In the past 20 years debate on curriculum change has intensified in the United States, Africa, and the rest of the Diaspora.  It has been a belated civil rights integration debate to infuse Afrocentric ideas into white supremacist Aryan curricula, rather than an African centered independence movement to create stand-alone African Humanities curricula which would be taught along side Asian Humanities, Indian Humanities, European Humanities, Chechimecan Humanities, etc. 

As a systematic movement of reestablishing the scientific foundations of ancient African Kmt's Educational model as the foundation of African curricula around the world---the direction of this process has been side tracked into decades of "Black Rypley's Believe-it-or-Not" type debates with racist whites (including Jews) and Arabs.  From this mistake, one essential lesson has been learned: Build your own in every area of human existence, including education.  Stop standing around criticising whites who made cars, airplanes, ships, skyscrapers, houses, super highways, computers, trains, dvd, high schools, junior high schools, elementary school, professional schools, printing machines and presses, universities, bibles, churches, educational systems---build your own again.  Cars have been around for over 113 years in some form and Africans have not built from the ground up one single factory in the world that manufactures one simple car.  Whites are in control of almost all semi-complicated manufacturing processes in every area of Black existence.  If as much time were spent mastering technical know-how (i.e., building teams/cores of young African scientists, engineers, philosophers, moral/ethics leaders) as is spent arguing with racist whites over their Aryan model of education Black populations would be free of white/arab domination by now.

Mental slavery demands dependence; dependence is built on ignorance, fear, and a lack of applied procedural understanding regarding how the world actually functions.  The structure and content of all Black educational systems were both inherited from the white supremacist Aryan Model of education offered in every former slave-running white society today claiming democracy.   The whites dumbed the Black curriculum for centuries, did not allow Black people to go to school, kept generations ignorant and mystical (hoping for miracles and saviors), and disallowing any aspect of an applied scientific education.  This was criminal; it still is in force to a lesser degree.  These white brutes also kept Black populations less technically educated than the whites by systematically keeping science and engineering labs, technologies, and educational materials from Black youth.  Even after integration, Blacks went to school with whites but were systematically tracked into obsolete fields, LDA, and mood-altering drugs. 

Afrocentricism: Criticism, Infusion, Integration

The Afrocentric movement evolved out of the Black Arts Movement, and was rooted in the Black Power movements of the 1960's and 1970's. Through Dr. Diop and Dr. Theophile Obenga, and the intellectual foundation that Pan Africanism and the 1800's Black nationalist movements laid, modern African-centered thinkers have a firm foundation for initial criticism of the fraudulent  history of ideas present by whites and Arabs.  Criticism is hard work, but this is only the initial raw material on which a truly advanced philosophical science, a great African worldview, a new/higher system of African scientific thought, can be firmly constructed.   

The whites had been lying in print/books/journals for well over 350 years.  In the process of wiping clean/exterminating/mass murdering the indigenous populations of the western hemsiphere, these whites dragged millions of Africans thousands of miles to be worked to death, enslaved, producing food, fiber, and finances for the white population's economy.  Their education system justifies this degenerate behavior in writing; their chrisitian/judaism/islam religious systems sanction these centuries of murderous sieges as their god's will. Now their medium for false propaganda is dvd, video, ipod, powerpoint, and doctored computer simulations.  The goal however is the same: defend white supremacy, the Aryan model, ultra white nationalism/patriotism, and white feel-good history.  In this way George Washington and Thomas Jefferson are made out to be great men, founding fathers and heroes no matter how much land they stole from the native populations or how many millions of Black people they helped to enslave, how many lives they wasted, bred and sold their children, worked to death and just threw into unmarked graves after they were dead.  And Black children today are supposed to internalize these white lies from white liars calling themselves teachers, educators and professors.  The Black children are rejecting it; all of it.  (But they should be taught to extract the science, engineering, the applied technical procedures, the rational kernel---so that they can feed, clothes, house, transport, defend, and mass educate the next generation independent of historical enslavers.) 

The Afrocentric movement bravely went at the heart of this fraudulent history: in the educational system.  There were successes.  There were errors.  Overall, progress was made in the area of exposing the "white lie" agreed upon, called history.  Blacks by and large, however, kept their white/Arab religions, saviors, calendars, values, morals, names, clothes, holidays, bad habits and fear of all things white.  Even the understanding of the value of science that the Asians (mainly Chinese and Japanese) have clearly used to rise up from backwardness---Black people have not operationalized this in anyway. 

