rather 21st century. Divided into five major departments,
the curriculum included astronomy and astrology, geography and geology,
and philosophy and theology.
If it had not been for the Moors, meaning “Blacks”,
who ruled Spain for over 700 years (from A. D. 711-1492), the very
idea of university life among Europeans (whites) may never have
existed at all. For it was the Moors, natives of Afrika, who
taught Europeans about aged medicine and about Socrates, Plato,
and Aristotle—three so-called Greek philosophers who learned all
they knew from Afrikan priests, who were the real fathers of so-called
Greek philosophy. The Moors also taught Europeans to take baths,
which was seen as a sin by the Europeans before the Moors came and
after they were kicked out of Spain the same year that Christopher
Columbus made his famous sail “in 1492…across the ocean blue”. Interestingly,
the Moors taught Europeans to wear underwear.
It was also the Moors or Blacks in Spain who established
70 public libraries and 17 famous universities in the 10th and 11th
century when the rest of Europe scarcely had one single public library
and only two famous universities. That was at a time in Europe
when most Europeans (whites), including their kings, were illiterate
and even the kings lived in their houses or barns without windows.
Meanwhile, in the fourteenth and fifteenth century,
West Afrikan empire of Songhai, namely in the city of Timbuktu,
at least one scholar has said that “university life was highly regarded
and scholars were greatly respected.” At the center of Timbuktu’s
academic life was the University of Sankore, which had Afrikan (Black)
professors who were so intellectually sharp that they were qualified
to teach at virtually any university in Afrika and Asia at the time. Consequently,
students from areas throughout both Afrika and Asia flocked to them
to learn from these learned men. As for the Arab (Asians, though
often of Afrikan (Black) descent both then and now) would-be professors
of that time, they often did not qualify to teach at Sankore because
there were not proficient in and knowledgeable enough of the large
curriculum that professors at the University of Sankore had to know.
That curriculum also sounds very modern in many respects. It
included theology and exegesis, traditions and Malikite jurisprudence
(law), grammar and rhetoric and logic, astrology and astronomy,
and history and geography. In fact, some of the most treasured
of at least 18, 000 or more manuscripts from the ancient University
of Sankore were recently on display in Atlanta, Georgia at the Shrine
of the Black Madonna Bookstore. According to the flyer that
announced the event, from 100,000 to 1,000,000 such manuscripts
may exist throughout the world as a salute to Afrika’s and its people’s
centuries-old, active participation in literacy, scholarship, and
education as a whole.
Not even the centuries-old savagery of both the Arab-
and European-led enslavement of Afrikan people severed totally Afrikan
people’s depthless devotion and determination to educate and free
themselves. During chattel slavery in America, despite the
ever-present threat of punishment (having one’s fingers cut off,
being bull-whipped mercilessly, or brutally killed), Afrikans enslaved
in America diligently sought to educate themselves and frequently
did so with little, if any, help or encouragement from whites, slave
owners or no. In fact, says Black historian Kennell Jackson,
the Afrikan American “literacy revolution” of the 19th century “was
the greatest expansion of literacy among any population in the world
in the nineteenth century.”
The preeminent, Afrikan American multi-genius and
activist-scholar W. E. B. DuBois goes even further. According
to him, the very idea of public schools and public education in
America, especially in the American South, at public expense, came
from the formerly enslaved Afrikans in the United States after the
American Civil War.
For the last five centuries, if not more, a white
and/or yellow supremacist-led war has been waged against the world’s,
widely-spread, (1) billion plus Afrikan (Black) people. One
tool that has been used against all Afrikan people everywhere is
education in the form of what the Harvard-educated, African American
historian-scholar Carter G. Woodson, “the Father of Black History”,
called “miseducation”. As such, since, as stated earlier, “education”
technically means “rearing” or “leading out”, all (1) billion plus
members of the globally-dispersed African World Family (AWF) must
both honestly ask and answer for themselves some questions.
Three in number, those questions are as follows:
1)Is the education that both Afrikan people and their
children have received or are receiving leading them out of ignorance
to enlightenment or is it keeping and making them more ignorant
of themselves, the world in which they live, and their all-important,
past, present, and future role in it?
2) Does it lead them out of poverty to prosperity
or is it keeping and making them even more poor?
3) Is it leading them out of powerlessness to being
powerful by showing them how to handle power or is it, like the
Bible-toting missionaries of the past and the present, who go into
Afrika and Afrikan (Black) communities around the world - stealing
and/or draining the physical and mental, economic and cultural,
and even spiritual wealth of Afrika and its people around the globe
- giving them little, if anything, in return, excepted maybe the
Bible, which Afrikans, some historians say, directly or indirectly
wrote?
In short, does education teach the world’s Afrikan
children and people as a whole how to produce or to consume? Does
it stress that they unite or stay divided? Does it show them how
to lead, or how to follow others, namely white and yellow supremacists,
who, overwhelmingly, seem to lead them presently and who, historically,
have meant them no good—nothing but long-lasting misery?
These questions, Afrikan people must ask and answer
honestly, fully, and quickly. Time is of the essence. They
must re-educate themselves in their own ageless and positive wisdom
of the past, as well as gain important skills and know-how from
others, bring it into the here and now, and use it to improve, first
and foremost, their plight (geopolitically, financially and educationally,
spiritually and educationally, and universally as one people) and
that of generations to come and the plight of the blood-thirsty
world, which, it seems, they must civilize and educate once more.
HAWK(J. D. Jackson) is priest, poet, journalist,
historian, and African-centered lecturer and a middle school teacher
and part-time university history instructor. He can be
reached via email at [email protected]. |