Externally, overtime, modern White supremacy, summarized in the conceptualization of the Aryan, became an extremely well constructed European ideology, which, in the process of Europe and its Diaspora ascending to world domination (1500-1900's), became the accepted worldview.  It is the capstone of a five-tier pyramidal scaffold in the ideology of White supremacist thought. 

It is the centerpiece of the ideology of the independent genius of the White race and White "Western Civilization."  The development of (1) prehistoric hominid formations, (2) modern homo sapiens sapiens, (3) the intellectualization of homo sapiens sapiens, (4) the first class-based advanced forms of ancient society, civilization, (5) the most advanced forms of classical ancient society---all had to start with whites---although in reality these started first in Africa. The Afrocentric and African centered movements snatched the Klan sheet off of the heads of white academia.  The curricula is an Aryan white supremist fabrication created in the 1700's.  It is not based on comprehensive chronological, historical, and factual evidence.  It is not logical.  It is not unbiased.  It is not accurate, and yet it is taught in every European school from kindergarten to Ph. D.  Every one of their curriculum are historical frauds.  In fact, Africans would be best served following the Chinese example:  study only the science, applied mathematics, engineering, technology, physics, chemistry, biology, medicine, architecture, electronics, computer science, urban planning, and civil engineering.  Leave the white supremist propaganda to the whites.  Focus on the essentials of applied math, science, engineering, and manufacturing logic.

All of the earliest fossil/DNA evidence lead back to Africa.  All of the oldest artifacts of civilization lead back to the Nile River in Africa.  The first calendars, the first writing, the first high tech engineering, the first federal governments, the first nation states, arts and sciences, the first moral systems---all of them started in Africa along the Nile River.  The largest ancient buildings in the world were designed, engineered, and constructed in African KMT---some of them over 40 stories high, 2.6 million stones, weighing two tons per stone.  Khufu pyramid is 146.0 meters high; Khafre pyramid is 143.5 meters high; Snefru pyramid is 105.0 meters high; Menkare pyramid is 65.6 meters high, and Zoser pyramid is 63.0 meters high. 

There were over 121 large pyramid structures built in ancient African KMT in a 2784 year period before the Africans began to carve buildings into mountains.  Each was mathematically accurate down to a fraction of an inch.  They still stand in testimony to practical geometry, algebra, mathematics, trigonometry, architecture, engineering construction, urban planning, project management, social planning, national planned coordination and the most efficient organization of hydraulic power and human labor power in ancient history.  African children should have a science/engineering curricula around this instead of the idle chatter about white lies. 

Accurate historical facts are a beginning.  Infuse those facts into the Aryan white supremist curricula.  Then integrate the educational system from teachers to administrators to board members.  This is what the Afrocentric movement did, and did well.  But this is not enough.  Once the criticism is over, what kind of society do Africans need now?  Why? Whose civilization will be the model? How will it be replicated, technologically and in a modern form?  What to keep and what to discard? What kind of economy? Political system? Cultural system? What books need to be written?  What facilities need to be built?  Where?  Whose architecture? Why?  Wasting time debating with white folk and siding with Arabs will not answer these fundamental questions today.  We need our own African curricula of rebirth/renaissance in this lifetime. 

Internally, Black Afrocentrists and others who cut their intellectual teeth in the historical period of integration, desegregation, plead-ins, march-ins, sit-ins and even beg-ins in the United States (1945-1970's) have erred in their idealized quest for an absolutely harmonic and peaceful integration into the prevailing social order that whites and Arab dominate. 

Remember, these were slave societies; predatory invaders, destroyers of nonwhite civilization.  The same constitution and Bible/Koran are at the foundation of them.  They still rule in every significant area of Black life and living.  Nothing fundamentally has changed, except things have gotten worst for millions of African children.  There is a ruling class, gender, race, and culture in every society.  It can reform on the edges, but cannot be revolutionized unless the ruling group is removed in each area and the general white population sees no need to live at the expense of nonwhites any longer.  This has not happened in the past at any time.  There is no precedent.  Study the case record, the documentary record, the historical archive.  It won't happen now.  People who benefit (right or wrong) from something fundamental do not easily give it up.

Infusion was Never Enough

The 1980's and 1990's saw Black educators attempting to infuse bits of Black facts into a nationwide/federal white supremacist Aryan Educational System (university, college, K-12).  The task has been formidable and was necessary for the earlier time period.  But clearly this was never enough, given the slave curriculum whites had used on Black populations for over 300 years.  Imagine Jews trying to infuse something accurate and positive about themselves in Hitler's Nazi curriculum.  Only independent scientific curricula building on the part of Black educators would solve this problem at its source; but this solution has been all but nonexistent.  Today, serious Black educators must stop wasting time.  Therefore, the modern African Centered Movement as a philosophical then political vision must be re-framed/re-invented to address the new and changing cultural, sex-gender, ethnic, class and generational realities of the 78th Century Kmt standard time, 2008 European standard time. 

In 2008+, Black folk must think independently; start with indigenous Black classical civilization where nothing in African comes close to what ancient African Kmt produced; then, educationally/technologically create the science/engineering to mass produce food, clothing, housing, education, health care, cars, trucks, trains, planes, hospitals, universities, highways, water treatment plans, electrical plants, agricultural equipment/machines, roboticised factories, medicines, moral temples, etc. The Neo-mystical, Greco-roman/christian/arab-muslim hybrid variety of North American Afrocentricism has not/will not solve this problem; it is uselessly/slavishly tied to the white and arab enslavers in name, content, direction, and purpose.  If over 600,000,000 Black folk can be mowed down/exterminated/worked to death in the Holocaust of African enslavement and no gods, allahs, jehovahs saved us---none of this made up mess by enslavers will save us now.  Historically, the ones with the most science/engineering have the most food, clothing, housing, education, health-care and security; the ones with the most slavemaker religions are the poorest people in the world---somewhere starving to death on dirt cookies as in Haiti.  They (the whites/arabs) have what they have because they know how to make it (and in most cases, take it).

The best element of the African-centered movement are organized around systematic, evidence-based, scientific correction of the fraudulent Aryan model of world history that justifies a fake white supremacy.  In as far as Afro-centricism seeks to situate the African at the center of his or her view of society and the world (like all others do), it is useful as the remnant of an initial ideology of criticism and correction, a place to begin, a grounding, a foundation.   It served a purpose of exposing the white/arab lie agreed upon: that only the lighter populations created civilization and that Blacks were innately inferior.  Ancient African Kmt chronologically presented in living color explodes this white/arab enslaver's lie.  Ancient Greece/Rome/Arabia are over 3000 years behind what ancient African Kmt built.  They are no more than predatory, invading, populations in North Africa pillaging and plagiarizing Kmt Black civilization.  Study the history of demography in that region.  Dr Cheikh Anta Diop's, and Dr. Theophile Obenga's work validate this thesis.  We have to move forward to an independent African Humanities Curriculum that is a part of world humanities curricula not lorded over by populations with historie of enslaving, invading, occupying, oppressing and imperialism.

Dead End Side Roads

After years of being swamped in silly side arguments with gatekeeper/racist whites, jews, and arabs, the African-centered movement is still seeking a firm/unbiased philosophical grounding.  Too much time has been wasted.  It should move forward fast toward independent cultural/scientific/moral curriculum building instead of merely trying to infuse accurate Black facts into an Aryan/white supremist curriculum which is rapidly moving toward an ultra-white nationalist Nazi curriculum reflective of this collapsing capitalist economic system that the whites rule.   After all the criticizing of the Eurocentric bastardization, omissions, lies, slanders, and plagiarism they prescribe all the dependent, integrationalist, trite, Eurocentric, liberal, neo-colonial, welfare, reparation-seeking, blame-the-oppressor for tokens to the middle-class, bluff-and-get-paid-for-silence solutions that have failed us in the past.  All their proposed methods, techniques, solutions, programs contradict their cultural analyses.   Clearly, they do not understand that the objective conditions that led to integration in the United States (1945-1980) have run their course. 

The end of desegregation, affirmative action, set-asides, small-scale racial tolerance is a reflection of the end of the greatest period of economic expansion in US history.  The beginning of re-segregation, disintegration, overt racial hate and White militias, racial intolerance, and White male set-asides is a reflection of the massive contraction of White economic conditions and the reactionary White mass response.  Even the integrationist viewpoints of the reactionary aspect of the African-center movement are a direct reflection of their intellectual formation in the 1950's, 1960's, and early 1970's. 

Therefore, (apparently for the reactionary element of the African centered movement), every significant fact of African history must be used by them to show how Africans influenced the growth and development of White civilization: (1) KMT helping Greek, Roman, and Arab invaders/imperialist to take North Africa---civilizing them; (2) North African Moors helping Western European Spaniards, Portuguese, French, and Englishmen imperialist/mass bringers of genocide to become civilized---so that they can then conquer the world; (3) indentured/slave Negroes ignorantly and disgracefully helping Spanish, French, Dutch, Portuguese, and British conquers (Columbus, Pizarro, Cortes, Balboa, De Leon, Coronado, Courtier, etc.) to pillage, rob, loot and commit genocide in the Western Hemisphere and the world; (4) Negroes as "Buffalo Soldiers" killing indigenous people as to secure land for Whites, during and after a civil war that Whites controlled and organized, (5) Blacks in Asia, Blacks in Europe, Blacks in America, Blacks in India, etc.  Sure Africans were in all of these places, doing great things sometimes and doing rotten things in other periods.  But a scientific history is not written this way; it has evidence, chronology, historical context/facts/meaning, and a logical summation of historical data.  The integration of the exploited with the genocidal deeds of the exploiter is the reactionary immoral equivalent of seeking credit for helping a convicted murderer.   Instead of intimately studying ancient African Kmt, a 5000 year old great African civilization for lessons/principles/laws/philosophies/methods/science, they waste time trying to find a black face in the arab, white, and jew mess of imperialism, invasion, occupation, slavery, colonization, and neo-colonization. 

An accurate history of Africa and Africans would show: that the development of (1) prehistoric hominid life (AA,HH,HE,HSN,HSS), (2) modern homo sapiens sapiens, (3) the intellectualization of homo sapiens sapiens, (4) the first class-based advanced forms of ancient society, civilization, (5) the most advanced forms of classical ancient society---all started with Africans.  The actual evidence proves that Africa and Africans were the initiators of humanity, its intellectualization, and the development of civilizations.  Then African students can be focused on the most important elements of material culture which include how to use mathematics/science/engineering/morality/ethics to build the necessities of life, i.e., food, clothing, shelter, education, health care, transportation, manufacturing industries, universities, moral temples, etc.  Sum up the evidence in each discipline, establish the African Humanities in those areas, and in the process get to work mass producing scientists and engineers with sound morals to create the necessities/luxuries of life out of the great mineral/natural wealth of Africa.  Stop making excuses.  Do the homework.  Study what has succeeded. Have the courage and intelligence to do what successful others have done.   Stop wasting time.

This is not rocket science if one is paying attention.  The Chinese have their own culture, history, philosophy; they publish their own ideas, they print their own books; they do not ask permission to think, study, write, publish, print or speak; they set up their own schools.  They are not praying and hoping white/arab gods help them---nearly 2 billion people; they are engineering their own salvation and rebuilding their own civilization.  When they go to the white schools in Europe, Australia, and the United States they master only the best applied science and engineering and forget the white "Greeks-did-everything" lies.  How else do you think they have passed the whites/arabs in mastery of the applied sciences in such a short time (less than 35 years).  In most major white universities they make up 70-80 percent of the physics, chemistry, biology, engineering, architecture, and manufacturing graduate/masters/ph.d students.  They are not wasting time arguing with sorry whites and arabs who are bent on maintaining a fraudulent social history. 

We could learn something from them and others if we could just humble ourselves long enough to admit the fundamental error of the Africanist liberation movement: it is mystical, and lacking in an applied scientific foundation.  The Chinese/Japanese guiding principle is to: Master science, math, logic, engineering, reading and writing.  Every other population has sense enough to extract the rational kernel of education: science, engineering, technology, and morality. It is time that Africans mastered this simple strategy. 

There is also the misguided/mystical arguments around science and the meaning of scientific theory.  One central thing is clear: there is no such thing as European, Asian, or African science; science is universal, though the language may be different.  Language is the means of communicating laws of nature, today referred to as scientific theory.  The laws of nature are independent of color though they may be presented symbolically in linguistically differing ways.  The torch of science passed from African Kmt to Greece to Arabia to Europe and now to Asia again.   Plagiarism at the tip of a sword gave ancient Greece, and Rome their first understandings of the laws of nature: they invaded/occupied Northern Africa and parasitically leeched off of a dying ancient African Kmt for over 700 years until they had translated/transferred 3000 years of scientifically summarized practice, i.e., theory.  Only the language and level of understanding changed in an applied form.  Even ancient Greece was a 3000 year step backwards/regression on what had been achieved in African Kmt (in science, mathematics, medicine, engineering, construction, architecture, biology, urban planning, hydraulics, physics, chemistry, and metal works) until the leap in the recent 1800's. Surely, that language can be Arabic, Latin, Greek, Chinese, Japanese, Shona, Mdu Neter, etc, but the science it relects is universal. 

So, there is no such thing as African/Asia/Arab/European-centered science; the language is different, the way to get to the answer may vary, but the answers are the same.  And only those ignorant of what science is would even come up with such a notion.  Rockets are made to get to the moon, ships sail the ocean, computers are manufactured, super highways are constructed, microchips are fabricated, animals are cloned, and people are enslaved because a population knows how---then replicates/concentrates their know-how in a condensed symbolic mathematical and abstract theoretical formula/procedural system.  This is not guesswork; the languages may be different but the fundamental laws of nature/the guiding principles are the same.  This is nonsense perpetrated by the mystical element of the African centered movement which today continues to dominate the entire Africanist liberation movement.  With economies collapsing around the world, this period demands a change from the old/bankrupt ways of doing things.  We should study, weigh, extract, and use only what works in the real world.  Leave the fairy tales to those who accept losing while winning is being achieved before our eyes throughout the Asian world.

Real World Answers and Applied Scientific Know-how

The new class of permanently unemployed African skilled labors, intelligentsia, forced out of the capitalist social contract, homelessness, foreclosures, closed schools, closed universities, layoffs, cut retirement benefits, cut health care benefits, repossessions, hunger, lights/water/gas utilities being shut off, student loan defaults, credit card defaults, etc. need answers to fundamental questions of life and living. 

Black Ripley's-believe-it-or-not will not help them. They need answers which have a scientific/engineering "how-to-do" curriculum.  They already know ancient African Kmt was Black from all of the color pictures now available to them from around the world; they know the whites and arabs destroyed it and copied it's science, translated it into their own language, and burned the black libraries in north Africa---driving Black folk into a global 2700 year white age of slavery, occupation, death and destruction.  To even waste valuable time today debating with whites/arabs in face of an unprecedented economic collapse and inevitable white/nazi movement is calculated buffoonery bordering on the surreal.  Let them believe as they wish.  Scaling the heights of mysticism to 'reveal and reaffirm' the number of Black kings and queens, the presence of Africans in Europe/ Asia/Americas, how many (ignorant and disgraceful) buffalo soldiers killed Indians so that white settlers could steal their land, etc., is immoral/unjust/impotent because it is an easy/deadend side road at a time when Black children starve in their midst.  Today, in the worst aspect of the African centered movement, instead of a morally sound scientific system of re-education and a well-defined path/pattern of human life which offers an ascendant paradigm in the true spirit of our African Kmtic Ancestors all that is offered is Black-believe-it or-not stories and appeals to bankrupt slave gods.  This must end if we are to move forward.

The philosophically reactionary and strategically narrow arguments of many mystical Blacks that continue along this obviously unfruitful path shows the intellectual and organizational bankruptcy of folk who think we can just hope/beg/pray our way out of this mess.  Faith and prayers without works is dead.  Still running around with the slavemaster's names, religions, clothes, beliefs, holidays, etc., while at the same time trying to tell other to change---self criticism and correction will be th first order internal cleansing for this movement.  Many who are not honest with themselves, regardless of age, will not make the turn.  Waking up is much easier than cleaning up.  Our folk are good at pointing at the white man, talking loud about what the whites are not doing.  But look in the mirror:  the whites are not making you crawl around with their names, beliefs, hate of Blackness, straightened hair, religions, clothes, languages, holy lands, saviors, holidays, calendars---everything is white or arab.  Some are facing this lack of self-correction squarely; others are not.  The lateness of this maturation/realization demonstrates the contemporary barrenness and desertification of ideas, and the desperate straits and leadership vacuum which faces the African freedom movement in the United States.  

For nearly 85% of the time the United States has been a nation it has overtly enslaved and/or segregated/discriminated/cheated Black people in this country. Millions of innocent Black children were herded into the worst schools and subjected to a dumbed down curriculum administered by a racist federal government founded on centuries of slavery and discrimination.   They grew up to be adults, most of whom have yet to even get rid of white names, holidays, clothing, habits, religions, saviors, languages, holidays, holy lands---everything.  In every-way, the ruling class, race, gender, and culture has their Aryan educational system in the United States and the world is running on auto-pilot.   That would pose no problem if our present educational aims were compatible with the aims of the emerging Nazi/conservative movements in education. They are not.

Those Jim Crow/Aryan model aims are simple: keep Black folk one notch under white workers in education, training and skill trades; keep Black youth away from as much science as possible while they are young so that they will never be the engineers of civilization (social systems, architecture, economic systems, political systems, material culture) that their great ancestors were in ancient African Kmt.  This is just another variant of a post-slavery European strategy for keeping Africans underdeveloped and dependent reserve manual and semi-machine workers. 

In this way, Afrocentric, and African centered is not enough.  We need scientific curricula which solve the real world/material culture problems of African people for modernized methods of mass engineering/producing food, clothing, shelter, education, health care, transportation, employment, highways, clean drinking water, and moral/martial necessities of life in this world---along with correct African history and lists of achievements.  Independence must be complete.  No more slavishly crawling around parroting historical enslavers.

As Armah said it best:

"Our present educational aims are no less clear. In principle their focus is the liberation of African intelligence to work for the benefit of our continent and society. Reflexes designed long ago to achieve the subjugation of Africans cannot serve to free us. Training systems designed to inculcate servile reflexes cannot work to teach habits of freedom. Instruments designed to keep our economies and societies underdeveloped and dependent cannot serve to develop our continent and to liberate our productive intelligence. To achieve our libratory aims we need to abandon the old colonial reflexes and instruments, and to replace them with instruments and reflexes of our making, rationally tailored to the achievement of our aims. Hence the need to change the struc­ture and content of our educational system."

This is what we must do. 

Return to the Source: Ancient African Kmt Foundations (4236-656)
 
The Question

Ancient African Kmt's Foundations: The Answer

1. In every vital activity, it is the path that matters, for it involves all possible relationships of time, space and means between a beginning and its end, an unfolding of law through the means.  Relationships may vary according to the means, according to the direction of the path, whose point of departure, material or ideal, is the door that determines the nature and direction of the way
2. It allows neither detour nor willful complexity: the law is strict, the canon not indulgent. One who seeks the real no longer puts any trust in appearance.
3. Coldness is in the exactitude of the law, but life moves and fire is hot.
4. The science of measurement gives knowledge of ‘imperturbable laws' provided it starts out from reality and not from a supposition.  All philosophical axioms should be susceptible of translation into mathematics, necessarily geometrical, for a mathematic that isn't expressed in geometrical terms opens the door to rationalistic hypotheses which lead to error. Mysticism consists in direct consciousness by confusion, fusion; a state of transparency that gives direct, total vision of a harmony, not at all a matter of understanding. To seek this result by a play of thought and weaving of notions is to fall into the fanciful and erroneous
5. Be precise in your studies, avoid fantasy, be careful not to transpose the procedures of the three modes of instruction; such indiscipline turns the discipline from that path that leads to the subtlest revelations
6. Truth stands forever. What matters is the growth of your consciousness, which is the relation between the personal you and the process of ka. Each truth you learn will be as new as though it had never been written. It will always have the importance of a discovery, through its resonance through your own number and particular function in cosmos. This is particular to each student.
7. Neters are expressions of the principles and functions of KA in nature. The neters are within you. An offering arouses the consciousness and desire of the neter's action. Such desire is the force of attraction (mer). A want, a need, a void that longs to be filled-this is the active principle of sacrifice, based on the law of compensation.
8. Every phenomenon is a reactive effect, that an active cause never produces a direct effect, since it remains abstract, imperceptible, unless there is resistance. When a resistance of the same kind as the cause absorbs and annuls it-this is a death; when the resistance becomes active in its turn, the effect will be a life phenomenon-the second crossing
9. The practice of sacrifice is a defense of human consciousness against the deadly effect of the search for satisfaction. Animal man obeys the desire of satisfaction as nature obeys the law of inertia. Satisfaction of a desire neutralizes it and this is a kind of death. The only active force that arises out of possession is fear of losing the object possessed: this is an egoism, constrictive, which consequently diminishes more or less the power of its appeal.
10. All true sacrifice arouses in the giver faith in the thing he desires or the power to bring it about
11. there may be confusion of the various intentions in the act of sacrifice, the object of which may be to awaken creative faith in the thing desired, to evoke the thing by desire or the magic of analogues, or to provoke its realization by reaction
12. To provoke is to excite reaction in the thing, being or power to which provocation is addressed by resisting it. If you defy an enemy by doubting his courage you double.
13. Evocation invites actualization of the desired object by offering the thing, principle or idea that will act towards it magnetically, direct or by the magic of analogues. On the one hand, it works by creating a want or void that becomes the mer, or attractive force, for a thing of its own kind; on the other hand evocation uses the magic of analogues, which is the intelligent choice of an analogue with the characteristics of the desired thing. You invoke by analogy what you wish for the dead.
14. To judge well of the matter you must acquire what you still lack, knowledge of analogues in nature, which we always use in our symbolic images
15. The value of our method of thinking (in the consideration of themes) lies in an integral correspondence with the laws of nature that gives them the character of universality.
16. Pth is creative force bound through the fall into matter. It is the cause of life but it only lives when peace, hotep, htp or pth in reverse, releases it: that is to say when peace or union has been made between the creative energy and what is to be given life.  There is a destroying fire in Ptah that becomes creative when this union is achieved.
17. Sacrifice pride and an offering acquires efficacy
18. Life is the power, immanent in created things, to change themselves by successive destructions of form until the spirit or activating force of the original life-stream is freed. This power resides in the very nature of things. Successive destruction of forms, metamorphoses, by the divine fire with rebirth of forms new and living is an expression of consciousness.
19. One who recognizes the divine meaning of life knows that knowledge has but one aim, which is to achieve the successive stages that liberate him from the perishable. For things only die in their body.
20. The nut doesn't reveal the tree it contains. Bury my word in your heart that it may put out root and seed; then return untiring to seek your nourishment in it until you have exhausted its substance.
21. Work hard and acquire the habit of forgetting egoistic interests on pain of being expelled as a hindrance
22. Everyone has faults; we are all in the process of growing. It is not an obstacle if you don't annoy your neighbors. If you have ambition, you will be reassured or disappointed; it does to intuition what the weevil does in a granary. Anyone who works out of ambition is soon recognized and the door shut in her/his face
23. Ambition is powerful in one who seeks to dominate others. for one whose interest is not in effects but in causes, ambition loses its reason for existing: she/he will occupy her/himself with the play of natural forces, destiny, the laws that govern things, rather than with acquiring power.
24. Don't say anything if your heart isn't free to speak
25. One learns from everything. For the disciple every gesture is a theme to be mastered.
26. Children see many who are greedy for money and the favor of the rulers (people with money, etc.) than in love with their work and the truth.
27. Knowledge (wisdom, etc.) is altered or renewed according to the necessities of the epoch
28. Learn to reason from evidence.
29. Recognize, in the face of evidence, the universal character of people's (teachers) knowledge or allow for symbolic functions...which takes nothing from the fact that these people have left indisputable testimony to their science in their architectural work.
30. It isn't the daily performance of a function that matters, but the fundamental knowledge that gives mastery and allows of its being communicated.
31. Preservation of high achievement over millennial-continuity of traditional teaching on temple walls (documentary record) in every age, an inviolate secrecy that protects it and the anonymity of the work.
32. The state of affairs is open to injustices and the weaknesses inherent in human nature. Our monuments and texts display continuous fidelity to the wholeness of our tradition. Thus two realities co-exist: on the one hand the imperfection of people who have no other horizon than the coercive duties of material and social life; on the other hand the splendor and perfection of work done for the temple.
33. Individual worth is assessed by competent teachers, according to the qualities of heart and professional capacity.
34. The difficulty is to discern those who are likely to develop, those with unappreciated gifts, those capable of rapid progress. And when they are discovered it remains to give them the means of showing what is in them. One cant impost virtues that passion thwarts on every occasion. It is necessary that the pleasure the awakening of their gifts excites shall bring them the consciousness of real nobility; the nobility of altruism, work done for an impersonal motive, incorruptibility.
35. No person is competent in that sphere who hasn't been trained in the proper school: that's why there must be a higher organization, an organization with what we may call psychological consciousness that permeates the social order without violating it and prevents suffocation of the lotus that is trying to reach light at the surface
36. Society is conceived as a tree with roots, trunk, leaves, and fruit. Each of the tree's organs has its laws of generation and production. The task is to learn how the cells of the trunk are selected in such as way that they provide the power needed to give tree life while maintaining its strength, regardless of the difficulties.  The root, fixed point is wisdom. The center of the tree-the nucleus-is the vital heart of society. The first concentric circle is the inner circle of initiates; the second is composite; the third-the outer-has no relation to the first. [speaks to the roles of people in society, or in any field of study for that matter. There is the small group of decision-makers, people whose work constitutes the essential core of work done, the most advanced thinkers, the elite. People's work, their deeds, efforts determine where among the masses their contributions will be. Free will, each person chooses from various possibilities.
37. The lives of members of the core group is different than most. Do not get caught up in worldly stupidities. Struggles are internal, as well as external-all toward the aim of improving self and the quality of contributions to the race.
38. Where necessary, respond to students to accelerate the training.
39. To learn, one must open her/his eyes and ears and make an exceptional effort. There is a difference between those who receive instruction and those who seek (and attain) mastery. [Schools must have in place opportunities to strengthen exceptional effort/talent]
40. If the masses follow instinct, the strong among them will bully the weak in spite of their resistance. Passion will hold the scepter, for envious greed must govern to possess and ambition must possess to govern: their scepter is the whip. There must be a group in place that balances those led by pure impulse/instinct.
41. Wisdom isn't the work of individuals, but of traditional training (which requires discipline)
42. KMT's orthodoxy in writing mdw ntr meant that generations could understand what was written thousands of years prior.
43. When luxury becomes a necessity preponderance is given to wealth. Society is no longer governed by the principle of quality but by favoritism and greed.
44. Two tendencies govern human choice and effort-the search for quantity and the search for quality. Quantity related to material goods and their possession.
45. Quantitative mentality, an expression of cerebral consciousness, consists in the analytical consideration of parts without vital connection
46. Seek the essence of the issue, subject, etc. Quality is creative power. Creation (multiple expressions of an essence) manifests a hierarchy of specific qualities or multiple aspects; these belong to the world of causes, the values that form and rule matter; but they become perceptible, assessable, by way of comparison in the world of phenomena.
47. 2 essentials must precede all particular qualities-one is a relation of harmony between a thing and its properties and the other is the vital intensity that belongs to the thing
48. Cerebral and sensorial faculties only allow us to assess qualities through quantitative comparison, a substance more or less hard, a man more or less strong, more or less able: such assessment is relative to an individual's means of perception.
49. Qualities of a moral order are measured by deeds.
50. Intelligence of the heart is vision of the real or communion of with it, with what in reality is, or again with the essential nature and quality of the thing. Integral vision or knowledge of this order excludes all possibility of personal interpretation whether intellectual or emotional...otherwise it is no longer intelligence of the heart. It is personal interpretation that is fallible, being susceptible to subjective judgment.
51. When cerebral consciousness can read instinct without mistake, it becomes intuition. Cultivate intuition if we are to perceive vital qualities of things and beings, and their relation of harmony
52. People cultivate intuition when we encourage the craftsmen to put quality first in the smallest piece of work, when we awaken in our students a consciousness of the relations that link all things, in general when we formulate the laws of analogy, and finally when by representations of the principles and by the symbolism of letters we describe the functions and qualities in nature
53. One can't stifle the masses by obliging them to practice what is as yet beyond their capacity. They must have scope for their turpitude and opportunity to gain consciousness of it through struggle.
54. Selective activity can only proceed by experiment and indirect test, which is really the aim of the system. In this way teachers can guide those chosen in the use of their real aptitudes and give them effective means of developing their gifts.
55. An individual's training and aspiration that determines the choice that is made of her/him, which besides leads him step by step to pleasures of higher quality. Those who take the path of austerity are a few
56. There is heredity in principle, but it is wrong to ascribe powers and qualities to immediate heredity without verification.